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Colton School District (4 day student week)

Job Title: School Counselor
Reports To: Principal
Salary Range: Per License Contract
Job Posting: This posting is open until filled

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The school counselor works with the Principal and school leadership team(s) in carrying out the school’s guidance and counseling program, which is based on the American School Counseling Association model. As a professional educator with a mental health perspective, the counselor understands and responds to the needs of a diverse student population. The counselor provides proactive leadership to engage all stakeholders in the delivery of programs and services to support the students’ social emotional development, academic achievement and career preparation. The school counselor may be assigned at the elementary, middle, or high school level.

Essential duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

Follows and maintains knowledge of all District policies and procedures.
Registers new high school students and orients them to school procedures and learning.
Consults with district administration and building staff to develop curriculum meeting the identified needs of students.
Participates in or leads development of positive behavior support systems and development of intervention strategies.
Uses the majority of time providing direct services through the guidance curriculum, individual student planning and preventive and responsive services, and most remaining time in program management, system support, and accountability.
Assists students in course and subject selection and questions based on transcripts and graduation requirements and aids students in course and subject selection.
Assists students in the transition into adulthood and the world of work as students begin to separate from parents and explore and define their independence.
Helps students evaluate their strengths, skills and abilities, explore career choices, and develop decision-making skills
Works to resolve students’ educational challenges, including but not limited to: course credit issues and graduation requirement.
Provides programs and support to students as they face increased pressures regarding high-risk behaviors.
Attends student Individual Educational Plan (IEP), intervention team, staff, and Site Council meetings
Works with teachers and staff to identify students with special needs and or makes appropriate referrals for them.
Supervises student testing programs and assists students in evaluating their aptitudes and abilities through interpretation of individual standardized test scores and other pertinent data.
Advises students in their participation in school and community activities.
Enhances the learning process and promote academic achievement by helping students acquire positive social skills and values, set appropriate career goals and realize full academic potential to become productive, contributing members of the world community.
Works directly with students to help them learn how to manage themselves, friendships, family change, emotional regulation skills, improve study and test-taking skills, organize information, make decisions, and deal with change.
Guides and assists students in peer relationships and in developing effective coping/personal safety skills necessary to refuse participation in substance abuse, physical violence, or other at-risk behaviors.
Provides individual and small-group counseling to support individual and peer group intervention.
Coordinates the effort necessary for the referral of families to special in-district and out of district services.
Assists with staff training, including training in the identification of high risk youth and effective interaction with those students in the school setting.
Provides referrals for students and their families related to use, misuse and abuse of drugs, alcohol and tobacco.
Provides appropriate information to school personnel related to the comprehensive school counseling program.
Makes class, family and community presentations in areas deemed to be developmentally appropriate. For example, bullying prevention, problem solving, study skills, goal setting, career awareness and the world of work, substance abuse education, parenting, school-to work, and inclusivity.
Coordinates student events including, but not limited to, Graduation, Senior Night of Excellence, and FAFSA and Scholarship Information Night.
Implements the district’s counseling and intervention program and serves as a resource for building staff and parents in working with students to promote a positive school climate, and helps students develop a positive self-concept.
At the middle and high school level, provides a comprehensive developmental school counseling program to create a supportive climate and atmosphere wherein young adolescents can navigate the passage from childhood to adolescence and achieve academic success.
Middle school counselor helps students explore a variety of interests; connect their learning in the classroom to its practical application in life and work; search for their own unique identity as they begin turning more frequently to peers for ideas and affirmation.
Completes required paperwork accurately and in a specified time and manner.
Assists Principal with development of master schedule
Assists administration in implementing strategies and rules governing student life and conduct.
Actively participates in and attends various school and county level committees.
Appropriately maintains and secures students’ confidential records and inquiries.
Maintains appropriate certifications and training hours, as required.
Professionally represents the school and the District in interactions with parents, community, staff, and students.
Complies with applicable state, local, and federal laws, rules, and regulations
Attends work regularly and is punctual.
504 Case Manager
Intervention team coordinator

Marginal duties of this position include the following. Employees in this position perform some or all of the following tasks. Other duties may be assigned.

Attends in-service trainings
Attends staff meetings
Reports issues to authorities as necessary, animal control, suspicious activity etc
Substitutes for other teachers, as necessary
Attends Parent-Teacher Conferences

All school employees have some responsibility for supervising students and assisting in maintaining a safe environment.

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.

Education and/or Experience: Successful completion of a degree in school counseling and valid state (TSPC) certification(s) as a school counselor. Prior successful experience working in a school setting, social services/counseling position or with adolescent students strongly preferred
Interpersonal Skills: Works well with others from diverse backgrounds. Focuses on solving conflict; maintaining confidentiality; listening to others without interrupting; keeping emotions under control; remaining open to others’ ideas and contributing to building positive team spirit. Demonstrated ability to successfully work with staff, students, and parents.
Language Skills: Ability to communicate fluently in English both verbally and in writing. Ability to effectively present information and respond effectively to questions in one-on-one, small group situations to students and other school staff. Ability to verbally respond to common inquiries from students. Ability to read and interpret documents such as transcripts, safety rules, 504’s, and correspondence.
Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.
Reasoning Ability: Ability to define problems, collect data, establish facts and draw valid conclusions. Ability to apply common sense understanding to carry out instructions furnished in written, oral, schedule or diagram form. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
Computer Skills: General knowledge of computer usage and ability to use email, internet and word processing software, and spreadsheets. Knowledge of Synergy preferred. Ability to type accurately and proficiently.
Other Skills and Abilities: Demonstrated knowledge of child growth and development at each level of instruction and of the social, emotional, physical and cognitive development of adolescent students. Possesses knowledge of effective behavior management methods. Ability to meet time lines and exercise good judgement while working in a dynamic environment.
Certificates, Licenses, Registration: Certificates as determined by the District. Must have a valid license with K-12 counseling endorsement through the Teachers Standards and Practices Commission (TSPC) and an Oregon Driver’s License.

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 regularly required to talk or hear. The employee is frequently required to walk, stand, sit, use hands for fine manipulation, handle or feel and reach with hands and arms using a keyboard and video display terminal. The employee is frequently required to stoop, kneel, and crouch. The employee must regularly lift and/or move up to 15 pounds and occasionally up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, ability to adjust focus.

Work Environment
The work environment characteristics described here 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 work environment combines the standard office setting with standard office equipment including, (fax, copier, phone, computer, 10-key, etc.) with a standard school setting. The noise level in the work environment is usually low to moderate depending upon student population and activities. The employee may be exposed to bloodborne pathogens.