PERFORMANCE RESPONSIBILITIES:

Counseling Program Vision, Strategic Goal Setting, and Action Planning:

• 
  Development and Communication of Vision
• Invests in and seeks input from all stakeholders in the development of the vision for the counseling program, recognizing the importance of ownership in achieving the vision.
• Develops and communicates to all stakeholders a clear and compelling vision for the counseling program that is aligned with the school’s overall vision and goals for school improvement.
• Communicates the vision to all stakeholders through various mediums, ensuring all stakeholders understand their role and how stakeholders can support achievement of the vision.
• Goal Setting, Action Planning, and Monitoring
• Demonstrates the ability to collect, synthesize, and use both qualitative and quantitative student data from a variety of sources (e.g., surveys, academic records, attendance reports, discipline records, resource allocation information) to identify trends that impact students’ academic achievement, self-development, and growth to inform goal setting and action plans.
• Develops counseling goals and action plans that are ambitious and aspirational, aligned with the identified gaps in one or more of the following: student achievement, attendance, discipline, college and career planning, crisis prevention, and/or social development, ensuring goals prioritize closing achievement gaps.
• Monitors student progress toward counseling goals and adjusts support strategies in action plans as needed, demonstrating agility in response to changing student needs.
• Expectations
• Provides strategic, focused support for students experiencing academic and/or behavioral challenges.
• Assists students in setting academic and/or behavioral goals.
• Conducts individual and group counseling sessions with students to address identified concerns and challenges.
• Responds to immediate and urgent concerns, such as emotional crises or traumatic events.
• Uses an assessment tool to determine students’ academic and/or social/behavioral needs to identify support for students.

Student Services:

• 
  Student Support and Data Collection
• Demonstrates exceptional knowledge and understanding of school counseling theories, techniques, evidence-based practices, and resources that address student challenges and established goals.
• Identifies and facilitates lessons and/or sessions that are relevant, engaging, and developmentally appropriate for students to ensure impact on students’ overall development and growth.
• Collects, analyzes, and uses student data from multiple sources to determine trends and patterns to document impact and inform next steps.
• Promotes collaboration through frequent engagement with school leaders, teachers, and other support staff to ensure the implementation of identified next steps in daily practices.
• Meeting Student Needs
• Uses multiple data sources to facilitate systematic change across multiple student need areas (e.g., discipline, attendance, course enrollment patterns, achievement, opportunity, academic, mental health and well-being, career support).
• Conducts thorough needs assessments to design targeted action plans for support, instruction, and intervention.
• Implements student support plans that include tailored interventions that are aligned to identified needs (e.g., discipline, attendance, course enrollment patterns, achievement, opportunity, academic, mental health and well-being, career support) to enhance students’ overall self-development, academic achievement, and resilience.
• Creates lesson plans/counseling sessions that are aligned to students’ well-being, and/or academic needs, providing opportunities for differentiation that accommodate various learning styles.
• Organization and Management of Time and Student Records
• Prioritizes and manages the allocation of time to optimize opportunities to address the needs of all students (e.g., use of calendars, meetings, lessons, deadlines).
• Organizes accurate records of all counseling activities.
• Maintains student documentation that is thorough, error-free, and easily accessible, including records of behavior, academic performance, and relevant communication with parents.

Leadership, Advocacy, and Reflection

• 
  Leadership and Advocacy
• Acts as a system advocate for student access for all instructional programs and activities.
• Demonstrates and promotes leadership skills in advocating and fostering positive change within the comprehensive school counseling program through effective communication, responsiveness, empathy, decision-making, and adept problem-solving.
• Develops, implements, and supports effective crisis management skills outlined in the district and school crisis plan during a challenging situation to ensure effective safety measures are taken.
• Facilitates effective communication channels, coordinates resources, and leverages expertise, contributing to a cohesive and supportive response during a crisis.
• Participates in the school improvement process with the instructional leadership team to ensure the inclusion of the school counseling perspective into the development of school goals.
• Reflective Practices
• Demonstrates a profound understanding of personal values and beliefs.
• Engages in insightful and critical self-reflection and analysis of counseling sessions/lessons, identifying key moments of growth, challenges, and areas for improvement.
• Demonstrates a proactive approach to ongoing professional learning by developing a yearly professional learning plan that includes personal self-reflections, consultation, and supervision to promote professional growth and development.

Professionalism and Integrity:

• 
  Professional Behavior
• Demonstrates an understanding of relevant professional codes through the application of the key principles and guidelines that govern professional behaviors.
• Demonstrates and promotes strong decision-making skills by engaging in critical thinking and/or consulting with relevant resources when faced with complex dilemmas.
• Integrity
• Serves as a role model of professional integrity, honesty, and accountability within the school community and counseling profession.
• Demonstrates and promotes accountability among teachers and staff for each student’s well-being and success.
• Initiates collaboration with other school counselors, education professionals, counseling experts, and legal professionals as a proactive measure to gain multiple perspectives.
• Confidentiality
• Models and applies legal obligations to families, teachers, school leaders, and other school staff.
• Demonstrates an exceptional commitment to maintaining client confidentiality by taking proactive measures to safeguard client information and following guidelines related to privacy.

School and Community Engagement:

• 
  Collaboration with School Personnel
• Maintains ongoing collaboration with the school leadership team, teachers, and other agencies as appropriate to address student needs (e.g., academic, well-being, and/or physical).
• Establishes protocols to consult with other school personnel and community resources, as appropriate, before making a referral to ensure a comprehensive understanding of the student's situation.
• Communicates and maintains high expectations for all students.
• Collaboration with All Stakeholders
• Initiates, leads, and influences collaboration with families, teachers, leaders, other school staff, and education stakeholders that positively impact the professional environment and student success.
• Explains and provides adequate evidence of progress toward school and student goals to all stakeholders.
• Establishes strong partnerships with relevant agencies.
• Attends and meaningfully contributes school counseling expertise (e.g., crisis management strategies, mentorship, interventions) during teacher collaboration

Exhibits competency in the following areas:

• Poise and self-confidence
• Enthusiasm and optimism
• Punctuality
• Dependability
• Flexibility
• Willingness to implement recommendations
• Effective communication with students, colleagues and parents/public
• Discreet handling of confidential information
• Unbiased attitude regarding race, sex, creed, religion or disability
• Any and all other duties as assigned by the School Principal.

MINIMUM QUALIFICATIONS

Medium: Exerts 20-60 pounds of force occasionally, 10-25 pounds frequently, and/or up to 10 pounds of force constantly.