REQUIRED ABILITIES, QUALIFICATIONS AND EXPERIENCE

• Master’s degree, recognized by the College of Teachers, in counselling psychology or a related discipline with a focus on behaviour disorders and counselling
• training and experience in conflict resolution and addiction protocol
• 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, as it relates to behavior and mental health support
• Demonstrated ability to collect behavioural information and performing behavioural screening and/or assessments in order to complete Functional Behavioural Assessments
• Knowledge of and demonstrated experience in the development, implementation, and evaluation of IEPs in consultation with the classroom teacher(s), parent(s), student, and district personnel
• Demonstrated ability to plan inclusively using Universal Design for Learning (UDL) to allow multiple access points for learners with differing abilities, interests, and needs
• demonstrated ability to design/implement/assess Project Based Learning (PBL) that explores and connects Big Ideas and concepts across disciplines
• Demonstrated interest, aptitude, or experience in fine arts, applied arts, media arts, or technology
• Demonstrated ability to facilitate authentic demonstrations, artifacts, performances, or exhibitions of learning that embed art and technology and allow for student voice and choice
• Commitment and demonstrated ability to work collaboratively as part of a teaching team in the implementation of the school and district 4 Pillars of Integrated Arts and Technology (Integrated Disciplines; Collaborative Culture; Authentic Learning; Visionary Staff)
• Extensive academic training, professional preparation, and qualifications in teaching in all areas 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 within the Learning Services Department/school-based team to provide a continuum of services (counselling, consultation, coordination, education) that support the educational, personal, social, emotional and career development of students (BC Graduation Program)
• Demonstrated ability to collaboratively develop and 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, CASEL)
• 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 the acquisition of bursaries and scholarships, and the ability to facilitate transitions to post-secondary, trades, and careers
• Understanding of, and commitment to implementing the First Peoples Principles of Learning and the four pillars of integrated arts & technology: (Integration of Disciplines; Authentic Learning; Collaborative Culture; Visionary Staff)
  For Further Information Contact: Brooke Haller, Principal or Stacey Parsons, VP, (604) 792-094

Please refer the Job description for details