1.0 FTE Temporary Itinerant Elementary Counsellor

British Columbia Public School Employers' Association | Make a Future - Careers in BC Education; Salmon Arm; On-site; CAD 85,000 - 105,000; Full time

Job summary

British Columbia Public School Employers' Association | Make a Future - Careers in BC Education is seeking an 1.0 FTE Itinerant Elementary Counsellor (Teacher) to work across elementary schools within Student Support Services. The role is a temporary assignment effective immediately to June 30, 2027, focusing on social-emotional learning and student safety.

The successful candidate will collaborate with schools to provide individual and group counselling, referrals, and coordination of district

Qualifications

• Master's Degree in Counselling Psychology recognized by the Teacher Regulation Branch or related counselling-focused discipline.
• Minimum of two years of successful classroom teaching experience.
• Valid BC teaching certificate and current Teacher Regulation Branch membership.

Responsibilities

• Collaborate with elementary schools to support students with social-emotional and behavioral needs.
• Provide counselling services to individuals and groups and refer to other services as needed.
• Participate in school-based wraparound support and coordinate referrals to community agencies.
• Respond to critical incidents and student safety issues as part of the School Based Team.

Skills

Counselling

Ethical practice

Confidentiality

Cultural agility

Trauma-informed approach

Suicide risk intervention

Collaboration

Community referrals

Education

Master's Degree in Counselling Psychology

Two years of classroom teaching experience

BC teaching certificate

Job description

1.0 FTE Itinerant Elementary Counsellor (Teacher)

Student Support Services

This is a temporary assignment effective immediately to June 30, 2027

The successful candidate will be part of the Student Support Services department with responsibility for collaborating with elementary schools to support students with a range of social-emotional and behavioral needs. Counselling services may be provided to individuals and or groups and may involve referral to other school-based or district-based support services, to specialized services or programs, or community-based supports.

Qualifications

• Master's Degree in Counselling Psychology recognized by the Teacher Regulation Branch (or a related discipline with a counselling focus)
• Minimum of two years of successful classroom teaching experience
• Valid BC teaching certificate and current membership in the Teacher Regulation Branch.

Successful applicants should also possess the following skills and attributes

• Demonstrated success as an elementary school teacher and counsellor.
• Ability to abide by ethical principles and act with integrity, accountability, and judgment in the best interests of children/youth, and families; maintaining confidentiality and using discretion when sharing sensitive information.
• In-depth knowledge of the psychosocial development of children and youth.
• Knowledge of best practice for supporting child/youth mental health as it intersects with cultural diversity, gender diversity, neuro-diversity and behaviour support needs.
• Demonstrated cultural agility to work respectfully, knowledgeably, and effectively with Indigenous peoples with an understanding of Indigenous worldviews and approaches to health and well-being.
• Training and experience in working with families and children impacted by trauma; as well as an ability to build staff knowledge and skill in creating trauma-informed classrooms/schools;
• Ability to respond to critical incidents and student safety issues.
• Training and experience in suicide risk intervention, support and prevention.
• Demonstrated ability to collaborate with and create referrals to community agencies as part of student wrap around support.
• Experience in providing a continuum of preventative, developmental, remedial, and intervention services to support student mental health and social emotional learning; one to one or in small groups.
• Support students in the development of positive social emotional skills in the classroom.
• Ability to work within the School Based Team to plan and coordinate student supports.
• Current knowledge of Ministry of Education Special Education category requirements; and experience in working with school-based teams to create competency-based IEPs;
• Highly effective organizational skills and proven ability to prioritize work while simultaneously meeting the needs of a diverse caseload.
• Valid Class 5 driver's license and functional vehicle;

Questions regarding this position may be directed to Chelsea Prince, Assistant Superintendent of Indigenous Education and Student Support Services, at [e-mail]