• Create and maintain positive communication with administration, staff, faculty, students, and parents
• Provide academic and emotional support and counseling for students
• Develop and implement a social-emotional curriculum
• Support students and families with School Transition Services
• Maintain all 3rd-12th grade 504 files and lead all 504 meetings
• Work with the SPED Coordinator and campus administrators to share resources and space to meet the needs of all special population students
• Attend and participate in campus staff meetings, district leadership meetings, professional development workshops, and board meetings as directed
• Supervise and manage student behavior following Student Code of Conduct and Student Handbook
• Positively promote FWAFA within the school and community
• Demonstrate a high level of flexibility and willingness to adapt to changes
• Compile and accurately maintain reports, records, and other documentation required for full state and federal compliance

Skills: Communication, Student Counseling, Social-Emotional Learning, School Transitions, 504 Plan Management, Resource Coordination, Professional Development, Behavioral Management

• Provide guidance and counseling services in individual and group settings
• Serve as a resource to parents and staff members on the growth and development of children
• Works with classroom teachers to develop and implement social-emotional instruction
• Assist with scheduling
• Maintain accurate records and confidentiality
• Support short-term social-emotional needs of the students K-8, as well as, supporting faculty and families with their respective students
• Collaborate with outside professionals to support families
• Collaborate with learning specialists in creating appropriate accommodations and support plans for students, along with helping teachers implement those plans and tracking progress
• Collaborate with the educational team in supporting the process of obtaining a 504 or IEP, understanding the social, emotional, and behavioral supports provided and needed
• Create opportunities for proactive student social-emotional growth (e.g. Friendship groups, Divorce Lunch)

Skills: Counseling, Parent Support, Social-Emotional Instruction, Scheduling, Record Keeping, Student Support, Professional Collaboration, 504/IEP Support

• Communicate with students, parents, teachers, staff, and the community about the services available within the school counseling program
• Participate in school decision-making and in activities that contribute to the effectiveness of students
• Advocate for equal access to programs and services for all students
• Plan and coordinate programs such as career and college fairs, scholarship programs, and other extensions of the counseling curriculum
• Conduct classroom observations to make informed decisions about interventions for students, classrooms, and teachers
• Take a leadership role in working counseling content into the curriculum, staff development, and parent education programs
• Provide information and skills to parents, school staff, administration, and the community to assist them in helping students with academic, plans, and social development
• Assist parents in addressing school-related problems, refer parents to outside agencies and specialists when necessary
• Make appropriate referrals for families to the Family Education Department (FED) when necessary
• Inform parents and students of test results and their implications for educational and future planning
• Communicate regularly with parents about student's progress and/or concerns
• Cooperate and collaborate with other professionals in enhancing the education of students
• Review the school-counseling program annually with other school counselors and administrators
• Develop and maintain skills needed to utilize technology systems and participate in professional development opportunities
• Maintain accurate records/notes for all counseling sessions and interventions
• Maintain a collection of counseling materials that are developmentally appropriate for all students, including books, games, technology, and other resources
• Maintain a counseling space that is both conducive to learning and developmentally appropriate for all students

Skills: Communication, Advocacy, Program Planning, Classroom Observation, Curriculum Leadership, Parent and Staff Support, Referrals and Resources, Record Keeping

• Completes timely documentation of services that clearly describe the need for the service, the intervention provided, the relationship to the treatment plan, the provider of the service, the date, the actual time and setting of the service, and the individual's response to the service.
• Identifies, screens, and refers children exhibiting emotional disturbances. 
• Plans and implements appropriate academic and /or educational support. 
• Coordinates referral of children and families to community service agencies as appropriate for the mental health needs of the child. 
• Consults with school staff and/or parents regarding the social/emotional/behavioral needs of children.
• Provides resources to school staff and/or parents regarding characteristics, intervention, and treatment of disorders. 
• Consults with school staff regarding classroom and/or school-wide approaches to behavior to develop positive behavior supports and interventions. 
• Provides school staff development on topics such as positive behavior supports and intervention, prevention of violence, crisis planning and intervention, etc.
• Conducts functional behavior assessments and/or social skills instruction. 
• Measures progress and improvement of assigned children. 
• Implements interventions for students with chronic behavioral and emotional needs.
• Provides small group and/or individual counseling for such issues as social skills, anger control, etc. to assigned children.

Skills: Documentation, Screening and Referral, Academic Support, Community Resource Coordination, Consultation, Behavior Intervention, Staff Development, Counseling

• Maintain an organized schedule for all mandatory (IEP) and non-mandatory (at-risk counseling) students
• Conduct both individual and small group counseling sessions in response to identified needs within the school system. Topics may include academic skill building, social development, career awareness, conflict resolution, family issues, making healthy choices
• Create and maintain a system for responding to immediate concerns that fall outside of regularly scheduled counseling sessions (e.x. death and dying, natural disasters, temporary housing situations, etc.)
• Develop student goals and evaluate progress towards goals once per quarter using research-based measures and/or provider-made materials
• Conduct Functional Behavior Assessments to develop data-driven Behavior Intervention Plans for students
• Develop Crisis Plans for students with severe behavioral challenges
• Conduct suicide and threat assessments for identified students
• Develop 504 Accommodation Plans for eligible students in need of classroom accommodations
• Design, deliver, evaluate, and revise a sequential and developmentally appropriate school counseling curriculum which will include lessons in academic development, plans, and character development
• Plan and coordinate programs such as career and college fairs, scholarship programs, and other extensions of the counseling curriculum
• Utilize resources available within the school and community to develop appropriate programs
• Help plan and lead whole-school assemblies, School Meetings
• Help plan and create weekly character lessons for Discovery Group
• Help plan and create lessons for No Place for Hate anti-bullying and anti-bias program

Skills: Schedule Management, Counseling, Crisis Response, Goal Setting and Evaluation, Behavior Assessment, Suicide and Threat Assessment, 504 Plan Development, Curriculum Design and Implementation

• Experience in counseling, psychology, or social work
• DESE Massachusetts School Social Worker/School Adjustment Counselor license
• Successful experience as a counselor, school adjustment counselor, or clinical social worker and involvement in providing direct treatment
• Excellent interpersonal skills
• Experience working collaboratively with teachers, administrators, support staff, parents/community and outside agencies
• Flexible, timely, and comfortable working in a fast-paced environment
• The ability to maintain confidentiality
• Demonstrate ability to communicate effectively, verbally and in writing
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.
• Bilingual in Spanish or Portuguese
• Familiarity with Google Docs and Aspen

Qualifications: BA in Counseling with 4 years of Experience

• Experience working in school or private counseling
• Understanding of the ASCA model and the role of the school counselor
• The ability to communicate and collaborate effectively, and maintain confidentiality in the delivery of counseling services following professional and legal standards.
• Alabama certification in School Counseling
• Strong technology skills (especially with Microsoft Office products)
• Excellent communication skills, both oral and written, with a customer-focused approach
• Excellent attention to detail and organizational skills
• The high degree of flexibility
• Team player with demonstrated leadership skills
• Demonstrated ability to work well in a fast-paced environment
• Willingness to travel on occasion for marketing and state testing events (may require occasional overnight travel)

Qualifications: BA in Special Education with 2 years of Experience

• Willingness to work in school-sponsored and school-related activities.
• Knowledge of safety regulations and precautions for the work environment.
• Experience working with a culturally diverse student population
• Ability to effectively communicate (verbal and written) with parents and district personnel at all levels.
• Ability to develop and maintain cooperative and effective professional relationships with teachers, administrators, parents, and students.
• Experience working in School System Databases, standard Microsoft and Google products, and web-based sites.
• Able to read and understand information in writing and listen to and understand spoken information and ideas
• Be respectful as part of a team and display constructive, collaborative behaviors.
• Must maintain composure, keep emotions in check, control anger, and avoid aggressive behavior, even in very difficult situations
• The ability to analyze information and evaluate results to choose the best solution and solve problems.

Qualifications: BA in Mental Health with 1 year of Experience

• Valid Arizona State School Counselor Certification
• Must have on file in the Human Resources Department a copy of the appropriate valid certificate or evidence of eligibility to be appropriately certified by the Arizona Department of Education.
• Valid fingerprint clearance card from the Arizona Department of Public Safety.
• Experience in the use of technology in research, school counseling program development, management, and delivery.
• Prior experience working as a school counselor.
• Experience in college and career readiness work including the knowledge of academic, social-emotional, and college and career development.
• Experience with the use of technology in research, school counseling program development, management, and delivery.
• Experience as a teacher or knowledge and implementation of classroom management skills and lesson delivery.
• Ability to work with diverse populations and cultures with the willingness to adapt to change.
• Knowledge of college and career readiness strategies and programs.

Qualifications: BA in Educational Psychology with 3 years of Experience

• Valid and appropriate School Counselor certificate/license from the State of Ohio.
• Recent counseling experience at the elementary school level
• Record of good attendance and strong work ethic.
• Evidence of good moral character as established in section 3301-20-01 of the Ohio Administrative Code.
• Ability to maintain confidential information, and use technology for data collection and student database.
• Willingness to work with students, staff, and community members.
• Prior related work experience required and above average evaluations.
• Willingness to follow an assigned work schedule.
• Knowledge of elementary school philosophy and structure.
• Knowledge of PRAXIS/Pathwise domains for effective teaching.
• Knowledge of state competency models and learner outcomes associated with the state proficiency test.

Qualifications: BA in Social Work with 5 years of Experience