School Counselor​/School Psychologist​/Social Worker; Gr. 6-12

The Lang School seeks creative, passionate, and dedicated teachers and specialists to support our twice-exceptional (2e) students — gifted students with learning differences — across a variety of grades, subjects, and clinical support areas.

We offer our highly promising learners in grades 1-12 a rigorous, learner-centered, empirically validated education with integrated supports that foster independence and self-advocacy.

We are looking for an experienced School Counselor to work collaboratively with our School Psychology, Therapy, and Education Teams, as well as with students, parents, and outside providers.

• NYSS Certification:
  School Counseling, School Psychology, LMSW, or LMHC
• Master’s Degree in Social Work, School Counseling or Mental Health Counseling
• Minimum of two years working in an educational setting
• Demonstrated alignment with our mission and core SEL & EF programs — (Experience with CPS, PBIS, CBT, DBT, OST/OTMP is recommended but not required).
• Proficiency with classroom technologies, online learning platforms, and Google Suite
• Must be legally authorized to work in the United States and does not require sponsorship for an employment visa to work in the U.S. now or in the future

• have an authentic connection with our school's mission and our student population of twice-exceptional learners
• have experience working in gifted and special needs learning spaces, and have deep knowledge in and passion for their area(s) of specialty
• are grounded in an understanding of progressive, inquiry-based education
• have the experience of or a desire to work in a setting that honors the competence, independence, and promise of children so that strengths can be amplified and skills in progress are supported with transferable strategies and tools
• are creative designers of learning experience who leverage student interests, real-world problems, and professional tools to create a purposeful experience that drives student learning
• are committed to social justice and equity through action, reflection, and growth and to an examination of the intersection of their identities and the identities of their students and colleagues to support the creation of equitable learning spaces
• are tenacious and possess a “whatever it takes” attitude to support student learning that derives from adaptability, flexibility, and unwavering kindness and patience
• are excellent communicators who actively listen and ask probing questions with all members of the community and know how to be candid and empathic at the same time
• are community and collaboration-focused, and know the importance of leveraging divergent viewpoints for the improvement of our collective work and the building of positive relationships
• hold their colleagues and students accountable, and are receptive and humble when held accountable
• are comfortable with ambiguity and not always having or knowing the answers, but are an intellectually curious, growth-focused lifelong learner who picks up new ideas quickly

• Conduct regular observations and collect/interpret data to identify the current developmental and cognitive needs of a caseload of around 25 students
• Based on all information and current evaluations, create/update Transition Plans and Learner Profiles
• Provide at least weekly 1:1 and group counseling onsite to student caseload, including crisis intervention & support
• Communicate student needs with all stakeholders and translate observations and data into best practices that demonstrably improve student well-being and success
• Participate in the Admissions process via student observations or 1:1 meetings, and feedback to the Admissions Team
• Lead or co-lead weekly psycho educational classes for small student groups
• Maintain detailed records of curricular successes/failures/adjustments and of student progress and other noticings
• Speak with parents and coordinate outside services both for evaluations and counseling/psych services
• Consistently provide students with feedback and opportunities to improve their work with research‑based supports designed to be faded and adjusted over time
• Provide social-emotional learning updates to all…