Student Life Counselor (Overnight)

Job Description

Job Description:\n\nDescription:\nOvernight Hours are 11pm-8am.\n\nSchool Profile\nThe SEED School of Maryland is a statewide, public, college-preparatory boarding school that opened in August 2008. The school educates and boards 400 students in grades six through twelve. The SEED School is an extraordinary educational opportunity for students across the state to receive a tuition-free, college-preparatory, boarding education.\n\nThe SEED School of Maryland combines a rigorous and engaging academic curriculum with life skills and enrichment activities to provide students with a thoughtfully balanced learning and living experience. Students and their families commit to a seven-year educational program that offers small class sizes, high quality teaching and learning experiences, mentoring, community service, and extracurricular activities such as sports and arts.\n\nThe SEED School is centered around its character values: compassion, growth, gratitude, perseverance, integrity, respect for oneself and others, and responsibility. The SEED School staff are in partnership with parents, families, and communities to guide and support student success. The school follows a typical academic school year calendar.\n\nSEED Network\nSEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment. Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students. Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles. The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation. SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, an\n\nPosition Summary\nThis role serves as the creator, planner, and implementer of the Student Life Program both in and outside of the residence halls. This position is responsible for teaching the HALLS Curriculum, discipline of students, and implementing life skills programming. This position also serves as the principal caregiver for the students and supervises the resident assistants in the afternoon and evening hours. Life Skills Counselors are also responsible for developing and maintaining necessary residence hall programs.Requirements:\nDuties and Responsibilities\n\nNurturing, Educating, and Engaging Students/Staff (70%)\nØ Demonstrates ability to nurture each student entrusted to their care consistent with the Student Life Training & Certification Program by:\n· establishing trust,\n· advocating for students' best interest,\n· mentoring students,\n· developing strong, mutually respectful relationships,\n· providing consistent emotional support through praise, affection, empathy, and recognizing student achievement,\n· advising students through personal problems,\n· listening to students' thoughts, feelings, concerns, and problems,\n· helping students in developing relationships,\n· maintaining students' dignity and self-esteem,\n· providing opportunities for students to develop personal maturity through developmentally appropriate freedoms and responsibilities,\n· maintaining confidentiality of sensitive materials, and\n· supporting students by attending as many functions that involve their students as practical.\n\nØ Fosters relationships between students and their families of origin by:\n· orienting students and families to the residence hall upon enrollment and providing counseling regarding possible separation issues,\n· providing opportunities for and promoting interaction with siblings,\n· participating in parent conferences, when necessary,\n· communicating with the family of origin regarding student’s progress, accomplishments, growth areas, and concerns about the student\n· consulting with the family of origin, when appropriate, and involving them in decision- making concerning the student’s care.\n\nØ Protects the rights and dignity of individual students by:\n· making decisions based on the best interest of students,\n· supporting the ethical treatment of all students,\n· serving as a direct link to students in cases of student's rights violations, and\n· promoting problem solving and relationship development between students.\n\nØ Attends to students’ health care needs by:\n· recognizing students’ health needs and referring to medical services when appropriate, and\n· maintaining accurate student health care records.\n\nØ Attends to students’ mental health needs by:\n· reporting signs of student abuse, depression, and suicide ideation to mental health services,\n· maintaining students’ dignity and self –esteem,\n· recognizing and supporting students in bereavement/separation issues, and\n· listening actively to students’ thoughts, feelings, concerns, and problems and counseling when appropriate\n\nØ Attends to the moral, and character development of students by:\n· teaching and modeling values related to sound moral and character development, and\n· teaching and role-modeling appropriate choices in movies, music, and television programs.\n\nØ Manages and evaluates the students' individualized goal attainment as part of the implementation of the HALLS standards and benchmarks system by:\n· stressing the importance of setting goals, evaluating progress, developing a strong work ethic, following through and remaining committed,\n· collaborating with others to decide how best to help each child reach the HALLS Standards and Benchmarks, and\n· participating in overall assessment of students.\n\nØ Teaches social, self-help, life-long learning, and basic life skills through implementation of the HALLS curriculum:\n· teaching developmentally appropriate responsibility for self and others,\n· teaching developmentally appropriate decision-making and critical thinking strategies,\n· providing a supportive and flexible structure from which students learn responsibility, problem solving, and time management,\n· providing opportunities for students to practice/demonstrate learned skills including manners, conflict resolution, cooperation and teamwork,\n· teaching students to develop a positive peer culture through helping relationships,\n· facilitating students’ development of individual, house and residence hall goals and objectives,\n· teaching students developmentally appropriate leadership and communication skills, and\n· encouraging individuality and creative thinking from students.\n\nØ Facilitates student academic achievement by:\n· providing a structured learning environment and assisting with homework, when necessary,\n· integrate literacy strategies through the HALLS curriculum\n· teaching and modeling appropriate study skills,\n· assessing students’ school grades and performance and implementing additional learning support, when necessary,\n· communicating with teachers on a regular basis, and\n· counseling and preparing students for college education.\n\nØ Attends to students’ personal safety by:\n· being aware of student location,\n· being aware of and attentive to warning signs of emotional distress, and\n· supporting overall campus supervision.\n\nØ Facilitates student leisure and recreational activities by:\n· teaching students to make leisure activity choices,\n· planning and leading students on educational and/or recreational trips and/or activities,\n· facilitating house activities,\n· participating in residence hall activities, and\n· encouraging and supporting students' involvement in SEED community activities.\n\nØ Teaches students healthy lifestyles by:\n· teaching and coaching students’ personal hygiene,\n· demonstrating and involving students in regular physical activity,\n· educating and counseling students on dating relationships, human sexuality, and drug and alcohol issues, and\n· making referrals to appropriate student support services when necessary.\n\nØ Teaches students to exhibit behaviors and values deemed appropriate for a member of the SEED community through:\n· displaying appropriate role modeling,\n· maintaining personal self-control,\n· respecting and appreciating diversity, and\n· modeling positive relationships.\n\nØ Establishes and maintains a developmentally appropriate behavior management system by:\n· managing student behavior in the house, residence hall, SEED community, and public,\n· collaborating with students in developing house rules and regulations,\n· effectively utilizing appropriate skills to prevent and/or de-escalate intense situations while maintaining the dignity and respect of the student,\n· holding students accountable by delivering natural and logical consequences and using corrective teaching,\n· utilizing modules from Level I Certification such as active listening, pro-active teaching, corrective teaching, and self-awareness,\n· utilizing a consistent incentive system that reinforces and rewards students' appropriate behavior,\n· implementing a motivation / incentive system, and\n· collaborating with SEED staff and outside agencies (when necessary) to develop strategies to effectively manage student behavior.\n\nØ Provides on-the-job coaching and mentoring for the purpose of:\n· providing direct support and mentoring to Resident Assistants,\n· assessing Resident Assistants’ skill levels and providing clear direction and support in areas of growth,\n· developing Resident Assistants’ skills consistent w/ the Student Life Training & Certification Program,\n· motivating Resident Assistants to use the skills they have already learned,\n· answering procedural questions for Resident Assistants and other staff,\n· advising Resident Assistants on appropriate role modeling, behavior and cultural/ gender sensitivity,\n· fostering a sense of autonomy and self-sufficiency in the Resident Assistants, and\n· promoting career development/advancement opportunities for Resident Assistant.\n\nØ Assisting in the development of personal and professional goals by:\n· negotiating a plan/agreement with the Resident Assistants,\n· providing written documentation that the plan is being met, and\n· following up on whether Resident Assistant have met professional, personal & safety goals.\n\nFacilities Management (10%)\nØ Responsible for managing and maintaining the house/residence hall facility by:\n· ensuring a safe, secure, and clean environment,\n· submitting work orders, when necessary,\n· conducting monthly fire drills and reviewing emergency exit plan with students, and\n· maintaining OSHA, first aid and universal precaution guidelines and procedures.\n\nProgram Development (10%)\nØ Develops and maintains individualized student programs including:\n· participating on student intervention teams and collaborating to develop and implement an individualized plan,\n· developing and implementing behavioral management programs for students as necessary, and\n· developing and implementing individual community restitution programs in collaboration with internal departments and external agencies.\n\nProfessional Development (10%)\nØ Achieves and maintains Student Life Program Certification by:\n· participating in and reaching minimum standards of the Student Life Certification Program (Level I),\n· reading and researching information pertinent to parenting skills and student development,\n· setting / meeting annual professional development goals,\n· evaluating self performance in collaboration with supervisor(s), and\n· soliciting and implementing feedback on job performance and professional behavior.\n\nEXPECTATIONS\n\nSEED Core Values\nAll Student Life Staff are responsible for understanding, communicating and demonstrating the following set of shared vales:\n1. Respect - being civil, cordial, courteous, and polite toward peers and adults and tolerating differences by treating others as you want to be treated\n2. Responsibility - taking ownership and being accountable for your actions and doing what you are supposed to do for the betterment of yourself and the SEED community\n3. Self-Discipline - controlling your behavior and actions and doing what is expected of you without reminders\n4. Integrity - doing the right thing even when no one is looking.\n5. Compassion - being concerned, helpful and supportive toward other people and the community and thinking about how the other person will feel before you act.\n\nBehavioral Indicators\nAll Student Life Staff are responsible for demonstrating professional behaviors consistent with the following principles. Such behaviors include, but are not limited to the following:\n\n1. Professionalism:\n· Cooperative and positive attitude toward students, parents, staff and other constituencies of the school\n· Presentation of self by appropriate dress and manner of speech\n· Appreciation for the sensitivity of information gathered in one’s professional role and in maintaining the confidentiality of such information\n· Cooperative team membership and participation on teams both within and outside of the Student Life Program\n· Appropriate constructive questioning\n· Openness to new ideas and ongoing program improvement\n· Maintaining the highest legal, moral and ethical standards, thus enabling each adult to be a strong, positive role model for the students\n\n2. Growth and Development:\n· Support and actively encourage an overall school environment which promotes personal and professional growth and development\n· Development and completion of personal and professional growth plans in a timely manner\n· Commitment to a process of life-long learning\n· Strive for excellence in both adult’s and student’s performance\n· Fulfilling personal and professional responsibilities with honesty, integrity, and in full compliance with school, local, state and federal regulations\n\n3. Commitment to the SEED Mission:\n· Commitment to the mission of The SEED School of Maryland\n· Commitment to the shared vision of the SEED School of Maryland\n· Modeling values consistent with the SEED School’s Student-Parent Handbook\n· Cooperation and collaboration within and across departments to accomplish goals and objectives which are focused on the students.\n· Enthusiastic commitment to high standards of excellence in performance, behavior, and learning.\n· Commitment to meeting student’s individual needs and understanding their individual contextual background.\n\n4. Effective Communication:\n· Development and maintenance of high performance teams at every level (students, parents, administration, staff)\n· Effectively shares information and instruction in a manner that helps others succeed\n· Communicates plans, goals and developments of projects in an effective and timely manner\n· Striving to create “win/win” solutions wherever possible\n· Use of a tone and style of communication that is assertive and appropriate for the individuals as well as the circumstance/situation\n· Use of tact, sensitivity and empathy when interacting with and/or serving the SEED School, community, parents, students.\n· Demonstrates an ability to utilize active listening in a manner that shows care, sensitivity, and approachabilit