BELLINGHAM PUBLIC SCHOOLS

BELLINGHAM, MASSACHUSETTS

TITLE: School Counselor / Adjustment Counselor – Social-Emotional Learning Instructor (Anticipated)

POSITION SUMMARY:
Under the direction of the school principal and the assistant superintendent for student services, the School Counselor or Adjustment Counselor will provide direct instruction in a structured Social-Emotional Learning (SEL) course at KMA, our 7–12 alternative high school (766 program). This course is designed to support students with social-emotional, behavioral, and executive functioning challenges by explicitly teaching coping strategies, SEL competencies, and functional life skills. The counselor will play a key role in supporting students' personal growth, emotional regulation, academic success, and readiness for post-secondary opportunities through the development and implementation of a targeted curriculum aligned with therapeutic and educational goals.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Develop and deliver a comprehensive SEL curriculum focused on building self-awareness, emotional regulation, healthy coping mechanisms, decision-making, relationship skills, and resilience.

Provide direct instruction in functional and social-emotional skills, including stress management, conflict resolution, mindfulness, goal-setting, and executive functioning strategies (e.g., organization, task initiation, and self-monitoring).

Create a supportive and trauma-informed classroom environment that promotes safety, trust, reflection, and positive identity development.

Collaborate with special education teachers and related service providers to ensure lessons align with students' IEP goals and social-emotional needs.

Design and implement individual and small-group interventions for students needing additional support with emotional regulation, self-advocacy, or behavior.

Participate in IEP and 504 meetings, contributing behavioral observations and therapeutic recommendations to support student success.

Partner with families to reinforce SEL and coping strategies across home and school environments, maintaining consistent and compassionate communication.

Utilize evidence-based and engaging instructional methods such as role-playing, project-based learning, restorative conversations, journaling, and group discussion.

Collect data and maintain documentation of student progress in SEL skill development, participation, and goal attainment.

Support school-wide initiatives aimed at improving school climate, promoting wellness, and fostering inclusive and equitable practices.

Participate in crisis response planning and implementation, as needed, and contribute to the behavioral and emotional safety of the school community.

• Attend professional development workshops and stay current with best practices in school counseling, SEL, trauma-informed instruction, and therapeutic intervention.

SKILLS/ABILITIES:

Deep understanding of adolescent development, trauma-informed care, and social-emotional learning frameworks (e.g., CASEL).

Strong interpersonal skills with the ability to establish meaningful relationships with students experiencing social-emotional or behavioral challenges.

Experience in facilitating group-based SEL or therapeutic instruction tailored to diverse learners.

Ability to work collaboratively as part of a multidisciplinary team, including teachers, administrators, and mental health professionals.

Knowledge of functional life skills and executive functioning strategies to support student independence.

Proficiency in designing differentiated instruction that engages students with a variety of emotional and cognitive needs.

Skilled in de-escalation techniques and behavior support strategies aligned with positive behavior interventions.

• Commitment to reflective practice, continuous learning, and equity-driven student support.

CERTIFICATES, LICENSES, AND/OR DEGREE REQUIREMENTS:

• Required: Massachusetts DESE License as a School Counselor (5–12) or School Social Worker/School Adjustment Counselor (all levels).
  
Preferred: Master’s Degree in Counseling, Social Work, Psychology, or a related mental health field.

Experience working with students with social-emotional, behavioral, and/or executive functioning needs in an alternative or therapeutic school setting.

Familiarity with IEP development and implementation for students with emotional disabilities or complex learning profiles.

Safety-Care, CPI, or equivalent behavior intervention training preferred.

• SEI Endorsement required.

Salary: BTA Contract

OUR MISSION:

The Bellingham Public School District’s enrollment is approximately 1,930 students and an

organizational staff of 400 employees. The district is split into the following building grade levels:

DiPietro Elementary (Preschool – Grade 3), Stall Brook Elementary (Preschool – Grade 3) Bellingham Memorial School (grades 4-7) and Bellingham High School (grades 8-12), and Keough Memorial Academy (grades 7-12) is our therapeutic day school for students with special needs.

Our core mission is to foster an environment in which students and staff have opportunities to reach their full potential. The Bellingham School District is committed to providing a challenging and academically motivating education where all students, staff and families accept responsibility for education within their schools.

The School Committee and the Administrative Team support the District Improvement Plan and Strategic Plan. Our goal is to always reach for our vision: The Bellingham Public Schools, in collaboration with students, their families, and the community, will provide a safe learning environment, where the unique strengths of every learner are enhanced and celebrated. We will work together to build a shared sense of pride in the Bellingham Public Schools by amplifying academic excellence, increasing communication, cultivating a positive climate, improving social and emotional well-being, and enhancing technology use and implementation.