- Master's degree, recognized by the Teacher Regulation Branch, in counselling psychology or Special Education. An advanced certificate in teacher counselling, counselling psychology, or special education may be considered
- At least 5 years' demonstrated successful teaching experience in a public K-12 school setting in BC, ideally in a similar role
- knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as outlined in the Manual of Policies, Procedures and Guidelines for Special Education Services, particularly as it relates to behavior and mental health support
- a clearly demonstrated understanding of the role of teacher counsellor in the public school context and within the parameters of the individual's educational background and training, including a clear understanding of and commitment to working within the guidelines set out by the district for teacher counsellors
- a clearly demonstrated understanding of the ethics of counselling in the school environment and to the extent of the individual's training and credentials
- demonstrated ability to collect behavioural information and performing behavioural screening and/or assessments
- knowledge of and demonstrated experience in the implementation and evaluation of IEPs in consultation with the classroom teacher(s), Inclusion Support teacher and district personnel
- extensive academic training, professional preparation and qualifications in teaching at the level of this assignment
- knowledge of, and demonstrated application of the Ministry of Education's current philosophy, teaching practices, and evaluation/assessment/reporting procedures as applied to all areas of this assignment
- demonstrated ability to collaborate with the school-based team and Inclusion Support teacher to provide a continuum of services (consultation, coordination, education) that support the educational, personal, social, emotional and career development of students (BC Graduation Program) – dependent on educational background
- demonstrated ability to collaboratively support the implementation of competency-based IEPs for students in Ministry Categories R and H, and to provide consultation services for other Ministry categories
- demonstrated ability to access & coordinate school, district and community services/resources, including Interagency Care Teams
- willingness to support colleagues to implement proactive, research-based teaching practices that support social emotional learning and mental health literacy in the classroom (for example, Trauma-Focused Schools and Open Parachute)
- demonstrated knowledge of and experience with Trauma Informed practices, conflict resolution and restorative practices
- demonstrated ability to implement protocols and procedures related to threat and risk assessment (VTRA, Community Suicide Intervention Protocol, Reporting Child Abuse & Neglect, School Crisis Management Team)
- demonstrated ability to provide direct instruction to students (peer helping, conflict resolution, social skills, life skills) and to support colleagues to meet the social-emotional needs of students
- demonstrated ability to support transitions to into and out of the school (ie – elementary to middle; middle to secondary)
- demonstrated ability to teach/co-teach in a flexible, multi-graded learning environment, including teaching whole class and small groups in areas such as resilience, regulation, social emotional learning, and so on
- demonstrated understanding of the BC Ministry of Education and Child Care's Mental Health in Schools Strategy
- demonstrated understanding of, and commitment to implementing the First Peoples Principles of Learning
- demonstrated excellent classroom management, the ability to establish and maintain positive, compassionate, respectful and collaborative relationships with colleagues, students, parents/guardians, and community partners within an inclusive, diverse and equitable school environment Teachers applying for this position must also possess the following attributes
- Willingness to work closely with parents, school based teams and community partners
- Knowledge of current instructional practices and curriculum
- Strong interpersonal, communication and collaboration skills
- Strength in developing trusting relationships with students
- Knowledge of Trauma informed theory and practices
- A demonstrated ability to work with colleagues to build support for and with staff and students
- Excellent organizational skills and a demonstrated ability to be flexible, encouraging and engaging
- Strong written and verbal communication skills
- Strong ability to use technology to support student learning For more information
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1.0 FTE Term Teacher Counsellor - British Columbia, Canada - York Region District School Board
Description
Qualifications and Experience:
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