POSITION Guidance Counselor
LOCATION: Pike Road School as assigned
REPORTS TO: Principal
FLSA STATUS: Exempt
TERMS: 240-day position paid following the board-approved salary scheduleQUALIFICATIONS: Alabama State teaching certificate in school counseling, master’s degree or its equivalentJOB GOAL: Provide student counseling and comprehensive, developmental guidance services to foster a culture of intellectual curiosity where all students have ownership over their learning and are inspired to think, innovate, and create.PERFORMANCE RESPONSIBILITIES: * Embrace and promote the school system’s mission, vision, beliefs, and goals.
- Ensure confidentiality of counseling sessions, conferences, student records, etc.
- Continuously consult and collaborate with administrators, teachers, staff, and parents in understanding and meeting the academic, social, and emotional needs of students.
- Continuously design and redesign the guidance counseling services to be responsive to the needs of students and parents and advances the system’s mission.
- Co-Design and lead orientation programs for students and parents.
- Guide and counsel large groups, small groups, and individual students through the development of personal, social, educational, and career plans.
- Value and collaborate with parents as partners in their children’s education.
- Learn, utilize, and share effective resources and tools to help students learn how to cope with challenging academic, social, and emotional issues.
- Refer students and their parents to appropriate specialist, special programs, or outside agencies as needed.
- Conduct meaningful parent workshops and inform parents about the guidance counseling services on a regular basis.
- Conduct focus groups and needs assessments to determine areas and topics to respond to students’ needs and interests.
- Conduct focus groups and needs assessments to determine areas and topics to respond to parents’ needs and interests.
- Conduct student focus groups to determine their level of engagement and ownership of their learning.
- Lead and co-design the creation of a variety of tools to measure students’ engagement and assess students’ learning.
- Support and partner with teachers in their role as facilitator, navigator, mentor, and encourager.
- Encourage students’ curiosity, self-discipline, and ownership of learning.
- Value and collaborate with community and global experts to create challenging, authentic, and meaningful learning experiences and projects for students - - including the use of mentors, internships, apprenticeships, field trips, etc.
- Design, redesign, and facilitate challenging, authentic, and meaningful work that appeals to students’ motives, interests, and learning styles.
- Consistently encourage and support each student to reach his/her fullest potential and foster a positive school culture in which each student is valued and respected.
- Model and co-design experiences that teach students, parents, teachers, and staff to learn resiliency.
- Understand and foster the understanding that failure is a valuable part of the learning process that occurs when students challenge themselves.
- Value and encourage students to learn any time and any place.
- Acts as school testing coordinator in carrying out the state testing program.
- Works with administrators, teachers and parents to interpret assessment data.
- Lead professional learning, mentor aspiring teachers, conduct action research, share expertise, and contribute to the field of education.
- Fulfill professional responsibilities beyond those exhibited in the classroom to include participation in school programs, school and system program improvement efforts, and community and parent groups.
- Model appropriate personal characteristics and work habits.
- Abide by and promote high ethical standards and adhere to the Alabama Code of Ethics for Educators.
- Performs other duties as required by school and system leadership.
Professional Field
Counseling
Other Behavioral, Mental, or Healthcare FieldPatient Focus
Diagnoses
Avoidant Personality Disorder
Issues
School Issues
Age Groups
Children (5-10)
Therapeutic Approach
Methodologies
ECT
Modalities
Individuals
Practice Specifics
Populations
School
Settings
Research Facilities/Labs/Clinical Trials
Schools
Home Health/In-home
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