Long-Term Substitute Transition Counselor

Position Type:
High School Teaching/School Counselor

Date Posted:
5/18/2026

Location:
Pine-Richland High School

Date Available:
August 2026
Pine-Richland School District
Position Description

Position Title: Long-Term Substitute Transition Counselor
Reports To: Building Principal; Dotted line to Director of Student Services and Asst. Director of Student Services & Special Education
Location: Pine-Richland High School
Compensation: $277/day + Access to Top-Notch Health, Dental, Vision & Prescription Drug Coverage at the Individual Level
Assignment Duration: This assignment is anticipated to last the first semester of the 2026-2027 school year (8/19/2026-1/22/2027).


SUMMARY
Provide comprehensive transition and guidance counseling services to high school-age children and youth, including vocational education, vocational rehabilitation, prevention, intervention, coordination, and consultation services in accordance with accepted professional counseling standards and Pine-Richland School District Board Policies.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Coordinate Transition and IEP Services: Lead the coordination of transition services for students aged 14 through graduation, including the compilation of the Summary of Academic Achievement and Functional Performance. This involves:
  • Collecting and sharing assessment information (e.g., Naviance) for the Individualized Education Plan (IEP).
  • Completing student course selections, scheduling students with IEPs (including Career and Technical Education (CTE) programming), and managing accommodations.
  • Partnering with special education case managers to review student progress toward transition goals and complete a graduation NOREP.
  • Maintaining a transition portfolio for every student and providing administration with a checklist of completed transition activities.
  • Participating in individualized education program planning meetings for students of transition age.
• Assessment and Post-Secondary Planning: Analyze and evaluate various forms of data to inform student needs and post-secondary goals. This includes:
  • Conducting classroom observations for educational and post-secondary planning.
  • Analyzing test data and psychological assessments to make recommendations to staff and administration.
  • Evaluating and advising on the selection and use of appropriate group and individual tests and assessments.
• Guidance, Instruction, and Crisis Intervention: Provide direct counseling and instruction to students to foster development and manage critical situations. This involves:
  • Promoting self-determination and self-advocacy skills for school, work, and community living.
  • Conducting group guidance activities, teaching related courses, and providing classroom lessons for intervention purposes.
  • Responding to crisis situations, such as conducting suicidal assessments in conjunction with the school psychologist.
• Liaison, Collaboration, and Outreach: Serve as a primary link between the school, community, and service providers to facilitate student success. This involves:
  • Serving as a liaison with external partners, including educators, agencies (e.g., OVR, MR, MH), employers, and job coaches, and making appropriate student referrals.
  • Coordinating job placement assistance, vocational evaluations, and transition events (e.g., fairs, college tours).
  • Collaborating with building administration and staff to maintain a supportive school climate and join other members of the counseling department in facilitating the New Student Orientation Program.
  • Attending and engaging in required school-based and external meetings (e.g., Special Education IEP Teams, Crisis Intervention, Pupil Services, SAP, local transition councils, professional workshops), and providing case managers with a list of students in CTE programs.
• Data Management, Reporting, and Compliance: Maintain comprehensive records and disseminate information to all stakeholders. This involves:
  • Collecting and reporting required data on graduates, drop-outs, job placement, and vocational enrollment, and completing state-required surveys (Exit/Post Survey, PaPOS).
  • Providing stakeholders (students, parents, staff, community members) with information on transition services, programs, and resources, including through newsletters, online resources, and in-service training.
  • Maintaining knowledge of current research, best practices, and compliance (e.g., professional development requirements, Indicator 13 training).
  • Maintaining accurate and complete records in compliance with all federal, state, and local laws and Board policies.
• General Duties: Perform other related duties as assigned by Administration, Building Principal, or Director of Student Services, and maintain regular and timely attendance.

Marginal Job Duties: Participate in extra-curricular activities in the school community with students. (This may include volunteers time to work with students on school projects, serving on committees or participating in the sponsorship of student activities, either as a volunteer or by supplemental contract.)

SUPERVISORY RESPONSIBILITIES
Supervises classroom and students, in accordance with the Discipline Code. May also coordinate the work of classroom instructional assistants. On occasion, supervise the activities of volunteers. Take all reasonable precautions to protect students, district equipment, materials and facilities.

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 the essential functions.

EDUCATION AND EXPERIENCE
Master's degree in School Counseling or similar program of study required. Master's degree in Rehabilitation Counseling or similar program of study preferred. C.R.C. (Certified Rehabilitation Counselor) preferred. Licensed PA Counselor recommended.


CERTIFICATES, LICENSES, REGISTRATIONS
Valid Pennsylvania Educational Specialist Level I or Level II Elementary and Secondary School Counselor certification (or equivalent) required. Dual certification in Special Education preferred. Current federal and Pennsylvania criminal record and child abuse clearances required.


CONFIDENTIALITY
Respects and maintains the confidentiality of student records, personal communication and family background at all times. Knowledge of and compliance with the requirements of the Federal Education Records Privacy Act and all other federal and Pennsylvania laws and regulations pertaining to the confidentiality of student records required.

LANGUAGE SKILLS
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, and governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from students, parents, professional staff, Board of Directors and the general public.

COMPUTER SKILLS
Ability to use and provide basic instruction in a PC or Macintosh environment, while assisting students.

MATHEMATICAL SKILLS
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of plan and solid geometry and trigonometry. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES
Ability to work with special needs children. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and school district 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.

During a typical workday, teachers are required to stand approximately 30-35% of the day on flat surfaces. Periods of continual standing can be up to 30 minutes at one time, but are at the teacher's discretion. Teachers may change position as desired. While standing, teachers write on the chalk/marker board or instruct students from a central location in the classroom. Standing is performed intermittently with sitting and walking. Teachers walk about the classroom while instructing and throughout the school day.

Lifting/carrying requirements are minimal. Teachers are required to lift books and classroom supplies weighing less than 10-15 lbs.; heavier objects weighing up to 25 lbs. (AV or computer equipment) on a rare basis. Carts are available to transport heavier items. Pushing/pulling - Teachers are required to push/pull file cabinets or desk drawers. Climbing/balancing - No significant amount of climbing or balancing is expected. Stooping, kneeling, bending at waist/knees - not significant; however, teachers may stoop or kneel (such as at a student's desk) while engaged in special projects. Reaching - Teachers may reach on frequent basis while performing typical job functions, primarily between the knee and shoulder levels.

Dexterity - Fine manipulation is a requirement of this position while operating a computer. Teachers must also demonstrate legible handwriting, which can be understood by students and adults. Specific vision abilities required include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff. The employee is directly responsible for safety and well being of students in their charge. The noise level in the work environment is moderate to loud.

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 information contained in this job description is for compliance with the American with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.