School Counselor or Student Support Coach MHS

School Counselor or Student Support Coach – 11 month (MHS)

Frederick County Public Schools, Millbrook High School – Winchester, Virginia.

Starting Date: Jul 13, 2026

Position Summary: A student support coach is an essential part of the school mental health team, responsible for working closely with students, teachers, and families to support a positive school culture, discipline, and safety that promotes academic and character development. The coach will provide students and staff support in navigating evidence‑based practices, strategies, and tools necessary to effect positive academic and behavior change.

The coach will explicitly teach and support students with the development of academic, social, and emotional competencies, using positive behavioral supports and interventions appropriate to students’ needs and the school climate. The role requires creativity and adaptive thinking to match teaching objectives, learning strategies, and instructional plans with student abilities, while building rapport with students and staff and advancing restorative practices, PBIS, social‑emotional learning, and equity‑centered instruction.

• Bachelor’s Degree required; preference for candidates with degrees in special education, psychology, sociology, or social work.
• Virginia teaching license with an endorsement in general education, special education, or school counseling preferred.
• Excellent written and oral communication skills and behavior management skills.
• Valid driver’s license and availability of private transportation or ability to attend off‑site meetings.
• Preferred experience in coaching and mentoring.
• Knowledge of adolescent social‑emotional development preferred.
• Three or more years of teaching experience highly preferred.
• Must provide evidence of acceptance into a Virginia Department of Education approved School Counselor licensure program within the first six months of employment.
• Must begin licensure coursework by the end of the first school year of employment.
• Must demonstrate sufficient progress toward completion of all required coursework each school year to be considered for continued employment.

• Commitment to equity demonstrated by a track record of engaging with and improving outcomes for diverse communities and student populations.
• Ability to influence colleagues to approach all work with an equity lens grounded in data.
• Ability to collaborate with diverse staff, leadership, and community members to build trust and partnership.
• High reliability, strong organizational skills, attention to detail, sound judgment, and political savvy.
• Deep understanding and commitment to educational equity, social justice, inclusion, and cultural responsiveness.
• Ability to develop and monitor indicators of organizational culture and drive change.
• Capability to design adult learning and instruction that operate with an equity lens.
• Proven success in raising achievement levels of traditionally underserved students preferred.

• Work with division and school staff to develop social‑emotional curriculum standards and communicate them.
• Plan and implement programs to develop student character and discipline in line with school standards.
• Teach demonstration lessons on social‑emotional learning to support teacher integration.
• Provide support for students with behavioral or emotional challenges to improve functionality.
• Participate in meetings, workshops, and committees to gather and share information.
• Develop, explain, and support behavioral expectations with students.
• Assist in maintaining a safe, orderly, and effective learning environment.
• Provide ongoing feedback to staff on social‑emotional learning, student behavior, and the school-wide behavior plan.
• Support integration of SEL and restorative practices through MTSS for equity‑centered learning environments.
• Act as a positive role model and maintain student safety.
• Assist with de‑escalation of students.
• Participate in MTSS and related meetings.
• Assist with implementation of school‑wide PBIS.
• Coordinate restorative practices with colleagues.
• Implement Check In/Check Out strategies collaboratively.
• Collect data to…