Please apply here: https://riverdale.tedk12.com/hire/ViewJob.aspx?JobID=1227
LICENSED STAFF VACANCY
Riverdale High School
Temporary 9-12 Counselor (On-Site Work Required)
Temporary 9-12 Counselor (In-Person Assignment Likely)
Open Until Filled
Certified employee, contract dependent on full- or part- time status
In some cases, instructional assistants, and/or teacher interns
Medical, Dental, Vision
· Valid PK-12 Counseling Certificate/License from Oregon Teacher Standards and Practices.
· Thorough knowledge of the Comprehensive Guidance and Counseling Framework.
· Knowledge of the growth and developmental stages of children.
· Excellent human relations skills with the ability to establish positive relationships with diverse individuals and groups.
The Riverdale School District strives to create an inclusive and racially affirming environment that welcomes and values the diversity of our staff and students. Riverdale School District believes that having a diverse faculty and staff reflective of the demographics of the community, country and world, provides significant value to students of color and all students and adults, and will commit to put practices in place that will lead to a more diverse workforce.
Studies have shown that women and people of color are less likely to apply for jobs unless they believe they meet every one of the qualifications as described in the job description. We are most interested in finding the best candidate for the job, and that candidate may be the one who comes from a less traditional background. We would encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources: Megan Ticer email@example.com to discuss your application.
ESSENTIAL JOB FUNCTIONS:
Possess knowledge of District policies and regulations relating to areas of responsibilities.
Contributes to the Annually design, improvement and implementation of a comprehensive school counseling curriculum plan utilizing the American School Counseling Association (ASCA) national student standards and Oregon Framework.
Promotes a whole-school approach for the school counseling program that aligns with
ASCA vision, mission, and philosophy ensuring that all students’ academic, career, and
personal/social development and community involvement needs are met in a systematic
Promotes and delivers the guidance curriculum systemically in collaboration with school
staff and community resources.
Collaborates with other school and district staff to ensure an effective school crisis
and/or emergency plan is in place, and provides intervention/supports in crisis situations.
Maintain accurate, complete and confidential records as required by law, district policy, and administrative regulations
504 Case Manager – Development and implementation of student 504 plans
Management of TAG plans
Provide information to teachers in the form of faculty presentations, phone conversations and individual meetings regarding, TAG Program and district requirements, etc.
Inservice new teachers regarding TAG Program, Student Support Plans and 504 Plans
Establish and maintain open lines of communication with all students and with parent/guardians concerning both academic and behavioral progress of students
Helps students evaluate their strengths, skills and abilities, explore career choices, and develop decision-making skills during the process of developing their Personal Education Plans, including four-year graduation plans.
Helps students plan toward success through goal-setting and organizational skills in collaboration with parents and staff
Collaborates with staff regarding students’ social, emotional, and academic needs, and assists staff with implementing classroom guidance and intervention activities
Provides programs and support to students as they face increased pressures regarding high-risk behaviors
Uses current body of knowledge in cultural diversity issues to develop and conduct classroom guidance activities that address issues such as personal safety, emotional awareness, social balance, drug and alcohol prevention and concerns, and developmental skills for effective living
Serves as coordinator for Student Support Team and consults on multidisciplinary teams to develop and implement plans that facilitate positive social behavior and student learning
Serves as liaison between school and community resources which benefit the students, parents, school and community
Participates in or leads development of positive behaviors support systems and development of intervention strategies
Facilitates the implementation of Advisory and creates Advisory lessons
Assists with development of the Master Schedule and provides management of some Independent Study Opportunities.
Reflect upon own performance and accept and utilize supervisory suggestions and feedback
Understanding of human growth and development patterns, learning theory and brain research
Familiarity with a variety of age appropriate guidance, counseling and behavior management strategies that reflect current research on best practices
Skills in planning, developing, and implementing appropriate curriculum to TAG students and assisting TAG students in realizing success. Effective communication skills with students, parents, teachers, and other school personnel
Knowledge of instructional theory and best practice for TAG students, state education codes and district policies regarding TAG.
Demonstrated understanding of laws and policies related to student rights and counselor responsibilities (e.g., for educational equity, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse.)
Demonstrated knowledge of legal and ethical rights and responsibilities.
Valid Oregon driver’s license and excellent driving required.
FBI Fingerprint clearance required.
Required health training: valid First Aid/CPR cards; bloodborne pathogen and Epipen training.
Genuine enjoyment of working with students and adults in a school setting.
Outstanding communication skills – both oral and written – which are effective across a wide variety of audiences, including students, parents and staff.
General knowledge of communication tools, including phone systems, email and the like.
Technical competencies, including clerical, maintenance, landscaping, and the like.
Experience working in a school setting preferred.
Experience as a custodian in a school setting or related environment preferred.
Moderate to heavy degree of physical stamina with frequent lifting up to 25 pounds and occasional lifting up to 50 pounds. Ability to move freely to various locations within the classroom and a variety of athletic facilities. Frequent standing, walking, sitting, and bending. Frequent repetitive activities that include hands, arms, and legs. Exposure to noise and activity of a school setting and sports events. Exposure to outdoor weather conditions.
TERMS OF EMPLOYMENT
Salary and fringe benefits will be reviewed annually by the School Board.
THIS JOB DESCRIPTION IS INTENDED TO PROVIDE AN OVERVIEW OF THE REQUIREMENTS OF THE POSITION. AS SUCH, IT IS NOT NECESSARILY ALL INCLUSIVE, AND THE JOB MAY REQUIRE OTHER ESSENTIAL AND/OR NON-ESSENTIAL FUNCTIONS,
TASKS, DUTIES OR RESPONSIBILITIES NOT LISTED HEREIN. DISTRICT RESERVES THE SOLE RIGHT TO ADD, MODIFY, OR EXCLUDE ANY ESSENTIAL OF NON-ESSENTIAL REQUIREMENT AT ANY TIME WITH OR WITHOUT NOTICE. NOTHING IN THIS JOB DESCRIPTION, NOR BY THE COMPLETION OF ANY REQUIREMENTS OF THE JOB BY THE EMPLOYEE, IS INTENDED TO CREATE A CONTRACT OF EMPLOYMENT OF ANY TYPE.