Counselor, School Counselor, Education ​/ Teaching

Description

High School Counselor

Operating under the general direction of the assigned building leader and the Coordinator of School Counselors, this position functions as a District representative working to empower all students to acquire academic, social/emotional, and career competencies within the D51 Teaching and Learning Framework. School Counselors draw on the tools and examples outlined in the American School Counselor Association's (ASCA) Mindsets and Behaviors for Student Success to provide programming that supports education, prevention, and intervention activities.

• Design and implement instruction aligned to ASCA Student Standards:
  Mindsets & Behaviors for Student Success in large-group, classroom, small-group and individual settings.
• Deliver classroom lessons, small group sessions, and one-on-one short-term counseling to support students' academic, social-emotional, and career development needs.
• Follow District 51 School Counselor master calendar to deliver district-required school counseling lessons.
• Respond to student crisis situations in a non-disciplinary role (e.g., Suicide Risk Screeners, dysregulated students) and report or refer to appropriate professionals or agencies.

• Referral/Recommendations
  • When a student's needs extend beyond the training and/or responsibilities of the school counseling role, connect students and families to district and/or community-based resources.
• Consultation
  • With administrators, parents/guardians, staff, and community partners to implement appropriate tiers of culturally-responsive and trauma-sensitive interventions within the MTSS framework.
  • Regarding student needs and concerns to support student achievement and social-emotional learning.
• Provide leadership and expertise in creating a positive school culture and climate that integrates diverse backgrounds, strengths, and needs.
• Support transition activities
  • Play a key role in supporting students through important transitions, including from PK to Kindergarten, 5th to 6th grade, 8th to 9th grade, and from 12th grade to post‑secondary education or career paths.
  • Provide guidance, resources, and personalized support to help students navigate these transitions successfully, ensuring they are prepared both academically and emotionally for the next stage of their educational journey.

• Gather and interpret multiple sources of data, including academic, attendance, perception, mental health and well‑being, and discipline data to develop goals for the school counseling program.
• Use data to inform and adjust evidence-based counseling strategies and interventions.
• Act as an advocate on educational support teams such as Crisis Team, MTSS, 504s, Master Scheduling, and Special Education teams.
• Support fair-share duties and responsibilities based on ASCA recommendations.
• Provide leadership and expertise in creating a positive school culture and climate that integrates diverse backgrounds, strengths, and needs.
• Provide purposeful course advisement as students strive to develop skills and behaviors essential to their academic and postsecondary success.

• Adhere to the ASCA National Model, incorporating ASCA Student Standards:
  Mindsets & Behaviors for Student Success, ASCA School Counselor Professional Standards & Competencies, and ASCA Ethical Standards for School Counselors.
• Apply developmental, learning, counseling and education theories.
• Demonstrate understanding of educational systems, legal issues, policies, research and trends in education.
• Demonstrate understanding of the impact of cultural, social and environmental influences on student success and opportunities.
• Demonstrate leadership through the development and implementation of a school counseling program.
• Demonstrate advocacy for a school counseling program.
• Create systemic change through the implementation of a school counseling program.
• Strive to focus 80% of time on direct and indirect services based on the ASCA National Model.
• Strive to focus 20% of time on Program Planning and School Support.
• Attend work and arrive in a timely manner.
• Attend district learning committee (LC) meetings for professional growth opportunities.
• Manage multiple priorities and frequent interruptions in a timely manner.
• Some expectations for work outside of the regular schedule (e.g., school events, parent teacher conferences, award ceremonies, student meetings, training).

• Additional tasks, duties, and responsibilities may be assigned as needed/requested.

Acceptable demonstration of education and/or experience will be at the sole discretion of the District.

• Preferred:
  Master's or higher degree in School Counseling accredited by the Council for Accreditation of Counseling for Related Educational Programs (CACREP).
• Minimum:
  Bachelor's degree and eligibility for a Colorado license; candidates must be enrolled in a program to meet initial special service…