High School Counselor

High School Counselor

Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment, work to safeguard the human rights of all members of the school community, and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program. Assists in other school and district programs as assigned.

Supports and upholds the mission, vision and strategic goals of Lexington County School District One towards increased outcomes for students. Interacts, communicates and collaborates with all stakeholders effectively. Establishes a safe, supportive, positive and productive working and learning environment. Operates general office and technology equipment needed for daily activities. Maintains confidentiality regarding all employee and student information. Participates in all professional meetings and training sessions as required. Requests and maintains materials needed for daily responsibilities and essential functions; provides for safe storage and proper use of all tools, equipment and materials. Upholds the ethical and professional standards of the American School Counselor Association (ASCA) and other applicable professional counseling associations. Promotes the development of the school counseling program based on ASCA National Model, the South Carolina Comprehensive School Counseling and Career Guidance Model, South Carolina Education and Economic Development Act and school board policies.

The South Carolina state model highlights six defined standards for school counselors. High school counselors must complete an Individual Graduation Plan for all high school students. Core Program Components are Define, Manage, Deliver and Assess.

Define: Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their counseling program to improve student outcomes. These are composed of Student Standards which are ASCA mindsets and behaviors for students success: K-12 college and career readiness for every student. Professional standards include ASCA ethical standards for school counselors and ASCA school counselor professional standards and competencies.

Manage: To be delivered effectively, the school counseling program must be efficiently and effectively managed. Program focus, program domains and planning tools guide the design and implementation of a school counseling program that gets results. Program focus is composed of beliefs, vision statements and mission statements. Program domains incorporate learning to live (social/emotional), learning to learn (academic) and learning to work (career). Program planning includes school data summary, annual student outcome goals, action plans (classroom and group and closing the gap), lesson plans, annual administrative conference, use of time, calendars (annual and weekly) and school counselor advisory council. No more than 20% of a school counselor's time should be spent in program planning and school support activities.

Deliver: School counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor's interaction with others. These activities and services help students develop the ASCA mindsets and behaviors for student success and improve their achievement, attendance and discipline. Direct student services are composed of instruction, appraisal and advisement, and counseling. Indirect student services include consultation, collaboration and referrals. A minimum of 80% of a school counselor's time should be spent in direct and indirect student services. The national and state model identifies the appropriate and inappropriate activities for school counselors. School counselors serve all students and activities will provide brief, solution focused strategies and interventions. Time allocations may be adjusted by district or schools when supported by data. For high school counselors, instruction time allocation is 10-20 percent, appraisal and advisement is 30-40 percent, counseling is 25-35 percent, and indirect on behalf of students is 15-20 percent. Non-school counseling tasks are duties and tasks outside the role of the school counselor and program implementation. Time allocation is 20 percent or less.

Assess: To achieve the best results for students, school counselors regularly assess their program to determine effectiveness, inform improvements to their school counseling program design and delivery and show how students are different as a result of the school counseling program. School counselors also self-assess their own mindsets and behaviors to inform their professional development and annually participate in a state's school counselor performance appraisal with a qualified administrator. Program assessment incorporates school counseling program assessment and annual results reports. School counselor assessment and appraisals includes the ASCA school counselor professional standards and competencies assessment and the school counselor performance appraisal template.

Responsible for supervising students, as appropriate, in implementing the total school counseling program. Responsible for school counseling materials and supplies budget (if applicable).

Ability to perform duties with awareness of all district requirements and Lexington County School District One Board policies. Must be able to access reliable transportation. Knowledge of the policies, procedures, and activities of the school district that pertain to the specific duties and responsibilities of the position. Knowledge of school policies, procedures, and operations. Ability to demonstrate proper maintenance, safe operation, and utilization of equipment, materials, and supplies used in daily activities. Ability to maintain high standards of accuracy in exercising duties. Ability to anticipate work to be completed and to complete work without the need for direct supervision. Ability to maintain confidentiality of employee and student records and information. Ability to interact and communicate effectively and professionally with supervisors, co-workers, teachers, students, and the general public. Personal computer experience required. Strong knowledge of word processing, e-mail, spreadsheets, electronic file management, the internet, and reporting and presentation software. Ability to establish and maintain effective working relationships with students, staff and the school community. Ability to speak clearly and concisely both in oral and written communication. Ability to apply knowledge and current research and theory. Ability to organize and implement a flexible work schedule in order to meet reporting deadlines. Ability to self-monitor and manage multiple tasks while working individually and with members of a group. Ability to submit all requested reports and documentation in a timely manner and in accordance with scheduled deadlines. Some extended hours and multiple demands from several people are frequently required of the employee. Computer literacy required.

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. Physical demands are restricted to work requiring occasional lifting/moving of items weighing up to twenty-five pounds. The employee will sometimes push/pull items such as furniture or boxes of materials. While performing the duties of this job, the employee is regularly required to sit, stand, walk, talk, listen and/or reach with hands and arms. Specific vision abilities required by this job include close vision, distance vision. Occasionally the position requires the employee to work irregular or extended hours. Duties of the job require frequent use of a computer monitor and related equipment.

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. Conducts duties in an environment with no significant exposure to adverse environmental conditions. Requires ability to perform counseling duties often subject to tight deadlines, legal ramifications, crisis and emergency issues, etc. Limited travel is required. The noise level in the work environment for this position varies. The noise level in this environment is quiet to loud depending upon the activity in the particular part of the day.

Performance of this job is evaluated annually according to Board Policy. The information contained in this job-description is intended for compliance with the American 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. Lexington County School District One is committed to a policy of nondiscrimination and equal opportunity for all students, parents/legal guardians, staff, visitors, personnel and community members who participate or seek to participate in its programs or activities. Therefore, the district does not discriminate against any individual on the basis of race, religion, sex (including pregnancy, childbirth, or any related medical conditions), color, disability, age, genetic information, national origin, or any other applicable status protected by local, state, or federal law. The district will use the grievance procedures set forth in policy to process complaints based on alleged violations of Title VI of the Civil Rights Act of 1964; Title VII of the Civil Rights Act of 1964; Title IX of the Education Amendments Act of 1972; Section 504 of the Rehabilitation Act of 1973; the Age Discrimination Act of 1975; the Age Discrimination in Employment Act of 1967; the Equal Pay Act of 1963; the Genetic Information Nondiscrimination Act of 2008; and Titles I and II of the Americans with Disabilities Act of 1990.