Coordinator, Student Well-being & SEL, Senior School

1 Year Full-Time, Fixed-term Contract 

2025 – 2026

Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them.

Bound by our belief in the power of girl-centred education, Crofton House School fosters a strong sense of community among educators, staff, students from Junior Kindergarten to Grade 12, and families. Here, everyone can contribute to the strength of our school– including you. 

We offer extensive professional development opportunities, competitive compensation and a comprehensive benefits package. Our 10-acre campus provides modern facilities, as well as beautiful outdoor spaces and a daily connection to nature. 

The Student Wellbeing & Socio-emotional Learning (SEL) Coordinator (Senior School) leads the SEL program for Grades 8–12, collaborating closely with the SEL Coordinator (Junior School) to ensure a cohesive, whole-school approach to developing students’ socio-emotional competencies. Reporting to the Assistant Director (Student Services), the SEL Coordinator works with the Learning Strategies/Inclusive Education Coordinator and Personal Counsellors, participating in weekly Students of Concern meetings and offering pastoral support as needed. They also partner with Heads of Grade to design and implement SEL-related elements of the advisory program, while supporting pastoral care for individual students.

You are a knowledgeable and passionate school leader dedicated to fostering student growth and wellbeing. With expertise in socio-emotional learning, you proactively equip students with skills to thrive individually and collectively. You understand the developmental needs of girls and prioritize student-centered, diverse SEL programming. Confident and approachable, you support teachers and students in realizing the program’s full potential. You are resourceful, energized, and committed to collaboration. Students, colleagues, and parents describe you as genuine, supportive, and knowledgeable. You foster open and collaborative relationships with parents, recognizing their role as partners in their daughters’ education. As a lifelong learner, you actively seek professional development, reflect on your practice, and collaborate with colleagues to enhance student learning.

Educational leadership

• Leading the mapping, development, implementation and ongoing evaluation of an SEL curriculum throughout the Senior School Grades 8-12, working closely with Heads of Grade, Learning Strategies
• Coordinator and Personal Counsellors and with Heads of Department where relevant:
  • This includes mapping of the relevant BC Core Skills across advisory, curriculum, Ivy and co-curricular activities
• Working closely with the Wellbeing & SEL Coordinator (JS) to ensure alignment in the whole school approach to SEL K-12
• In collaboration with the Department Head for PHE, developing and implementing a Health Education curriculum for Grades 11 and 12 that builds on the PHE Curriculum 8-10
• Collaborating and partnering with the Coordinator (Ivy Compass) to integrate SEL elements into IVY programming as relevant
• Seeking regularly student and staff feedback on the SEL curriculum
• Developing relevant opportunities for student leadership within the pastoral programming
• Coordinating visits from external educational experts to enhance and enrich the SEL curriculum

Teacher Professional Learning 

• Promoting and supporting the role of social-emotional learning (SEL), Trauma Informed Practice (TIP) and any other relevant approaches within the overall educational program
• Develop faculty’s understanding and skills in supporting student wellbeing
• Organising and leading as required SEL and Student Wellbeing workshops for staff based on research, best practice and in response to the student needs:
  • This may include facilitating and maintaining relationships with external consultants.
• Curating, maintaining and distributing research-based information related to student wellness and SEL topics 
• Developing and implementing  onboard training and support for new Advisors
• Attend relevant professional association groups representing the school 

Student Wellbeing Leadership

• Overseeing the use of CPOMS (online child protection information system) by staff to keep records and documentation of pastoral concerns, reviewing notifications of concern on an ongoing basis
• Monitor patterns of student wellbeing, collecting and analysing relevant data and evaluating the impact of provision on an ongoing basis
• Providing guidance and support to Heads of Grade in their work with students and the academic progress monitoring of students in their grades
• Lead the TPGP documented conversations with the Heads of Grade and provide an overview of these discussions to the AD Student Services
• Overseeing & Monitoring attendance patterns and concerns G8-12, working with Heads of Grade:
  • This may include on occasions working with specific students
• Contributing to weekly Students of Concern meetings with the Pastoral Care Leadership Team
• Supporting the implementation of the Restorative Justice system in the Senior School
• Leading on some more complex individual cases (including discipline) as required by the Assistant Director Student Services, working closely with the LR team and Personal Counsellors:
  • This will include facilitating team and parent meetings as required

Parent Education 

• Working with the Senior School Leadership Team in the development of an yearly programme of parent information sessions 

Other

• Bring a student-centered, inquiry-based and collaborative approach to the delivery of the B.C. curriculum
• Work collaboratively with teachers in the Senior School to plan, develop, and implement an extraordinary learning experience for each individual student
• Build relationships with parents and colleagues through timely and responsive communication and availability
• Be available to support and attend school-related events and meetings during evenings and on weekends
• If required, teach the equivalent of 2 sections in a relevant area of expertise
• Participate in the annual Teacher Professional Growth Plan and setting themselves annual growth goals
• Be an active and positive participant in the co-curricular program
• Any other responsibilities that the Head of School or the Director of Senior School may reasonably require depending on the candidate’s strengths and which may include the line management of other members of the pastoral team
• Other duties as required

Responsibilities of a CHS Teacher

• Bring a student-centred, inquiry-based and collaborative approach to the delivery of the B.C. curriculum
• Support the growth and development of individual learners through the delivery of the Crofton House School Ivy Compass and Advisory program
• Work collaboratively with teachers in the Senior School to plan, develop, and implement an extraordinary learning experience for each individual student
• Build relationships with teachers and staff across the school community
• Be an active and positive participant in the co-curricular program
• Fully engage in the CHS Teacher Professional Growth Plan

Qualifications, Knowledge, Experience:

• Essential: B.C. Ministry of Education Certificate or Independent School Certification qualification criteria
• Relevant university qualifications preferably at the graduate level (e.g. Bachelor of Education) (essential)
• Professional qualifications or training in SEL (highly desirable)
• Excellent interpersonal, communication, team-work and problem-solving skills
• Experience of creating and delivering programming addressing student wellbeing (preferred)
• Experience working with students across Grades 8 to 12 (preferred)
• Experience in SEL work, including supporting students with more complex need
• Understanding of the drivers of wellbeing relevant to girls and young women and of best practices in addressing their SEL needs
• Understanding of or a willingness to learn about statutory requirements related to child protection
• Understanding of the importance of intercultural fluency and culturally sensitive approaches to pastoral work.
• Understanding of the learning styles  of girls and young women
• Understanding of the expectations of a high achieving academic environment
• Commitment to continued professional development and growth and to the highest standards of professional practice
• Readiness to participate in the diverse life of the school community
• Experience in a position of leadership
• Experience in an independent school

Employment and Application Details:

Classes begin in September 2025 following teacher orientation in late August 2025. 

Employees of Crofton House School receive competitive compensation and support for professional, educational and leadership development. Please note that applicants must be able to legally work in Canada and hold a valid BC Teaching Certificate.   

Compensation: $65,869-$116,734 depending on experience and education level plus a responsibility stipend.  

Please include the following with your application:

• A cover letter and current resume that outlines exact dates of employment, the organization, job title and responsibilities.  If you have gaps in your employment history, please advise as to why. 
• Please clearly identify your educational background and history of professional development related to this position.

Apply online at www.croftonhouse.ca/careers.   Applications will be reviewed as soon as they are received.

We thank all candidates in advance. We will, however, contact only those selected for an interview. No phone calls, please.

About Crofton House School

Crofton House School offers a girl-centred learning environment for students from Junior Kindergarten to Grade 12. Here, students are motivated to strive for their best selves, embracing academic challenge and diverse experiences, guided by staff who know them and believe in them.

Our approach supports the whole girl in her social, emotional, physical and intellectual development. Guided by the School’s values of courage, creativity and citizenship, students are able to discover and pursue their own paths, developing the confidence and capacity to thrive and positively influence the world around them.

Established in 1898, Crofton House has a long history of girl-centred education. Today, the School has over 900 students and almost 200 staff members learning, working and playing on our 10-acre campus in Vancouver.