Career Pathways Counselor, High School

Position Type:
Student Support Services/Guidance Counselor

Date Posted:
3/2/2026

Location:
Reading HS Innovation Academy
Position Title: Career Pathways Counselor (RHS Campuses and RVA)

Classification: REA


Reports to: RHS Principal, Associate Principal of Teaching & Learning, Director of Student Services, Coordinator of School Counseling Services,


Position Goal: To support students and families throughout the high school experience in developing a plan that outlines the positions and training required to advance in a post-secondary, occupational or military career.


ESSENTIAL FUNCTIONS : The essential functions of this position include, but are not limited to the following fundamental duties:

• Assists 9th grade students with selecting a career pathway and tracks their progress through 12th grade.
• Networks and builds working relationships with local businesses, organizations, and colleges.
• Develops a system of counseling to assist students with appropriate academic and career decisions that includes but is not limited to:
  • Identifying barriers to post-secondary success.
  • Creating SMART goals and action steps to overcome barriers to post-secondary success.
• Collaborates with staff to:
  • Identify the needs and strengths of students.
  • Develop post-secondary plans for students.
  • Ensure high-risk students receive appropriate accommodations afforded by current legislation.
• Communicates and collaborates with students and families throughout the planningprocess for post-secondary success.
• Coordinates and facilitates opportunities for student exposure relative to pathways thatincludes but is not limited to: classroom lessons, hands-on activities, videos/ digitalmedia, interactive assessments, guest speakers, and career/ college -based field trips.
• Promotes and publicizes clubs, homework/tutoring resources, summer programs, volunteer/internship programs and RMCTC programs, as well as other activities that support students' career paths.
• Tracks completion of task completion in the career readiness platform.
• Processes Reading-Muhlenberg CTC applications.
• Collaborates with administrators and stakeholders to develop and implement a job shadowing program
• Attends or assist with scheduling student services meetings should it be deemed necessary (IEP, 504 and Core team meetings)
• Participates and performs SAP team duties
• Participates in committee work for the School Counseling Department and Reading High School as directed by administrators.
• Performs other duties as assigned by the residing High School Principal

SUPERVISORY RESPONSIBILITIES None

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. 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 essential functions.


EDUCATION and/or EXPERIENCE

Master's Degree in Counseling or Psychology or other relevant degree

Experience working with high school students in an urban setting.

CERTIFICATES, LICENSES, REGISTRATIONS Current Pennsylvania Certificate as a Secondary School Counselor or other relevant certificate and required professional development.


LANGUAGE SKILLS

1. Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental or PDE regulations.
2. Ability to communicate clearly and concisely in written or oral formats.
3. Ability to write comprehensive evaluative reports and correspondence.
4. Ability to effectively present information and respond to questions from administration, teachers, parents, service providers and the general public.

MATHEMATICAL SKILLS

1. Ability to work mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry.
2. Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.

REASONING ABILITY

1. Ability to define problems, collect data, establish facts and draw valid conclusions.
2. Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

OTHER SKILLS AND ABILITIES

1. Ability to apply knowledge of current research and theory to the guidance program.
2. Ability to apply advanced problem-solving skills.
3. Ability to plan and implement conferences to discuss recommendations based on district and program objectives and the needs and abilities of students.
4. Ability to establish and maintain effective working relationships with students, peers, parents and community.
5. Ability to use appropriate language and accompanying techniques with adolescents on one to one bases as well as in groups.
6. Ability to work in a demanding service oriented environment and deal with constant interruptions.
7. Ability to work independently, prioritize tasks and make work related decisions.
8. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


While performing the duties of this job, the employee is continuously required to sit and talk or hear. Occasionally the employee will repeat the same hand, arm or finger motion many times. The employee must be able to attend meetings in the evening and at other locations. Specific


vision abilities required by this job include close vision such as ability to read handwritten or typed material, and the ability to adjust focus.


WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.


The noise level in the work environment is usually quiet. The employee is frequently required to interact with the parents, public and other staff. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience. The employee is directly responsible for the safety, well-being and work output of students.


TERMS OF EMPLOYMENT: As per terms and conditions set forth in the contract between the Reading Education Association, PSEA/NEA and the Reading School District.


EVALUATION: The employee will be formally evaluated with regard to his/her duties on a regular basis by the immediate supervisor as required by Board Policy and Department of Education regulations.


The position holder must be able to perform the essential job functions with or without reasonable accommodations. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.


The Reading School District is an equal opportunity employment, educational and service organization.


PROF-School Counselor; Career Pathways Counselor.