Bilingual Elementary School Counselor

Bilingual Elementary School Counselor

Grapevine-Colleyville ISD TBD - Grapevine, Texas

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Job : 5744785

Final date to receive applications: Posted until filled

Posted: May 28, 2026 5:00 AM (UTC)

Starting Date: To Be Determined

Job Title: Bilingual Elementary School Counselor

Work Calendar: 194-day contract

Reports to: Principal

Date Revised: 2/15/2022

Dept./School: TBD

Salary: $6000 Bilingual Stipend

Primary

Purpose:

Plan, implement, and evaluate a comprehensive school counseling program at assigned campus. Counsel students to fully develop each student’s academic, career, personal, and social abilities and address the needs of special population students. Deliver guidance curriculum in various group sizes. Educate students on skills necessary to address troublesome circumstances, support students in challenging situations, and assist students with needed resources to navigate crisis situations.

• Education/Certification: Master’s degree in counseling from an accredited college or university
• Certifications: Valid Texas school counselor certificate
• Special Knowledge/
  
  Skills:
  
  Knowledge of counseling procedures, student appraisal, and career development
• Special Knowledge/
  
  Skills:
  
  Excellent organizational, communication, and interpersonal skills
• Special Knowledge/
  
  Skills:
  
  Ability to instruct students and manage their behavior
• Special Knowledge/
  
  Skills:
  
  Ability to present information in one―on―one, small group, and large group situations to students, parents or guardians, and district staff
• Experience: Two years creditable experience as a classroom teacher

• Plan, organize, implement, and deliver structured group lessons according to the district’s guidance curriculum to improve students’ interpersonal and intrapersonal effectiveness, personal health and safety, post‑secondary planning and readiness, and other developmental needs.
• Teach the school guidance curriculum components through the use of effective instructional strategies and planned structured groups considering diverse student populations and needs for differentiated instruction.
• Work with students, staff, parents or guardians, and the community to identify priorities where students will be served through the guidance curriculum component. Collaborate across curricular areas to integrate guidance lessons into content area curriculum.
• Create a balanced curriculum by using well‑planned and intentional activities and materials, incorporating guest speakers, and offering engaging delivery techniques, including technology tools.

• Use accepted theories and effective techniques of developmental guidance to respond to problematic or critical incidents to support students and offer services in time of need.
• Use preventive activities to remove barriers that interfere with a student’s educational, career, personal, and social development.
• Implement remediation practices to assist students in coping with problem situations or unwise choices. Identify precipitating and antecedent factors, effective and ineffective approaches to dealing with the circumstances, and provide feedback to guide future decisions.
• Use specialized skills to support students in crisis situations requiring immediate response. Maintain a healthy and safe school environment by collaborating with district staff, parents or guardians, and local officials.
• Provide continued support to students in need through individual counseling, small group counseling, consultation, or referral to services outside the school or district.
• Serve as an impartial, non‑reporting resource for interpersonal conflicts and discourse involving two or more students, including accusations of bullying.

• Create school counseling services that are developmental and age appropriate and provide information or literature that highlights related topics to students, teachers, and administrators.
• Assist individual students and their parents or guardians in monitoring their academic, career, personal, and social development as they progress in school.
• Act as a student advocate, leader, collaborator, and…