About ECDS

Evergreen Country Day School is an independent PK-8 school serving 240 students in the 
foothills west of Denver. Over the past five years, we have grown thoughtfully from 150 
students to our current enrollment, building both our programs and our community with 
intention.

We are known for strong relationships, innovative programming, and a willingness to try 
new things while staying grounded in what matters most: helping students develop 
confidence, capability, and compassion. Our mountain setting is not just geography; it 
shapes how we approach learning, risk-taking, and growth.

The Opportunity

As ECDS has grown, we have reached an important inflection point. The School Counselor 
position represents our commitment to being proactive, building capacity before we need it, 
strengthening our ability to support students and families through challenges that are 
increasingly complex.

This is a founding role. You will be creating ECDS's first comprehensive social-emotional 
learning framework, establishing referral systems that do not yet exist, and defining what 
student support looks like across all grade levels. You will have significant autonomy to 
shape the role based on what students, families, and faculty need.

Position Overview

We seek a licensed mental health professional to serve as our School Counselor. This is not a 
clinical therapy role; rather, it focuses on prevention, capacity-building, and creating 
structures that help students, teachers, and families navigate challenges effectively.

The School Counselor will work as a thought partner to the Head of School and Division 
Directors, supporting our 40+ faculty members, and creating a cohesive, developmentally 
appropriate SEL framework from toddlers through eighth grade.

Reports to: Head of School

Team: Student Support Team (Learning Specialists, Division Heads)

Schedule: Full-time, 9-month position (August–May)

Salary: $70,000–$85,000 depending on experience

Our Students & Community

Our students are curious, creative, and caring. They are navigating the same challenges 
facing kids everywhere. You will work with students who range from confident leaders to 
quiet observers, from kids who have been with us since Pre-K to new arrivals finding their 
place.

Common challenges you will address:

• Anxiety and stress management (increasingly prevalent)
• Learning differences and executive function support
• Social dynamics and peer relationships
• Developmental challenges around eating, nutrition, and body image
• Navigating cultural identity and building inclusive community
• Transitions (new students, division changes, family situations)
• Supporting students from stable backgrounds who still struggle

Core Responsibilities

Your work is organized around a tiered support model, with the majority of time dedicated 
to building systems and capacity (Tier 1) rather than individual crisis response.

Tier 1: Universal Support — Building Systems & Capacity (60-70% of time)

Develop SEL Curriculum & Programming:

• Partner with division directors to create a vertically aligned, evidence-based SEL 
curriculum for PK-8
• Partner with teachers to integrate SEL into classroom routines and outdoor education 
experiences
• Design age-appropriate lessons and resources faculty can use independently
Support Faculty:
• Lead professional development on SEL practices and developmental challenges across 
PK-8
• Provide coaching and consultation to teachers on student needs
• Build faculty capacity to recognize and respond to social-emotional challenges
Create Systems & Protocols:
• Establish clear referral pathways for students needing additional support
• Develop protocols for connecting families with external therapeutic resources
• Create toolkits for common challenges (anxiety, attention, peer conflict, transitions)
Engage Families:
• Lead parent education workshops on relevant topics (anxiety, screen time, social 
development, nutrition). This can include leading them yourself or bringing in outside 
speakers
• Provide guidance to families navigating challenges
• Coordinate referrals to external mental health providers when appropriate

Tier 2: Targeted Support — Small Groups & Consultation (20-30% of time)

• Lead small student groups focused on specific SEL skills (friendship, emotion regulation, 
executive function)
• Facilitate regular consultation meetings with faculty to problem-solve student needs
• Coordinate check-in systems for students needing monitoring
Tier 3: Intensive Individual Support — Crisis & Complex Cases (10-20% of time)
• Provide immediate support for acute student crises
• Offer brief, solution-focused individual check-ins (not ongoing therapy)
• Coordinate complex cases involving multiple stakeholders
• Facilitate restorative conversations and peer mediations

What Makes This Role Different

This role IS:

• Building school-wide systems from the ground up
• Short-term, solution-focused support for students
• Connecting families to external resources
• Integrated into daily school life as part of the educational team

This role IS NOT:

• Ongoing individual therapy or clinical treatment
• Primarily crisis response (though you will handle crises when they arise)
• Isolated work; you will collaborate daily with faculty and leadership

Why this role is unique:

• High impact: Your work will directly shape school culture
• Creative freedom: You will not be constrained by existing systems
• Collaborative environment: You will work alongside committed colleagues
• Beautiful setting: Outdoor education is part of our identity; you might find yourself 
problem-solving on the trail as often as in an office

What We Offer

Professional Support:

• Access to external clinical supervision/consultation
• Dedicated professional development budget
• Collaborative partnership with Learning Specialist and Student Support Team
• Opportunity to shape ECDS's school-wide SEL program

Benefits:

• Competitive salary
• Health, dental, and vision insurance
• Retirement plan with employer contribution
• Generous paid time off
• Tuition remission for children attending ECDS
• Professional development support

Community:

• Work in a school where relationships matter and every voice is valued
• Join a faculty committed to innovation and continuous improvement
• Beautiful mountain setting with easy access to Denver
• Small-town community feel with big-city proximity

To Apply

Submit the following materials as a single PDF to kerkenbrack@evergreencountryday.org:

• Cover letter or writing sample describing your interest in this role and your approach to 
school-based counseling
• Current resume
• Contact information for three professional references (at least two supervisors)

Required Qualifications

Education & Licensure:

• Master's degree in school counseling, clinical psychology, social work, or related field
• Active Colorado licensure (LPC, LCSW, Licensed Psychologist), OR
• Eligibility for Colorado licensure with clear path to obtain within one year
• School counselor certification is helpful but not required
Experience:
• Minimum 3-5 years working with children and adolescents in schools or clinical settings
• Demonstrated understanding of child development across multiple age groups (early 
childhood through middle school)

Essential Skills:

• Strong knowledge of evidence-based SEL frameworks (CASEL, Second Step, Responsive 
Classroom, etc.)
• Systems-thinking orientation; the ability to build sustainable structures
• Excellent communication and collaboration skills
• Ability to work effectively with diverse learners and families

Personal Qualities:

• Warm and approachable, but able to set clear boundaries
• Proactive problem-solver who does not wait for crises
• Comfortable with ambiguity and building something new
• Natural teacher who loves building others' capacity
• Energized by collaboration
• Commitment to inclusive, equitable environments

Preferred Qualifications

• Experience in both elementary and middle school settings
• Independent or small school background
• Training in specific intervention models (DBT skills, CBT, mindfulness)
• Understanding of learning differences (ADHD, dyslexia, executive function challenges)