School Counselor - Nathan Twining School

Location

• Location:
  
  2400 47TH AVE SOUTH, Grand Forks, ND, 58201, United States
• Base Pay: $51,477.00 - $89,351.00 / Year
• Job Category: CERTIFIED
• Employee Type:
  Certified
• Required Degree:
  Masters

Education: Master's degree or higher in school counseling

Qualifications: A current state license/certification/endorsement in school counseling. Must have or be eligible for North Dakota teaching license and school counseling credential. For information on the ND school counseling credential requirements and application see https://(Use the "Apply for this Job" box below). Staff/SAO/credentials/counselor/

Job Summary: As vital members of the school’s educational leadership team, school counselors maximize the success of all students by planning, implementing, evaluating, and improving the school’s comprehensive school counseling program. They use a multi-tiered, multi-domain system of supports to promote students’ academic, college/career, and social/emotional development, spending the majority of their time in direct service with students or communicating with others on behalf of students.

School counselors lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students. They commit to uphold local, state, and national standards in school counseling and are able to collaborate and partner with school social workers to provide a continuum of services.

• Implement a school counseling program that is aligned to the American School Counselor Association (ASCA) National Model, school wide goals and improvement metrics, district wide priorities, and current, evidence-based practices and systems that have been shown to promote student success.
• Abide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards and Competencies to guide professional growth and development.
• Conduct regular reviews of school and student data to inform student outcomes through program SMART goals, tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.
• Evaluate and share the results of the school counseling program’s impact and effectiveness with key stakeholders. Provide recommendations for improving the school counseling program. Seek feedback regularly from the school counseling program Advisory Council.
• Spend time in alignment with ASCA’s recommendation that 80% or more of the school counselor’s time is spent providing direct student services (instruction, appraisal, advisement, and counseling with students) and indirect student services (collaboration, consultation, and referrals with families, teachers, administrators, school staff, and community stakeholders).
• Implement comprehensive Tier 1 school counseling supports that reach all students, including the teaching of developmentally appropriate, culturally responsive lessons and school wide programs and activities designed to shift student attitudes, knowledge, and skills. At the middle and high school levels, school counselors develop systems to ensure that all students complete their Four Year Plan and update as needed.
• Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as needing additional support by attendance, grades, and behavior/SEL data.
• Provide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis situations, as well as those whose needs remain unmet after receiving Tier 2 supports. Provide referrals to resources to support students in need of long‑term therapy or treatment of a mental, emotional, or bodily disorder.
• Consult, collaborate, and team with key stakeholders to support student success (referral of students/families to district and community resources; sharing evidence‑based support strategies with families and staff; serving as a student advocate; providing family education; teaming with other student services personnel; reaching out to other experts and stakeholders to obtain information on students’ needs; teaming/partnering/serving on…