Student Development Counselor; Long-Term Substitute; SY

Position: Student Development Counselor (Long-Term Substitute) (SY25-26)

Student Development Counselor (Long‑Term Substitute) (SY25‑26)

This is a Long‑term Substitute position expected to start on 02/23/2026 and end on 06/16/2026. All substitutes are hired at the per‑diem rate.

Reports to:

Head of School/Principal

Core Responsibilities

• Coordinate Student Advisory Team
• Facilitate and track student assessment referrals and counseling
• Co‑create and monitor student goals, providing outlines and opportunities for further enrichment to reach the greatest potential
• Coordinate and conduct student orientation, socialization, and culture‑building activities, participation, and collaboration with parents, community‑based organizations, and business partners
• Establish strong commitment and collaboration with parents to ensure student success
• Coordinate ongoing strategies and activities to assist students with high‑stakes tests including after‑school MCAS/PARCC preparation, coordination with HERC and academic support services, SAT preparation (registration and preparation)
• Assist students with research and selection of educational or career planning initiatives, college application processes, college visits, and exhibitions
• Meet regularly with each student and parent to monitor academic progress
• Coordinate new student scheduling, orientation, and acclimation to small school environment
• Manage and facilitate all standardized testing and assessment
• Create, monitor, and update the electronic portfolio system
• Evaluate and report on performance (individual and school‑wide)
• Support parent and community liaison
• Facilitate student counseling services (individual and group)
• Coordinate all external resource alignment and coordination
• Works collaboratively with College and Career Center Staff to create opportunities for students
• Review and assist in the oversight and implementation of ISSP's within their caseload

Core Competencies Accountability for Student Achievement

• Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning
• Consistently defines high expectations for student learning goals and behavior
• Assesses student learning regularly using a variety of assessments to measure growth and understanding
• Effectively analyzes data from assessments, draws conclusions, and shares them appropriately

Communicating Professional Knowledge

• Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes
• Demonstrates knowledge of students’ developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes

Equitable & Effective Instruction

• Builds a productive learning environment where every student participates and is valued as part of the class community
• Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation
• Consistently adapts instruction, services, plans and assessments to make curriculum and supports accessible to all students

Cultural Proficiency

• Actively creates and maintains an environment in which students’ diverse backgrounds, identities, strengths, and challenges are respected

Parent/Family Engagement

• Engages with families and builds collaborative, respectful relationships with them in service of student learning
• Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home

Professional Reflection & Collaboration

• Regularly reflects on practice, seeks and responds to feedback, and demonstrates self‑awareness and commitment to continuous learning and development
• Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level
• Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic,…