Middle School Counselor

Prospect Sierra is an independent, coed TK–8 school located on two campuses in El Cerrito, California, serving 420 students. Prospect Sierra gives students the tools to build a better world by integrating rigorous academics with a deep understanding of human emotions. Every day our exceptional teachers connect students’ academic experiences to ethics, empathy, and social and emotional intelligence. The result is deeper intellectual engagement, greater self-knowledge, and compassionate relationships. Prospect Sierra students develop courage to become more than great students, but great people. Overview Of Position This position is for a part-time (80%) middle school counselor. This position will report to the Middle School Division Head and serve as a critical member of the Student Support Team, including the middle school Dean of Students, Director of Equity and Inclusion, and the Learning Specialists. In addition, the school counselor will work closely with all classroom teachers to ensure adequate academic and social/emotional support within our middle school program. We are looking for someone to start in this position from December 2026. If possible, we would be interested in the same person beginning to work earlier at a more part‑time basis two days a week until December where it would move to four days a week. Responsibilities Student Support Provide individual school-based counseling with students needing short-term emotional support and/or emotional regulation coaching. Provide one‑on‑one or student skills coaching to support students to develop student and executive function skills. Run student groups and Restorative Justice circles when needed (ie; social anxiety coaching, friendship dynamic coaching, community incident support, current events processing). Collaborate with Learning Specialists, Dean of Students, Director of Equity and Inclusion, Division Head as a member of a larger student support team. Co‑teach and/or support lessons at all grade levels on topics such as social dynamics, emotional regulation, mental health, and conflict resolution. Provide push‑in classroom support when needed to support students’ behavioral and social and emotional goals. Provide crisis support by responding to and seeking appropriate services for students in distress. Case Management Interpret neuro‑psychological evaluations/reports from outside providers; advise and assist faculty and parents with implementing recommendations for accommodations for students with diagnosed learning differences and/or social/emotional support needs in partnership with the Learning Specialists. Serve as liaison between community‑based mental health providers and school staff/administrators. Participate in or lead student support meetings about how individual students are doing across the program and disseminate information to families, teachers, and other support personnel. Update digital student notes and learning plans with current information on students’ social/emotional needs to ensure important history and current information is communicated to all teachers. One‑on‑one parent consultation when students are experiencing social and emotional challenges related to school and/or familial strain (i.e., illness, family transition, loss, conflict). Curricular Support & Team Collaboration Meet regularly with the Middle School Division Head. Join grade level team meetings when necessary in order to support teachers with needed accommodations. Work closely with classroom teachers to identify and address questions and concerns about student social/emotional progress when concerns arise. Recommend outside evaluation and services to students/families as needed, and keep referral lists up to date. Conduct classroom observations of students at the request of teachers, administrators, and/or parents when questions arise about social/emotional support. Work in collaboration with the Student Support Team to communicate with prospective families around learning differences, social/emotional support, and resources on the school website. Lead workshops and presentations for the parent community and teaching staff. School-Wide Duties Ancillary duties include responsibilities that are part of middle school life, e.g., attendance at school functions, full faculty professional development trainings, faculty meetings, school trips, and weekly duties Required Qualifications Master’s degree in school counseling, clinical psychology, school psychology, marriage and family therapy, social work, or a closely related field. Required Credentials/Licenses (one Of The Following) Pupil Personnel Services (PPS) Credential with a School Counseling specialization, issued by the California Commission on Teacher Credentialing, or Licensed Professional Clinical Counselor (LPCC) Licensed Marriage and Family Therapist (LMFT) Licensed Clinical Social Worker (LCSW) In Addition, Candidate Should Demonstrate Nuanced understanding of DEI/social justice knowledge from a personal or programmatic perspective Ability and willingness to work collaboratively and take initiative Experience working with children and families Ability to effectively communicate with a diverse constituency of parents Strong organizational and record‑keeping skills Desire to work within a school setting and within a classroom setting when necessary Flexible schedule in order to accommodate meetings with parents, shifting times to work individually or in small groups with students, and to meet with teachers Excellent communication skills, both written and verbal Confidence in managing digital databases and using technology Preferred Qualification Demonstrated experience working with middle school age students and an affinity for working with this population Experience working in a school-based setting Familiarity with assessment and screening tools for middle school‑aged students Salary The salary is competitive. Benefits included. Our 2026-27 salary schedule can be found here. Prospect Sierra School is an equal opportunity employer. Our community is diverse in many ways, inclusive of race/ethnicity, sexual orientation, gender spectrum, age, ability, and more. We welcome and value the same in our faculty and staff. #J-18808-Ljbffr