Counselor (Royal Junior High)

Primary Purpose

Plan, implement, and evaluate a comprehensive school counseling program at the assigned Royal ISD campus. Counsel students to support the full development of each student's academic, career, personal, and social abilities, including the needs of special populations. Deliver guidance curriculum in various group sizes; support students in challenging situations; educate students on skills needed to address difficult circumstances; and connect students and families with appropriate campus, district, and community resources. The counselor supports Royal ISD's mission of Investing in Our Tomorrow by promoting student well-being, school connectedness, postsecondary readiness, and equitable access to learning opportunities.

Qualifications

Education/Certification

• Master's degree in counseling from an accredited college or university.
• Valid Texas school counselor certificate.
• Meets all state and district requirements for school counseling assignment.

Special Knowledge/Skills

• Knowledge of counseling procedures, student appraisal, career development, social-emotional learning, crisis response, and responsive services.
• Knowledge of the Texas Model for Comprehensive School Counseling Programs and the 80 percent direct/indirect student services requirement.
• Ability to use data to identify student needs, monitor program effectiveness, and support campus improvement planning.
• Ability to instruct students, facilitate groups, and support positive student behavior through developmentally appropriate strategies.
• Excellent organizational, communication, confidentiality, collaboration, and interpersonal skills.
• Ability to present information effectively in one-on-one, small group, and large group settings to students, parents/guardians, staff, and community partners.
• Ability to collaborate with campus leadership, teachers, families, and district departments to remove barriers to student success.

Experience

• Counseling, teaching, or related school-based experience preferred.
• Experience serving diverse student populations and supporting academic, behavioral, social-emotional, and college/career readiness needs preferred.

Major Responsibilities and Duties

Guidance Curriculum

1. Plan, organize, implement, and deliver structured guidance lessons aligned to district and campus needs to improve students' interpersonal and intrapersonal effectiveness, personal health and safety, postsecondary planning and readiness, and other developmental needs.
2. Teach guidance curriculum components using effective instructional strategies and planned structured groups that consider diverse student populations and differentiated student needs.
3. Collaborate with students, staff, parents/guardians, and community partners to identify priorities to be addressed through the guidance curriculum.
4. Integrate guidance lessons into content-area curriculum when appropriate and in collaboration with campus staff.
5. Use well-planned, intentional, and engaging activities and materials, including technology tools and approved guest speakers, to support student learning and engagement.

Responsive Services

1. Use accepted theories and effective techniques of developmental guidance to respond to problematic or critical incidents and support students in times of need.
2. Use preventive activities and interventions to remove barriers that interfere with a student's educational, career, personal, and social development.
3. Implement remediation practices to assist students in coping with problem situations or unwise choices; identify precipitating and antecedent factors; and provide feedback to support improved future decisions.
4. Use specialized skills to support students in crisis situations requiring immediate response while collaborating with administrators, district staff, parents/guardians, and local officials to maintain a healthy and safe school environment.
5. Provide continued support through individual counseling, small group counseling, consultation, or referral to services outside the school or district when appropriate.
6. Serve as an impartial support resource for interpersonal conflicts involving students, including reported bullying concerns, while following district reporting, documentation, and investigation protocols.
7. May serve on campus or district behavioral threat assessment, safe and supportive schools, crisis response, MTSS/RTI, 504, or other student support teams as assigned.

Individual Planning

1. Provide developmental and age-appropriate counseling services, resources, and information to students, teachers, administrators, and parents/guardians.
2. Assist individual students and families in monitoring academic, career, personal, and social development as students progress through school.
3. Act as a student advocate, leader, collaborator, and systems-change agent to promote a campus environment that acknowledges diversity and ensures equitable access to courses, programs, services, and opportunities.
4. Interpret standardized test results, support career development activities, assist with grade-level transitions, and guide students in individual goal setting and planning.
5. Support student planning related to endorsements, personal graduation plans, CCMR readiness, postsecondary opportunities, TSIA/college entrance needs, scholarships, military/career pathways, and transition activities as appropriate to grade level.

System Support and Campus Collaboration

1. Collect, summarize, and interpret student data, including academic, behavioral, attendance, assessment, and climate data, to plan supports, create interventions, and address student needs.
2. Conduct an annual counseling program review or audit to inform accountability, action plans, time management, student supports, and systemic improvement.
3. Participate in campus-based improvement planning, goal setting, and data-driven decision-making aligned to the Royal ISD Strategic Direction.
4. Provide parent/guardian and staff consultation and training to support student educational, career, personal, and social development.
5. Clearly communicate counseling program goals, services, and action plans to campus and district staff, parents/guardians, students, and community stakeholders.
6. Participate in professional development and continuing education to improve job-related skills and remain current on legal, ethical, and best-practice expectations for school counselors.
7. Collaborate with campus administrators, teachers, student services, special education, bilingual/ESL, federal programs, behavior support, health services, and other district departments as needed to support students.

Compliance, Documentation, and Professional Responsibilities

1. Compile, maintain, and file all required reports, records, counseling documentation, service logs, referrals, and other documents in accordance with district procedures and confidentiality requirements.
2. Comply with policies established by federal and state law, State Board of Education rule, Texas Education Agency guidance, and Royal ISD Board policy.
3. Adhere to legal, ethical, and professional standards for school counselors, including professional standards of competence and practice.
4. Follow district safety protocols, emergency procedures, mandated reporting requirements, and confidentiality expectations.
5. Maintain effective communication with the campus principal regarding counseling program implementation, crisis concerns, student support trends, and campus needs.
6. Perform other duties as assigned by the campus principal or district administration consistent with the role and purpose of the position.

Supervisory Responsibilities

• Supervise clerical staff, interns, or other support personnel as assigned by campus or district administration.

Mental Demands/Physical Demands/Environmental Factors

Tools/Equipment Used: Personal computer and peripherals; standard office and instructional equipment; district-approved software systems.

Posture: Prolonged sitting; frequent standing, kneeling/squatting, bending/stooping, pushing/pulling, and twisting.

Motion: Frequent walking throughout campus and occasional movement between district facilities.

Lifting: Regular light lifting and carrying less than 15 pounds; occasional physical restraint or student support in accordance with district procedures and training.

Environment: Work inside and outside; frequent contact with students, staff, families, and community members; occasional district or community events.

Mental Demands: Maintain emotional control under stress; respond to crisis or sensitive situations; protect confidentiality; manage multiple priorities; may work prolonged or irregular hours.