• Job Description

  Req#: 5166105

  Job Title: School Counselor(s) - Secondary

  Reports To: Principal & Assistant Principal(s)

  Locations: Middle or High School

  *Multiple full-time positions available

  FLSA Status: Exempt

  FTE: 1.0 each

  Union Affiliation: HEA

  SUMMARY:

  The School Counselor participates in the planning and implementation of the guidance and counseling program in relation to the needs of the students being served. The School Counselor improves the learning community by providing consultation, coordination, referral and delivery of support services which help 6-8 grade students with appropriate academic, emotional, behavioral and social development.

  ESSENTIAL DUTIES AND RESPONSIBILITIES:

  • • and curriculum support, where appropriate.
    • Assists students with academic, emotional, social and/or behavioral problems.
    • Shows concern for the total needs of the student (educational, social and personal) while encouraging maximum growth and development.
    • Consults and coordinates with parents, teachers, support staff, administration and local agencies which may provide support to student and their families.
    • Provides parents with accurate, comprehensive and relevant information in a caring and objective manner.
    • Works with all staff (instructional and non) to enhance understanding of all aspects of the student’s development and its impact on learning.
    • Teaches age appropriate coping and conflict resolution skills to students, when needed.
    • Diligently works with parents, students and staff to help students set and achieve defined goals.
    • Assists students in understanding consequences for actions of self and others.
    • Aides students in dealing with various family crises (e.g., separation, divorce, death, neglect, abuse, addiction, etc.)
    • Provides assistance to students in the development of self-esteem, as well as understanding the school environment and what is expected of them.
    • Collaborates with staff in the coordination of individualized educational and/or behavioral plans for students which may or may not include special education services.
    • Maintains detailed, thorough records regarding student’s areas of concern, improvement and provides regular, relevant updates to parents, staff, administration and/or community agencies as appropriate.
    • To guide and counsel individuals and groups of students through the development of educational and career plans, which may include:
    • Meeting with students whose names appear on the low grade list for each marking period and, if appropriate, formulating a plan of action for success involving the student and the parent;
    • Planning and/or promoting programs which enhance the academic, social or emotional growth of students, opportunities for student enrichment and/or remediation, scholarship opportunities and parent informational programs;
    • Meeting with students as assigned and mailing updates on their promotion to the next grade/level status to their parents;
    • Working with students who have discipline, attendance and academic problems and are referred by teachers, parents or administrators;
    • Assuring that appropriate, accurate information is maintained in each student’s permanent, cumulative record;
    • Making necessary schedule changes for individual students that are both appropriate for their abilities and aligned with their educational and career plans.
    • Organizing and promoting standardized assessment opportunities and interpreting test results to students and/or parents on request;
    • To facilitate small groups for individual students with identified, common needs
    • To consult with and serve as a resource for students, staff and parents regarding developmental needs of students, which may include:
    • Identification and referral of students for Child Study Meetings;
    • Active participation in Special Education meetings
    • Conference with individual students who have experienced a death in the family or serious illness and notification of their teachers.
    • Work with teachers to better help them understand students with physical or emotional challenges.
    • To refer students and parents/guardians to appropriate school and community resources;
    • To participate in, coordinate, conduct activities which contribute to the effective implementation of the middle school component of the K-12 guidance curriculum;
    • To evaluate and revise the building guidance and counseling program; To assist in the development of a District Assessment Program and the interpretation of testing and assessment results related to career guidance; and
    • To continue personal professional growth and development.

    Middle School Specific Responsibilities:

    • Insuring that students are aware of requirements to matriculate to high school, as well as any MHSAA requirements that may be necessary for future high school athletic participation;
    • Guiding each student to choose courses consistent with his/her interests, abilities and career plans;
    • Helping students think about post-secondary educational plans in accordance with their interests, abilities and career plans;

    High School Specific Responsibilities:

    • Planning and/or promoting programs which enhance the academic, social or emotional growth of students, e.g., Curriculum Fair, Career Fair, Underclass Honors Assembly & Senior Honors Program, Graduation, opportunities for student enrichment and/or remediation, scholarship opportunities and parent informational programs;
    • Meeting with seniors once each semester and mailing updates on their graduation status to their parents;
    • Insuring that students are aware of requirements for graduation and college admission, as well as any NCAA requirements that may be necessary for athletic participation;
    • Helping students develop post-secondary educational plans in accordance with their interests, abilities and career plans;
    • Assisting students with the completion of college admissions applications;
    • Assisting the principal in the preparation of diploma lists and identification of honor graduates in preparation for the Senior Honors Program and Graduation.

  QUALIFICATION REQUIREMENTS

  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  SUPERVISORY RESPONSIBILITIES:

  • N/A.

  EDUCATION AND EXPERIENCE:

  • Bachelor’s degree from an accredited college or university.
  • Possesses a valid Michigan teaching certificate with the Counseling (NT) endorsement in grades 6-12 required; K-12 preferred.
  • Three (3) years experience of successful teaching and/or school counseling experience; teaching or counseling experience at the secondary level preferred.

  LEADERSHIP:

  • Demonstrates ability to provide leadership that results in teamwork and collaborative working relationships.
  • Demonstrates leadership in the ability to communicate a clear vision and to work cooperatively with colleagues to attain the vision.
  • Demonstrates a willingness to take professional risks to improve opportunities for students.

  LANGUAGE SKILLS:

  • Ability to effectively present information and respond to questions from students, staff, parents, administration and local agencies.
  • Ability to read and interpret documents such as medical documentation, individualized education plans, court documents and lesson plans.
  • Superior ability to express self clearly; both orally and in writing.
  • Excellent grammar, spelling, and punctuation skills.

  MATHEMATICAL SKILLS:

  • Ability to add, subtract, multiply, and divide in all units of measure consistent with the duties of this position.
  • Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations consistent with the duties of this position.

  REASONING ABILITY:

  • Ability to solve complex problems and deal with variables in situations where only limited standardization exists.
  • Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form consistent with the duties of this position.
  • Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude.
  • Ability to work well under pressure.
  • Ability to see tasks through to successful conclusion.

  INTERPERSONAL SKILLS:

  • Possess excellent communication skills with a client-centered focus.
  • Be able to empathize and understand student’s and parent’s concerns.
  • Ability to build rapport with students, parents, and staff and to serve diverse population.
  • Ability to work with individuals and groups of students to support academics and behavior management.
  • Ability to establish and maintain effective working relationships and appropriate boundaries with students, parents, staff members, and the school community.
  • Ability to take the initiative, work well with others as a collaborative team member, and exhibit good communication and listening skills.
  • Excellent interpersonal skills with ability to effectively communicate, speak clearly, and communicate thoughts succinctly.

  KNOWLEDGE AND SKILLS:

  • Ability to perform duties with awareness of all District requirements and Board policies.
  • Professional demeanor in appearance and behavior.
  • Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions and perform duties and tasks at expected levels of professionalism with minimal supervision.
  • Ability to learn new skills, flexibility and willingness to perform a variety of tasks.
  • Proficient in problem solving and time management skills.
  • Accurate and detail oriented.
  • Ability to work well with others including administrative and support staff team, and follow written and oral directions.
  • Ability to work without direct supervision.

  TECHNICAL SKILLS:

  • Ability to use both personal computer (PC) and Macintosh platform devices and applications in a networked environment.
  • Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software), and willingness to learn Google platform applications (Classroom, Docs, Sheets) and others as assigned.
  • Ability to create documents that are well organized and display information that is logical and graphically appealing.
  • Ability to multitask and meet deadlines.
  • Ability to organize, prioritize, and work independently, as well as cooperatively with diverse groups.
  • Attention to detail and ability to edit documents to ensure error free communication.
  • Excellent organizational skills.

  PHYSICAL DEMANDS:

  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  While performing the duties of this job, the employee is frequently required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least twenty-five (25) pounds of materials. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public/staff/students. This position will frequently require the employee to stand for extended periods of time and walk short distances such as to and from classrooms and offices.

  ENVIRONMENTAL ADAPTABILITY:

  The work environment characteristics described herein are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

  The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. Occasionally the employee may be required to be outdoors for a brief periods of time, and may also require travel to and from buildings for the purpose of meetings with and/or consultations regarding students. These actions will subject the employee to varying weather conditions, for purposes of accomplishing the essential functions of this job.

  TERMS:

  Salary and other employment conditions are to be established by the Board of Education in accordance with the Howell Public Schools/Howell Education Association 2019-2021 collective bargaining agreement.

  APPLICATION PROCEDURE:

  All applicants must apply through the HPS online application system:

  https://howell.tedk12.com/hire/index.aspx

  DEADLINE

  The deadline to apply for this posting is Friday, July 17, 2020.

  FUNCTIONS OF POSITION DESCRIPTION:

  This position description has been prepared to define the general duties of the position, provide examples of work, and to detail the required knowledge, skills, and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct, and control the duties of employees under supervision. Howell Public Schools retain and reserve any and all rights to change, modify, amend, add to, or delete from any portion of this description in its sole judgment at any time.

  This position description is not a contract for employment.

  The Howell Public Schools District is a drug-free workplace and District policy requires drug testing for all potential employees. The employee shall remain free of any alcohol or non-prescribed controlled substances in the workplace throughout his/her employment in the District.

  The Howell Public Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.

  It is the policy and commitment of the Howell Public Schools District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, Executive Order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent State and Federal regulations.

• About the company

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