School Counselor High School

Position: School Counselor High School Posting 568
Visa Sponsorship is not available

SUMMARY:

To provide a comprehensive guidance program to insure that every student acquires the educational, occupational, and personal/social competencies necessary for constructive participation in a changing society.

DELIVERY SYSTEM:

* Standard 1:
The professional school counselor plans, organizes, and delivers the comprehensive school counseling program.

* Standard 2:
The professional school counselor delivers and implements the guidance curriculum through the use of effective instructional skills and careful planning of structured classroom lessons and small group sessions.

* Standard 3:
The professional school counselor implements the individual student planning component by guiding individuals and groups of students and their parents through the development of education and career plans.

* Standard 4:
The professional school counselor implements the responsive services component through the effective use of individual and small group counseling, consultation and referral skills.

* Standard 5:
The professional school counselor implements the system support component through effective guidance program management and support for other educational programs

* Standard 6:
The professional school counselor has discussed the counseling department management system and the program action plans with the school administrator.

* Standard 8:
The professional school counselor monitors the students on a regular basis as they progress in school.

SPECIFIC GUIDANCE

ACTIVITIES:

* Next Step Plans

* Post-Secondary Planning

* Evening parent programs

* Programs offered through academic time

* Academic Skills support including organization, study and test-taking skills

* Goal setting and decision-making

* Career Awareness, exploration and planning

* Conduct Needs Survey

* Classroom Guidance lessons for all grade levels

* Individual and small-group counseling

* Individual/family/school crisis intervention

* Meeting with students

* Professional development for staff

* SAT, 504, IEP meetings

* Consultation/collaboration/teaming

MANAGEMENT

* Standard 7:
The professional school counselor knows how to use data to make decisions regarding student choice of classes and special programs.

* Standard 9:
The professional school counselor implements the master calendar/time component to have an efficiently run program.

* Standard 12:
The professional school counselor is responsible for establishing and convening a school advisory council for the comprehensive school counseling program. Specific Guidance

Activities:

Conduct needs surveys of teachers, parents, students

ACCOUNTABILITY

* Standard 10:
The professional school counselor has developed a results evaluation for the program.

* Standard 11:
The professional school counselor conducts a yearly program audit.

Specific Guidance

Activities:

* Using data to drive curriculum and classes

* Professional Development Plan

* Pre-Post Testing

* Results from needs surveys

FOUNDATION

* Standard 13:
The professional school counselor is a student advocate, leader, collaborator and a systems change agent.

* Brochure

* Mission/philosophy

QUALIFICATION REQUIREMENTS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily and demonstrate effective communication skills. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR

EXPERIENCE:

Educational level required to obtain appropriate licensure below. Experience in school settings and with school-aged children is desired.

CERTIFICATES, LICENSES, REGISTRATIONS:

New Mexico Public Education Department Licensure for School Counselors PreK-12, meeting requirements in 6.63.6.8 NMAC.

SKILLS:

Ability to read, analyze, and interpret general counseling periodicals, websites, professional journal, technical procedures, district policies, and government regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, teachers, parents and the general public. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.

Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to use appropriate language and accompanying techniques with students on one to one basis, as well as in groups. Ability to establish and maintain effective relationships with students, peers, and parents;

skill in oral and written communication.

PHYSICAL DEMANDS:

The physical demands described here are representative of those that…