About Job
Fort Mill School District
Job Description
School Counselor
Oak Grove Academy
Qualifications
Supervises: Student helpers and parent volunteers.
Job Goal: The School Counselor is responsible for working collaboratively with the school counseling team to develop, implement and manage a comprehensive school counseling program to serve the academic, social and career development, and post-secondary readiness needs of students enrolled in FMSD. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of FMSD.
Performance Responsibilities
Evaluation: Performance on this job will be evaluated annually in accordance with provisions of the board’s policy on evaluation of professional staff.
Job Description
School Counselor
Oak Grove Academy
Qualifications
- A valid South Carolina certificate in school counseling.
- Belief in and respect for the dignity and worth of each individual.
- A commitment to putting children first.
Supervises: Student helpers and parent volunteers.
Job Goal: The School Counselor is responsible for working collaboratively with the school counseling team to develop, implement and manage a comprehensive school counseling program to serve the academic, social and career development, and post-secondary readiness needs of students enrolled in FMSD. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of FMSD.
Performance Responsibilities
- Provides individual and group counseling to address academic, behavioral, and social-emotional needs
- Works with students on an individual basis in the solution of personal problems related to as home and family relations, health, and emotional adjustment by providing individual and group counseling
- Serves as a liaison between the school system and other agencies in coordination of student support services
- Consults and collaborates with the teachers, school psychologists, social workers, administrators, families, and community resources to develop student success
- Collaborates with teachers and administrators to implement Multi-tiered Systems of Support
- Registers and schedules students new to the programs and assists in orientations to program, procedures and the school’s varied opportunities for learning
- Aids students in course and subject selection
- Monitors 504 plans and participates in IEP meetings
- Assists with crisis intervention and provides trauma-informed support
- Guides students through academic planning, graduation tracking, dual enrollment, and post-secondary preparation
- Works closely with high school Assistant Principals of Instruction to monitor transcripts, graduation requirements, and ensure students remain on task
- Serves as Online Educational Coordinator for Virtual SC and Edmentum courses- enrolling students, monitoring progress, and supporting success
- Maintains clear, consistent communication system to collect and disseminate critical student information to appropriate staff and stakeholders
- Works with students who experience academic difficulties
- Works to prevent students from dropping out of school
- Plans guidance field trips to schools, colleges, and industry for interested students
- Makes recommendations for summer programs
- Arranges for tutors and summer school work
- Obtains and disseminates occupational information to students and to classes studying occupations
- Confers with parents whenever necessary
- Promotes the guidance program to the community
- Provides in-service training in guidance for teachers and student teachers
- Assists with testing in needed areas
- Develops and coordinates scheduling for the school year
- Participates in assigned school duties
- Provides classroom guidance activities
- Works collaboratively with the high school counselors to plan IGPs
- Responds to crisis situations when appropriate, i.e. emotional, physical and health
- Attends and participates in local, county and state networking programs for educational purposes
- Provides new school year orientation for students and parents
- Participates in IEP, SWAT and grade team meetings
Evaluation: Performance on this job will be evaluated annually in accordance with provisions of the board’s policy on evaluation of professional staff.
Professional Field




Patient Focus
Diagnoses
Avoidant Personality Disorder
Issues
School Issues
Trauma
Age Groups
Children (5-10)
Preteens/Tweens (11-13)
Therapeutic Approach
Methodologies
ECT
Modalities
Families
Individuals
Teletherapy/Virtual
Practice Specifics
Populations
HIV/AIDS
Racial Justice Allied
School
Settings
Research Facilities/Labs/Clinical Trials
Schools
Telehealth/Telemedicine
Home Health/In-home
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