Overall Purpose

The job of School Counselor is done for the purpose/s of providing support to the instructional process with specific responsibility for assisting students to maximize academic and behavioral student success.  School counselors create comprehensive school counseling based programs to address the 3 domains of  academic, career and social/emotional development for all students.  They promote the development of their programs based on the areas of The American School Counseling Model to define, manage, deliver, and assess. School counselors utilize leadership, advocacy, consultation and collaboration within their roles.  School counselors promote student academic growth and behavioral development through direct and indirect services.

 

 

Direct Supervisor

Building Principal

 

Essential Functions

• Provides indirect and direct services to students and caregivers for the purpose of enhancing student success in school and eliminating barriers.
• Coordinates with a variety of district stakeholders (mental health agencies, teachers, etc.) for the purpose of providing/receiving requested information and/or making recommendations.
• Assists students in accessing various applications (scholarships,work permits, special programs admissions, etc.) for the purpose of ensuring completion of application processes within designated time frames.
• Develops a variety of school wide programming for the purposes of enhancing students’ academic, social-emotional, and college/career development.
• Provides intervention and support services in occurrences of inappropriate student behavior (for the purpose of educating and providing prevention counseling to students to work towards modifying student behavior and build positive interpersonal skills.
• Monitors students' academic progress for the purpose of identifying issues and taking appropriate steps to set goals for increasing student success.
• Helps to create school-wide age-appropriate advisement program around academic advising, social-emotional learning and/or preventative care for the well being of students (i.e Signs of Suicide) based on developmental needs and identified through data.
• Facilitates professional learning to faculty/staff on topics related to academic support, social-emotional learning, mental well being and crisis response.
• Presents information to students (student records, assessment data, community resources, etc.) for the purpose of providing accurate communication and to gain feedback while collaborating with students and families to establish optimal personal growth to make informed decisions about student academics and social-emotional development.
• Supervises assigned and/or counselor-created programs (i.e.mentoring program, student leadership groups, etc.) for the purpose of monitoring performance, providing for professional growth, and building collaborative relationships.
• Collaborates with caregivers and educators to assist students with academics, social-skills and interventions.
• Provides individual and group counseling (using evidenced based practices) to students with identified concerns and needs.
• Consults and collaborates effectively and professionally with caregivers and families, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs.
• Provides crisis and care interventions for students (i.e. suicide protocal, threat assessment support, crisis team assistance).
• Communicates the goals of the comprehensive school counseling program to education stakeholders (i.e.: administrators, teachers, students, parents, and other educational stakeholders.
• Accurately and appropriately interprets and utilizes student data to develop and evaluate program goals.
• Participates in professional development activities to enhance professional knowledge, self-awareness and continue to grow as a counseling professional.
• Makes appropriate referrals within the school or district to additional student support services personnel.
• Implements an effective referral and follow-up process.
• Serves on various school committees to build leadership capacity and provide student services perspective to support the culture and climate of the school.
• Adheres to laws, policies, procedures, and ethical standards of the school counseling profession.
• Identifies student needs through the use of data and consulting with administrators, teachers and other student support personnel to direct program development and a comprehensive counseling program.
• Prepares reports and documentation for students receiving direct and indirect counseling services of students on issues related to counseling programs and/or student support services.
• Develops and maintains a comprehensive yearly calendar as a plan to appropriately deliver a school counseling program.
• Measures results of the comprehensive school counseling program activities and shares results as appropriate with relevant stakeholders.

 

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

 

Competencies

• Skills-based Competencies

Required to perform multiple, technical tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records.

 

• Knowledge-based Competencies

Required to perform basic math; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: concepts of grammar and punctuation; stages of child development and learning styles; age appropriate activities; classroom instructional media and technology; keyboarding.

 

• Ability-based Competencies

Required to schedule activities; collate data; and use job-related equipment. Flexibility is required to work with others; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize specific, job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; and working with constant interruptions.

 

 

Requirements

S-5 certification in school counseling

 

 

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

 

Generally the job requires 20% sitting, 40% walking, and 40% standing. 

 

 Continuing Education/Training

Maintains all licenses and certifications

 

Clearances

Criminal Justice Fingerprint

Background Clearance

 

Fair Labor Standards Act

Exempt