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Middle School Counselor- Starts August 26, 2024 for the 2024/25 School Year

Crook County School District

Start Date: August 26, 2024, 2024/25 school year
Days: 190 days per school year with 6 extra day contract
Job Title: Counselor
Reports To: Principal
FLSA Status: Exempt

The job of School Counselor was established for the purpose of providing support to the instructional process, providing social-emotional instruction, recommendations to the administration, parents and students as well as assisting in the development of goals and plans for achievement.

The essential duties and responsibilities have been extracted from Oregon Administrative Rules related to educators. Employees in this position perform some or all of the following tasks. Other duties may be assigned.
1) Maintain appropriate licenses and training hours as required.
2) Comply with applicable District, state, local and federal laws, rules and regulations.
3) Adhere to all standards established by Teachers Standards and Practices Commissions for Competent and Ethical Educator.
4) Attend work regularly.
Curriculum and Instruction (OAR 584-020-0015)
1) The competent educator measures success by the progress of each student toward realization of personal potential as a worthy and effective citizen. The competent educator stimulates the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of goals as they are appropriate for each individual.
2) The competent teacher demonstrates:
a) Use of state and district adopted curriculum and goals;
b) Skill in setting instructional goals and objectives expressed as learning outcomes;
c) Use of current subject matter appropriate to the individual needs of students;
d) Use of students' growth and development patterns to adjust instruction to individual needs consistent with the number of students and amount of time available; and
e) Skill in the selection and use of teaching techniques conducive to student learning.

Supervision and Evaluation (OAR 584-020-0020)
1) The competent educator is a student of human behavior and uses this knowledge to provide a climate that is conducive to learning and that respects the rights of all persons without discrimination. The competent educator assumes responsibility for the activities planned and conducted through the district's program, and assists colleagues to do the same. The competent educator gathers relevant information and uses it in the planning and evaluation of instructional activities.

2) The competent teacher demonstrates:
a) Multiple ways to assess the academic progress of individual students;
b) Skill in the application of assessment data to assist individual student growth;
c) Procedures for evaluating curriculum and instructional goals and practices;
d) Skill in the supervision of students; and
e) Skill in differentiating instruction.

Management Skills (OAR 584-020-0025)
1) The competent educator is a person who understands students and is able to relate to them in constructive and culturally competent ways. The competent educator establishes and maintains good rapport. The competent educator maintains and uses records as required, and as needed to assist the growth of students.
2) The competent teacher demonstrates skills in:
a) Establishing and maintaining classroom management that is conducive to learning;
b) Using and maintaining district property, equipment, and materials appropriately;
c) Using and maintaining student records as required by federal and state law and district policies and procedures;
d) Using district and school business and financial procedures; and
e) Using district lawful and reasonable rules and regulations.

Human Relations and Communications (OAR 584-020-0030)
1) The competent educator works effectively with others -- Students, staff, parents, and patrons. The competent educator is aware of the ways the community identifies with the school, as well as community needs and ways the school program is designed to meet these needs. The competent educator can communicate with knowledge, clarity, and judgment about educational matters, the school, and the needs of students.
2) The competent teacher demonstrates:
a) Willingness to be flexible in cooperatively working with others; and
b) Skill in communicating with administrators, students, staff, parents, and other patrons.

• Coordinates with teachers, administrators, resource specialists and/or community (e.g. service clubs, courts, child protective services, etc.) for the purpose of providing/receiving requested information and/or making recommendations.

• Counsels students, parents, and guardians for the purpose of enhancing student success, academically, socially, and emotionally, in school.

• Develops a variety of special programs and classes (e.g. group and teamwork, leadership, bullying, coping with divorce or death, social skills) for the purpose of providing information to assist students in the successful transition from elementary to middle school or help with life and academic skills.

• Monitors students' progress for the purpose of identifying issues and taking appropriate action for increasing student success.

• Prepares a wide variety of materials (e.g. lesson plans, quantity reports, student activities, correspondence, audits, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.

• Presents information for the purpose of communicating information, gaining feedback and ensuring adherence to established internal controls.

• Schedules student classes on a variety of topics for the purpose of helping students academically, socially and emotionally reach success in school.

• Supervises assigned programs (e.g. scholarships, peer counseling, special education, ESL, etc.) for the purpose of monitoring performance, providing for professional growth and achieving overall curriculum objectives.

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.

1. Serve on building, District and school committees and councils.
2. Report issues to authorities as necessary, such as animal control, suspicious activity etc.
3. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit

Responsibilities include: working under limited supervision using standardized practices and/or methods; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of resources from other work units may be required to perform the job's functions. There is a continual opportunity to impact the organization’s services. 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.
 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 a positive team spirit. Demonstrated ability to successfully work with adolescent students and public.
 Language Skills: Ability to communicate fluently verbally and in writing in English. Ability to respond to common inquiries or complaints from students, parents, staff or members of the community. Ability to draft simple correspondence and some routine reports. Ability to read and interpret documents such as safety rules, operating and maintenance instructions and procedure manuals.
 Mathematical Skills: Perform algebra and/or geometry; review and interpret highly technical information, write technical materials, and/or speak persuasively to implement desired actions; and analyze situations to define issues and draw conclusions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: stages of child development.
 Reasoning Ability: Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
 Computer Skills: Proficiency in the usage of database software, internet software, e-mail and word processing software. Ability to proficiently use the following programs strongly preferred: ESIS, MS Word, Outlook, and Excel. Ability to type accurately and proficiently.
 Other Skills and Abilities: Ability to appropriately communicate with students, teachers, parents, members of the community and others including vendors, law enforcement and other agencies. Ability to exercise good judgment and work in an environment with constant interruptions.
 Certificates, Licenses, Registrations: Must hold a valid Oregon Teaching License with the appropriate endorsement and authorization for the assignment. Licenses as determined by the District including a valid Oregon Driver License and ability to obtain a valid CPR/First Aid card.
 Ability: Flexibility is required to independently work with others in a wide variety of circumstances; analyze data utilizing a variety of complex processes; and operate equipment using defined methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize specific, job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is limited. Specific ability-based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; setting priorities; working as part of a team; and working with frequent interruptions.

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; 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 stand and stoop, kneel, crouch or crawl and climb stairs. The employee must regularly lift and/or move up to 15 pounds and occasionally up to 50 pounds. Specific vision abilities required by this job include close vision.

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 is in a school that combines standard office setting including standard office equipment (fax, copier, phone, computer, 10-key, etc.) with the standard school setting. The noise level in the work environment is usually low to moderate and occasionally high. May be exposed to bloodborne pathogens.

The Competent Educator (OAR 584-020-0010)
The educator demonstrates a commitment to:
1) Recognize the worth and dignity of all persons and respect for each individual;
2) Encourage scholarship;
3) Promote democratic and inclusive citizenship;
4) Raise educational standards
5) Use professional judgment; and
6) Promote equitable learning opportunities.

The Ethical Educator (OAR 584-020-0035)
The ethical educator is a person who accepts the requirements of membership in the teaching profession and acts at all times in ethical ways. In so doing the ethical educator considers the needs of the students, the district, and the profession.
1) The ethical educator, in fulfilling obligations to the student, will:
a. Keep the confidence entrusted in the profession as it relates to confidential information concerning a student and the student's family;
b. Refrain from exploiting professional relationships with any student for personal gain, or in support of persons or issues; and
c. Maintain an appropriate professional student-teacher relationship by:
(A) Not demonstrating or expressing professionally inappropriate interest in a student's personal life;
(B) Not accepting or giving or exchanging romantic or overly personal gifts or notes with a student;
(C) Reporting to the educator's supervisor if the educator has reason to believe a student is or may be becoming romantically attached to the educator; and
(D) Honoring appropriate adult boundaries with students in conduct and conversations at all times.
2) The ethical educator, in fulfilling obligations to the district, will:
a. Apply for, accept, offer, or assign a position of responsibility only on the basis of professional qualifications, and will adhere to the conditions of a contract or the terms of the appointment;
b. Conduct professional business, including grievances, through established lawful and reasonable procedures;
c. Strive for continued improvement and professional growth;
d. Accept no gratuities or gifts of significance that could influence judgment in the exercise of professional duties; and
e. Not use the district's or school's name, property, or resources for non-educational benefit or purposes without approval of the educator's supervisor or the appointing authority.
3) The ethical educator, in fulfilling obligations to the profession, will:
a. Maintain the dignity of the profession by respecting and obeying the law, exemplifying personal integrity and honesty;
b. Extend equal treatment to all members of the profession in the exercise of their professional rights and responsibilities; and
c. Respond to requests for evaluation of colleagues and keep such information confidential as appropriate.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) at any time as it deems advisable.

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