School Counselor - Woodland Elementary

Using leadership, collaboration and advocacy, the School Counselor plans, delivers, manages and promotes a comprehensive guidance and counseling program That focuses on student needs and outcomes. As an integral component of the school’s academic mission, the CGCP provides systematic, developmental, culturally responsive guidance and counseling essential to the success of each and every student. Data driven and student centered, the CGCP focuses on the needs, assets and potential of each student in the areas of academic, personal/social, career and community participation.

Comprehensive Guidance and Counseling Program Planning-Plans and designs a comprehensive, systemic school counseling program that is aligned with the school and district strategic plans as well as state and national school counseling standards.

• Incorporates and aligns the comprehensive school counseling program mission, beliefs and philosophy with district and school goals and improvement plans.
• Utilizes the Oregon Framework (OCGCF) and ASCA national standards to develop the content and implementation of the comprehensive guidance and counseling program.
• Utilizes data sources, needs assessments and time/task analyses to plan and organize a comprehensive guidance and counseling program and develop a Yearly Action Plan that promotes and enhances student development in the four domains (Academic, Personal/Social, Career, Community Involvement).

Delivery-Delivers developmental and comprehensive program content to students, parents, staff and the community through direct and indirect services and a variety of program delivery methods.

• Guidance Curriculum-The Guidance Curriculum is culturally relevant, developmental, differentiated, preventative, proactive and comprehensive in content, scope and sequence. It is systematically delivered by school counselors in collaboration with other staff in classroom and group settings. Content focuses on student development in the four program domains: academic, career, personal/social, and community participation.
• Individualized Planning-Coordinates ongoing systemic activities to assist students in establishing developmentally appropriate personal, academic and career goals. These activities support the development of the Education Plan that personalizes each student’s learning and documents the progress and achievement through the Education Profile.
• Responsive Services- Collaborate with and intervene on behalf of each student whose immediate needs, concerns, or problems are impeding his or her educational progress or well-being. Responsive services may include counseling in individual, small group or family settings and must be culturally aligned and affirming. Services may include referral for additional assistance and consultation and collaboration with parents, teachers, other educators & community organizations. Responsive services may also involve crisis, tragedy or trauma on a school or community level.
• System Support and Integration-Contribute their knowledge, skills and leadership to promote the integration of the counseling program framework, content and resources into the overall school improvement plan and the District’s Multi-Tiered System of Supports framework. Coordinates the implementation of the MTSS framework and counseling program, provides professional development to staff who deliver program content, pursues community referral resources for student support and seeks feedback about the program for continuous improvement. Coordinates and manages the counseling program through collaboration, effective communication, systemic planning and continuous improvement.

Accountability- Monitors and evaluates the processes and results of the comprehensive school-counseling program.

• Collaborates with school teams to collect and analyze data for school counseling program goals, activities and interventions.
• Helps design and implement a collaborative monitoring system to assess whether students are on grade level, in order to improve student academic success in school
• Provides an annual calendar of activities and results reports which summarize and monitor annual program activities and interventions and reflect the goals of the Yearly Action Plan.
• Conducts an assessment of the school’s climate and school-counseling program and uses it to guide program improvement, develop annual goals, build the Yearly Action Plan and initiate system change.

Leadership and Advocacy- Student advocate, leader, collaborator and systems change agent.

• Leads and advocates for the school-counseling program within the counseling department, school setting, district and community.
• Leads and advocates for implementation of the District’s Multi-Tiered System of Support.
• Leads and advocates for creation of a positive school climate through implementation of School-wide Positive Behavior Intervention Supports, Restorative Practices, Trauma Informed Practices, Developmental Assets, and other research-based strategies.
• Advocates for the personal, academic and career success of each and every student at every grade level. Demonstrates sensitivity to issues related to gender, sexual identity and orientation, social and economic status, ethnicity, race, language and religion.
• Works proactively using qualitative and/or quantitative data to identify and remove barriers to student achievement, provide needed support services and to recommend systemic change in policy and procedures that may limit equity, access or student achievement.
• Advocates for the success of all students by collaborating and partnering with other stakeholders in school teams that provide individualized student supports.

Specific Responsibilities:

• During periods of critical personnel shortage or other emergency situation, shall temporarily perform any duties, as directed, within the authorization of any credentials held by the incumbent that are registered with the TSPC that are a part of the class description requirements in effect at the time such duties are performed.
• Performs other duties as assigned in accordance with the District-REA

Qualifications:

Experience Required:

• Previous experience working with diverse cultures, different philosophies, teaching styles and successful program models.
• Demonstrated success in working both with teams and individually in a variety of settings.
• One year of supervised field experience, as verified by an approved institution in school counseling– or - One year of successful full-time service in a certificated position which requires a school counselor license.

Skills, Knowledge and/or Abilities Required:

Skills to: Work in a fast-paced, flexible environment; maintain flexibility with changing priorities and staff and student needs; communicate effectively in both oral and written form using strong analytical writing when applicable; compile and analyze data, make recommendations, and design/develop/implement appropriate professional development based on findings; make formal, public presentations. Cultivate and maintain positive professional District and interagency relationships. Maintain strong interpersonal skills with demonstrated ability to work effectively with students from a variety of backgrounds.

Knowledge of: Oregon Codes (Education, Welfare and Institutions, Labor, Penal, etc.) and District policies and procedures related to the welfare and attendance of students; equitable practices and critical race theory preferred; of MTSS, Positive Behavioral Intervention & Supports (PBIS), Response to Intervention (RTI), Restorative Practices, as well as academic, behavioral, and social-emotional components within the MTSS framework; understanding of inclusive, culturally responsive practices and educational equity; knowledge of the needs of diverse learners and under-represented students; knowledge of Trauma Informed Practice; Understanding of human development and stages; leadership skills in facilitating group processes, including consensus building, mediation, and conflict resolution; online document sharing programs and how to effectively use them to share documents and reports and communicate information with others.

Ability to: Utilize effective group and individual counseling techniques; use technology for presentations and display of data; use Synergy for data extraction and analysis; perform as a positive, reflective, collaborative and pro-active member of the Student and Family Services team; to cultivate and maintain positive professional District and interagency relationships; perform a variety of specialized and responsible tasks, maintain records; establish and maintain cooperative working relationships with students, building staff, and other district personnel; meet schedules and deadlines.

Significant Physical Abilities include: mobility to set up meeting spaces for presentations, professional development, and training when needed; lifting/carrying up to 25 lbs. to move and/or deliver materials and supplies, reaching/handling, talking/hearing conversations, near/far visual acuity/depth perception/field of vision with or without accommodation.

Education and Training Required: An earned Master’s or advanced degree of at least equivalent standard from an accredited college or university in the field of counseling, social work, psychology, educational psychology, education, or other related field.

Licensing/Special Requirements: An Oregon School Counselor license authorizing

K-12 service in must be in force and on file with the TSPC.

Schools: Wilkes Elementary - 1 FTE

FTE: 1.0