This poistion is located between WMS and WHS.

SUMMARY: To provide, as a member of the Guidance department, a comprehensive guidance program for students in grades
9-12, and specifically provide activities to meet the needs of their assigned case-load, consult with teaches, staff and parents to
enhance their effectiveness in helping students; and provide support to other high school educational programs.
ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.
Assist the Principal with operating programs, both curricular and co-curricular; helping in the direction, supervision
and assistance of students, parents and staff.
Work with student services personnel from our school district and other schools to coordinate counseling, guidance,
and student service efforts within the school district.
Provide individual and group counseling and guidance relative to personal problems, academic planning, conflicts
between students, classroom problems, and any other school related problems originating on or off campus, traveling
to and or from school, or related to either curricular or extra-curricular activities.
Conduct group and individual conferences with students regarding educational and career planning.
Works with Building Principal to develop/determine interventions and strategies to help bridge the gap ini academic
achievement for at-risk students.
Monitors student academic achievement (i.e. progress reports, communication, etc.)
Mentors students with transition from one grade level to another (as an example, organization skills, effective use of
time, and planning methods).
Program and schedule students.
Conduct parent conferences regarding student performance, attendance and behavior.
Contact homes of truant students.
Recommend to the administration that administrative disciplinary procedures be initiated, after working with the
student, parents, and teachers in completing all counseling and guidance steps in attempting to resolve individual
behavior or attendance problems.
Assist in the enrollment, dropping, and transfer of students.
Assist in the orderly operations of the school.
Monitors and communicates student’s academic progress (i.e. progress reports, home phone calls, e-mail
communications, etc.)
Assist in the development and preparation of curriculum descriptions and parent/student handbooks and other
communications.
Cover teachers’ classes on an emergency or contingency basis.
Be available to help plan, implement and supervise extra-curricular activities.
Be available to help plan and to participate in building advisory functions.
Scheduling: Assist with 8

th grade students to high school

Career Pathways – making sure all information is ready for scheduling
Working with 8

th grade teachers to get information needed for scheduling
Working with parents and students to schedule for high school
Work with scheduling process in the spring of the year
Coordinate the student testing for High School
Attend meetings for scheduling the testing
Organize the distribution of testing materials and collection
Assist other counselors, analyze data collected, and develop a plan of action to improve weak areas
Help parents and staff use the testing results to improve learning programs for students.
Attendance and punctuality are an expectation of this position.
Other duties as assigned by principal.
SUPERVISORY RESPONSIBILITIES: Students and student helpers.
QUALIFICATION REQUIREMENTS: 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.

EDUCATION and/or EXPERIENCE: M.A. in counseling. Specific Course work related to Middle School. Five (5) years
of successful teaching and/or administrative experience of excellent quality at the secondary level. Experience with the issues
of child development and self-esteem. Training and/or experience with at-risk identification.
CERTIFICATES, LICENSES, REGISTRATIONS: Degree or endorsement in counseling. Valid Michigan Secondary
Teaching Certificate or School Counselor License.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals, professional journals, technical
procedure, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to
effectively present information and respond to questions from groups of students, staff, and the general public. Demonstrated
ability to communicate effectively both orally and in writing.
MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical inference, and
fundamentals of geometry. Ability to apply concepts such as fractions percentages, ratios, and proportions to practical
situations.
REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where
only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule
form.
OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to instructional program;
ability to plan and present lessons based on school objectives and the needs and abilities of students to whom assigned. Ability
to establish and maintain effective working relationships with students, peers, school staff and parents; skills in oral and written
communication. Demonstrated ability to organize, coordinate, research, and to expedite student and staff activities.
Demonstrated ability to develop, implement, monitor, and evaluate a diversified program.
PHYSICAL DEMANDS: 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 sit and talk or hear. The employee is occasionally
required to stand; walk; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 10 pounds such as testing material. 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 noise level in the work environment is usually moderate.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not
an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently
holding this position and additional duties may be assigned.

SUMMARY: To provide, as a member of the Guidance department, a comprehensive guidance program for students
in grades 6-8, and specifically provide activities to meet the needs of their assigned case-load, consult with teachers,
staff and parents to enhance their effectiveness in helping students; and provide support to other middle school
educational programs.
ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned.

• Assist the Principal with operating programs, both curricular and co-curricular; helping in the direction,

supervision and assistance of students, parents and staff.

• Work with student services personnel from our school district and other schools to coordinate counseling,

guidance, and student service efforts within the school district.

• Provide individual and group counseling and guidance relative to personal problems, academic planning,

conflicts between students, classroom problems, and any other school related problems originating on or off
campus, traveling to and or from school, or related to either curricular or extra-curricular activities.

• Conduct group and individual conferences with students regarding educational and career planning.
• Works with Building Principal to develops /determine interventions and strategies to help bridge the gap in

academic achievement for at-risk students.

• Monitors student academic achievement (i.e. progress reports, communication, etc.)
• Mentors students with transition from one grade level to another (as an example, organization skills, effective

use of time, and planning methods).

• Program and schedule students.
• Conduct parent conferences regarding student performance, attendance and behavior.
• Contact homes of truant students.
• Recommend to the administration that administrative disciplinary procedures be initiated, after working with

the student, parents, and teachers in completing all counseling and guidance steps in attempting to resolve
individual behavior or attendance problems.

• Assist in the enrollment, dropping, and transfer of students.
• Assist in the orderly operations of the school.
• Monitors and communicates student’s academic progress (i.e. progress reports, home phone calls, e-mail

communication, etc.)

• Assist in the development and preparation of curriculum descriptions and parent/student handbooks and

other communications.

• Cover teachers’ classes on an emergency or contingency basis.
• Be available to help plan, implement and supervise extra-curricular activities.
• Be available to help plan and to participate in building advisory functions.
• Scheduling: Process needed to schedule 8th grade students to high school

o Career Pathways – making sure all information is ready for scheduling
o Working with 8th grade teachers to get information needed for scheduling
o Working with parents and students to schedule for high school
o Work with scheduling process in the spring of the year

• Coordinate the student testing for Middle School (such as, but not limited to, MEAP and Terra Nova).

o Attend meetings for scheduling the testing
o Organize the distribution of testing materials and collection
o Assist other counselors, analyze data collected, and develop a plan of action to improve weak areas
o Help parents and staff use the testing results to improve learning programs for students.

• Attendance and punctuality are an expectation of this position.
• Other duties as assigned by principal.

SUPERVISORY RESPONSIBILITIES: Students and student helpers.
QUALIFICATION REQUIREMENTS: 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.
EDUCATION and/or EXPERIENCE: M.A. in counseling. Specific Course work related to Middle School. Five
(5) years of successful teaching and/or administrative experience of excellent quality at the secondary level.
Experience with the issues of child development and self esteem. Training and/or experience with at-risk
identification.
CERTIFICATES, LICENSES, REGISTRATIONS: Degree or endorsement in counseling. Valid Michigan
Secondary Teaching Certificate or School Counselor License.
LANGUAGE SKILLS: Ability to read, analyze, and interpret general business periodicals, professional journals,
technical procedure, or governmental regulations. Ability to write reports, business correspondence, and procedure
manuals. Ability to effectively present information and respond to questions from groups of students, staff, and the
general public. Demonstrated ability to communicate effectively both orally and in writing.
MATHEMATICAL SKILLS: Ability to work with mathematical concepts such as probability and statistical
inference, and fundamentals of geometry. Ability to apply concepts such as fractions percentages, ratios, and
proportions to practical situations.
REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in
situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written,
oral, diagram, or schedule form.
OTHER SKILLS AND ABILITIES: Ability to apply knowledge of current research and theory to instructional
program; ability to plan and present lessons based on school objectives and the needs and abilities of students to whom
assigned. Ability to establish and maintain effective working relationships with students, peers, school staff and
parents; skills in oral and written communication. Demonstrated ability to organize, coordinate, research, and to
expedite student and staff activities. Demonstrated ability to develop, implement, monitor, and evaluate a diversified
program.
PHYSICAL DEMANDS: 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 sit and talk or hear. The employee is
occasionally required to stand; walk; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 10 pounds such as testing material. 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 noise level in the work environment is usually moderate.
The information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.)
and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the
individuals currently holding this position and additional duties may be assigned.