Job Description

Salmo Secondary is looking for a 0.4 FTE (term) Teacher Counsellor to join their high functioning team. The position is for a full day Wednesday and Friday, with some flexibility to change these days to accommodate an applicant's schedule. Please contact principal Jon Francis to discuss these options.


This position is due to a leave.

Teacher Counsellor Position

The teaching assignment will include co-teaching and providing emotional and instructional support for at-risk students. This is not a clinical counselling role, but rather a teacher counsellor in a school setting.



The awarded applicant will have recent demonstrated successful experience working in a multi-graded environment, collaborating with school staff, and supporting at-risk students with learning, emotional or behaviour challenges. The applicant will be innovative, creative, and have a strong understanding of best practices, resources, and instruction for counselling support. They will demonstrate understanding of the BC Ed Plan, the First Peoples Principles of Learning, SD8's Strategic Plan, the Ministry of Education and Child Care's Mental Health in Schools Strategy, the BC Manual of Policies, Procedures, and Guidelines for Special Education Services, district directions, and inclusion support strategies.



The successful applicant will be a person who is continually striving to improve pedagogy in a changing educational environment with a view towards contributing to school culture, and student success and achievement.

Required Abilities, Qualifications and Experience:

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 (IST) 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 (e.g. Trauma-Focused Schools, OpenParachute, etc.)


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 (e.g. VTRA, Community Suicide Intervention Protocol, Reporting Child Abuse & Neglect, School Crisis Management Team, etc.)


Demonstrated ability to provide direct instruction to students (e.g. peer helping, conflict resolution, social skills, life skills, etc.) and to support colleagues to meet the social-emotional needs of students


Demonstrated ability to support transitions to into and out of the school (e.g. elementary-to-middle, middle-to-secondary)


Demonstrated ability to teach and co-teach in a flexible, multi-grade learning environment, including teaching whole-class and small groups in areas such as resilience, regulation, social emotional learning, etc.


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 and 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, please contact Principal Jon Francis at jon.francis@sd8.bc.ca