PURPOSE: The certified school counselor provides leadership in the school through implementation of a data driven, comprehensive school counseling program aligned with the District and school’s mission to promote academic, social/emotional, and college/career development, while ensuring equity and access for all students.
QUALIFICATIONS:
1. Master’s degree with a graduate major in guidance and counseling or counselor education which includes three (3) semester hours in a supervised counseling practicum in an elementary or secondary school; OR Master’s degree with thirty (30) semester hours of graduate credit in guidance and counseling, to include the areas specified in Administrative Rule 6A.4.0181.
2. Demonstrated ability to deliver school counseling program interventions that promote student achievement, social/emotional development, and college/career readiness.
3. Demonstrated ability to develop, implement, evaluate, and document outcomes of a comprehensive school counseling program. (Accomplished through delivery of a program designed to serve all PK-12 students that is based on national and state standards, and is consistent with a multi-Tiered System of Supports.)
4. Demonstrated ability to work with diverse groups, and effectively communicate, both orally and in writing.
5. Knowledge of current computing technologies and software applications appropriate to the position’s job responsibilities.
PERFORMANCE RESPONSIBILITIES:
Essential Functions:
Vision of Academic Success for All
1. Designs and implements a data driven, comprehensive school counseling program for all students to address barriers to student learning and to close the achievement/opportunity gap.
2. Provides direct services for students including, but not limited to, school counseling core curriculum, individual counseling and student planning, large and small group counseling, and preventative and responsive services.
3. Provides indirect services on behalf of students including, but not limited to, referrals for additional assistance and consultation/collaboration with parents, teachers, administrators, and other key stakeholders to create learning environments that promote educational equity, access and success for every student.
4. Delivers programs that promote students’ development of essential mindsets and behavior standards including, but not limited to, learning skills, social skills, self-management skills, and college/career readiness skills.
5. Deepens understanding of standards and engages faculty, students, parents, and community members to understand the standards and the vision of academic success aligned to college/career readiness.
6. Advocates for student equity and access to a world-class education that leads to high school graduation and fosters post-graduate success.
7. Uses the skills of leadership, advocacy and collaboration to create systemic change to improve the academic, social/emotional, and post-graduate success for all students.
8. Supports school staff in analysis of student performance data, rigorous goal-setting and the sub-group levels, and development of effective action plans for improving academic, social/ emotional, and post-graduate outcomes for all students.
Promoting Positive School Climate
9. Acts as a systems change agent to ensure a safe and supportive school climate that promotes the social/emotional and academic development and success of all students.
10. Fosters parent and community partnerships to support the social/emotional and academic development of all students.
11. Infuses cultural competence and ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program.
12. Supports a comprehensive ‘Single School Culture’ that addresses the social/emotional development and well-being of all students.
13. Aids in the development and implementation of a multi-tiered system of supports (MTSS) including, but not limited to, response to intervention (RtI) and School-Wide Positive Behavior Support (SwPBS).
14. Builds a school-wide culture of pride, trust and respect, including the development of preventative approaches against all forms of mistreatment and bullying.
15. Provides counseling for students during times of transition, separation, heightened stress and critical change.
16. Uses appropriate responses and a variety of intervention strategies to meet the needs of the individual, group or school community before, during and after crisis response.
17. Supports the continuum of mental health services, including prevention and intervention strategies, and identifies best practices for collaborating with both school-based and community mental health providers to enhance student success.
People, Data, and Processes
18. Develops and communicates a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and vision of the program’s benefits for every student and alignment with the school, District and state missions.
19. Uses student data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps.
20. Reviews and disaggregates student achievement, attendance, and behavior data to identify and implement interventions as needed.
21. Uses school data to identify and assist individual students who do not perform at grade level and do not have opportunities and resources to be successful in school.
22. Creates a yearly, data-driven Student Development Plan (SDP) that advances student outcomes in areas of academic, social/emotional, and college/career development as a result of the comprehensive school counseling program.
23. Analyzes and reports outcomes of the school counseling program, which are presented in the context of the overall school and District performance.
24. Utilizes technology effectively and efficiently to plan, organize, implement and evaluate the comprehensive school counseling program.
25. Uses legal and ethical decision-making based on standards and principles of the school counseling profession and educational systems, including District and building policies.
Performance Effectiveness Criteria:
In addition to the employee being responsible for each of the performance responsibilities listed herein, annual progress will be assessed with respect to support and achievement of the District Strategic Plan and associated applicable scorecards.
Additional Job Functions:
1. Follows adopted policies and procedures in accordance with School Board priorities.
2. Conducts oneself in the best interest of students, in accordance with the highest traditions of public education and in support of the District’s Mission Statement.
3. Performs other duties as assigned.
New: 10/16
Salary Level: T
FLSA Status: Exempt
Capable of lifting/carrying 20 lbs. and occasionally up to 50 lbs.; some physical activity required.