T26-223 Temporary Counsellor

Position: T26-223 Temporary, Full-Time, Counsellor
POSITION
Posting Number :  T  2  6-  223  Date Issued:
August 31, 2026

Worksite:  Rosedale Traditional Community School

Contract Type:  Temporary, Full-Time

Assignment Area(s):  Family of Schools Counsellor

Salary Range:  $63,347 to $116,190 (based on length of service and qualifications in accordance with the collective agreement)

Effective Date:  Immediately, until not later than June 30, 2027

Final date to receive applications:  Wednesday, September 9, 2026 – 12:00 pm

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

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

Understanding of and demonstrated ability to fulfill the four roles of the counsellor as outlined in the Ministry of Education Policies, Procedures and Guidelines in regard to Behaviour Support and Mental Health in an elementary-middle school context

Demonstrated ability to collect behavioural information and perform behavioural screening and/or assessments to complete Functional Behaviour Assessments and Positive Behaviour Support Plans

Knowledge of and demonstrated proficiency in collaborative practices with classroom teachers, parents, students and district personnel where appropriate in the development, implementation and evaluation of CBIEPs

Demonstrated ability to provide in-service and coaching to teachers in the area of trauma-informed behaviour support and mental health literacy

Training and understanding of district VTRA and ARTO processes and experience guiding families through this framework

Demonstrated ability to collaborate with a team (ex. Inclusive Design Team, child and youth care work and Indigenous Education Assistant) to provide a continuum of services that support the academic, personal, social, and emotional development of students

Commitment and demonstrated ability to work collaboratively as part of a team in the implementation of the school and district 4 Pillars of Integrated Arts and Technology (Integrated Disciplines; Collaborative Culture; Authentic Learning; and Visionary Staff)

Demonstrated ability to plan inclusively using Universal Design for Learning (UDL) to allow multiple access points for learners with differing abilities, interests, and needs with a commitment to co-plan and/or co-teach SEL with classroom teachers

Demonstrated experience supporting students through a Response to Intervention (RTI) Framework with SEL concepts

Knowledge of, and demonstrated commitment to implementing the First People's Principals of Learning with respect to supporting SEL development in the class, and providing individual student support that is respectful of culture and beliefs

Understanding of Tier 1, 2, and 3 supports for students' social/emotional learning and/or mental health needs, and a demonstrated ability to collaborate with staff to plan for and support students

Demonstrated commitment and ability to support student transitions into, within and out of school

Demonstrated ability to provide leadership at the school-based team

Demonstrated experience in monitoring student progress using student learning plans, and competency-based individual education

Demonstrated experience connecting families with the appropriate community supports and services

For further information, contact:
(RTCS) Paula Gosal, Principal;
Michelle Davis, VP