College Counselor

Community College Counselor Of Students With Disabilities (Tenure-Track) Campus: College of San Mateo About The Disability Resource Center (DRC) The Disability Resource Center provides academic adjustments, auxiliary aids, and specialized services for students who may otherwise be at a disadvantage due to a disability. Our Mission is to address access to education issues that are created by a students' disability. Paramount in our mission is to work with students, faculty, staff and administrators to find equitable solutions to increase educational access and success for individuals with disabilities at the College. Duties And Responsibilities The duties below are representative of the duties of the classification and are not intended to cover all of the duties performed by the incumbent(s) of any particular position. The omission of specific statements of duties does not exclude them from the position if the scope of work is similar, related, or a logical assignment to this classification. Provide professional, academic/vocational, personal, and disability-related counseling Assist students experiencing academic difficulty in maximizing their success Develop education plans, monitor student progress, and conduct follow-up activities Be knowledgeable of, and maintain contact with social, health, and community agencies Use technology tools as it relates to counseling functions Communicate effectively orally and in writing with students, faculty, staff, and the community Attend and participate in case management, department, and counseling meetings Teach guidance courses as needed Act as a consultant regarding student performance and retention Interpret placement and career assessment results Conduct college orientations and workshops related to student success and development Coordinate and provide tours for high school seniors with disabilities Verify student eligibility for DSPS programs and services Identify functional limitations Determine reasonable accommodations Knowledge Of Employment Standards (acquired through education, training, and/or experience) Knowledge of disabilities that would qualify for protections under Title 5, the ADAA, and other State and Federal laws and regulations Experience counseling/advising and/or teaching at the high school or college level Counseling, and student development theories and relevant applications to program development Preparation for, or experience in designing and preparing Student Educational Plans (SEPs) for community college students Skills And Abilities Two years' experience working with students with disabilities in the college setting The ability to understand the implications of behavior elicited by a specific disability Ability to design and implement intervention strategies and academic accommodation strategies Experience with assistive computer technology (both hardware and software) for students with disabilities Experience using university articulation agreements and transfer requirements for counseling community college students Ability and desire to work collaboratively with faculty and staff to enhance instruction, curriculum, student learning support, and student success Commitment to the professional responsibility of serving on participatory governance committees Job Requirements Master's degree or higher in rehabilitation counseling OR Master's degree or higher in counseling, guidance counseling, student personnel, clinical or counseling psychology, education counseling, social work, career development, marriage and family therapy, marriage, family and child counseling, or a Bachelor's degree in marriage and family therapy or in marriage, family and child counseling and possession of a license as a Marriage and Family Therapist (MFT); and either 15 or more semester units in upper division or graduate level course work related to people with disabilities, or completion of six semester units, or the equivalent of a graduate-level counseling practicum or counseling field work courses, in a post secondary Disabled Students Programs and Services program or in a program dealing with people with disabilities, or two years of full time experience, or the equivalent, in one or more of the following: (A) Counseling for students with disabilities or (B) Counseling in industry, government, public agencies, military, or private social welfare organizations in which the responsibilities of the position were predominantly or exclusively for persons with disabilities, or the equivalent. Demonstrated cultural competence, sensitivity to, and understanding of the diverse academic, socioeconomic, ethnic, neurodivergent, and LGBTQIA+ backgrounds of community college students, faculty, and staff as these factors relate to the need for equity-minded practice both within and outside of the classroom. Note: If you believe your degree, academic background, or professional achievements are equivalent to the stated minimum qualifications, please complete the Application for Equivalence - For Faculty Positions, an option during the application submission process. The three means of demonstrating equivalency are as follows. Applicants may select more than one form of equivalency but must provide applicable evidence for each type: Degree Equivalence The employee or applicant possesses a degree(s) with similar content to those listed for the relevant discipline. The name of the degree is close to that specified on the Disciplines List but the degree either has a different title or area of expertise, or the coursework is slightly different. Equivalence is established through analysis of transcripts and coursework. Academic Background Equivalence Related To Disciplines In Which a Master's Degree Is Not Generally Expected Or Available Or Where The Degree Is Relatively Specialized, The Employee Or Applicant Must Have Completed At Least 24 Semester Units (or Equivalent) Of Coursework In The Academic Field Being Applied For, And Must Possess At Least The Equivalent Level Of Achievement And The Equivalent In Breadth, Depth Of Understanding, And Rigor In Each Of The Following a broad cultural education usually met by the general education requirements for any Bachelor's or Associate's degree, and a detailed study of the discipline in breadth, depth, and rigor, usually met by coursework required for the degree major. Professional Achievement Equivalence The employee or applicant must demonstrate equivalence to the general education requirements for any Bachelor's or Associate's degree, and show evidence of outstanding professional achievement and/or substantial training in the requested field. The employee or applicant must submit substantial evidence, which demonstrates that their preparation, teaching experience, work experience, publications, portfolios, speaking engagements, and ability are equivalent to those expected from a person who meets the minimum qualifications. Additional Information FLSA Status: Exempt Months Per Year: 10 Safety: to promote a safe working and learning environment employees must report any unsafe working conditions or practices, as well as any near-miss incident to their supervisor. Position is designated as a Mandated Reporter under the Child Abuse and Neglect Reporting Act Position is a Responsible Employee under the Equity in Education Act and Title IX Work Demands The environmental, physical, and mental demands described here are representative of those that an employee must meet to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions. Environmental: typical on-site office environment; in-person work expected with potential to participate in the District's telework program, as available. Frequent hearing and speaking to exchange information in person and online Comprehend speech at normal levels Upper limb dexterity to operate computers and peripheral equipment Vision sufficient for daily and frequent use of computers, databases, and written materials Sitting for extended periods of time Frequent bending at the waist Physical presence at on-site locations Communicate and interact with others Observe and interpret people and situations Learn and apply new information or skills Perform highly detailed work on multiple concurrent tasks Perform highly detailed work under changing priorities and deadlines on multiple concurrent tasks Work with frequent interruptions Self-regulate emotion and behavior Benefits Benefits include paid holidays, vacation, and sick leave. The District pays all or a portion of monthly medical plan premiums (depending on the coverage) and pays all of the monthly dental and vision plan premiums for employees and eligible dependents. Additional paid benefits include life insurance, salary continuance insurance, and an Employee Assistance Program. Academic employees participate in the State Teachers' Retirement System, a defined-benefit retirement plan through the State of California (no contributions to Social Security). Optional tax-deferred 403(b) and 457 retirement plans are also available. EEO Statement San Mateo County Community College District is an Equal Opportunity, Title IX, and Section 504 employer. We prohibit discrimination and harassment based on race, color, ancestry, national origin, religion, age, sex, gender identity, sexual orientation, genetic information, marital status, veteran status, medical condition, physical or mental disability, or any other protected status under federal, state, or local law. We seek to employ individuals who reflect our community's diversity of cultures, languages, and abilities. Our EEO Plan, grounded in Title 5 regulations, is developed and monitored by an EEO Advisory Committee, reviewed at least every three years, and supported by regular training for all members of selection and screening committees. We collect and analyze recruitment and retention data to measure progress and identify barriers. Annual Security Report San Mateo County Community College District's (SMCCCD) 2025 Annual Security Report (ASR), required by the Clery Act, includes statistics for the previous three years (2022-2024) concerning reported crimes that occurred on campus; in certain off-campus buildings owned or controlled by SMCCCD; and on public property within, or immediately adjacent to and accessible from SMCCCD. The 2025 Annual Security Report also outlines various campus safety and security policies concerning crime reporting, prevention and response to sexual and gender violence, alcohol and drug use, crime prevention, emergency response and evacuation procedures, and other matters. The Annual Security Report also includes important tips to help every community member remain safe and avoid becoming a victim of crime. The 2025 Annual Security Report is now available on the Public Safety website. You can also obtain a copy of this report by contacting the Department of Public Safety at the District Office or any of the three Campuses View phone number on click.appcast.io. The report includes information about criminal activity on our campuses, emergency procedures, and resources. Closes: 09/25/2026 #J-18808-Ljbffr