Counselor - Middle School (26-27 school year)

Counselor

Advocate for and support all students in their personal, social, academic and career development. This is accomplished through a variety of approaches including, but not limited to, delivery of guidance curriculum in various group sizes to support student development; individual and group counseling; individual student planning and goal-setting activities; consultation and coordination activities to support student success; and effective interpretation of student assessment data.

Qualifications

Master's Degree in School Counseling

Valid Texas School Counseling Certification

Valid Texas Teacher Certification

Ability to communicate and support expectations that are consistent with district program objectives

Strong organizational, communication (verbal and written) and interpersonal skills

Ability to maintain professional and emotional composure

Skill in promoting a positive and caring environment

Expertise in working with and responding consistently and equitably to all personnel, students and parents

Two years' classroom teaching experience

Major Responsibilities and Duties

Domain I – Program Management

• Plan and implement a balanced comprehensive program that includes: Guidance Curriculum, Responsive Services, Individual Planning and System Support components (TEC, Section 33.005)
• Collect and analyze data collaboratively to support the continuous improvement of a balanced comprehensive program.
• Collaborate with school personnel, parents and the community to promote comprehensive services for the assessed needs of the campus.
• Manage human, fiscal, and/or other school counseling program resources to accomplish counseling program goals and meet assessed needs of the campus.

Domain II – Guidance

• Proactively provide guidance to assist all students in developing and applying skills for maximum educational, career, personal, and social growth during and after their school years.
• Use accepted theories in addressing personal, social, career, cognitive, and educational development.
• Attend to the diverse needs of students participating in classroom guidance.
• Plan and conduct structured group lessons to deliver the Guidance Curriculum effectively and in accordance with students' developmental needs.
• Involve students, parents, teachers and others to promote effective implementation of the Guidance Curriculum.
• Guide individuals and groups of students to plan, monitor and manage their educational development, including information about intrapersonal effectiveness, interpersonal effectiveness, post-secondary planning and career readiness, and personal health and safety.

Domain III – Counseling

• Ensure counseling interventions are accessible to all students
• Use accepted and effective techniques to provide individual developmental, preventive, remedial, and/or crisis counseling.
• Use accepted and effective techniques to provide group developmental, preventive, remedial, and/or crisis counseling.
• Acknowledge students' cultural context in the selection of school counseling interventions based on the developmental, preventive, remedial, and/or crisis needs accordingly.

Domain IV – Consultation

• Advocate for students and provide professional expertise to help all stakeholders and community members understand individual behavior and developmental needs of students.
• Consult with parents, staff and the community to promote and increase effectiveness of student achievement and success.
• Consult with parents, staff and the community to promote understanding of human relations and student development, behavior and environment.
• Consider existing cultural context when consulting with parents, staff and community members regarding unique and diverse needs of students.

Domain V – Coordination

• Provide resources to the home, school, district and community to support students' optimal personal, academic, social and career development.
• Coordinate resources to meet assessed needs, support program goals and promote student success.
• Use effective processes of referring students, parents/guardians and others in accessing interventions, services, or special programs.

Domain VI – Student Assessment Interpretation

• Interpret standardized tests and other available formal and informal data to promote sound decision making for students.
• Adhere to legal, ethical and professional standards related to assessment.
• Use formal and informal assessment tools appropriately within the scope of practice and district policy.
• Enhance the work of staff and parents in guiding student goal setting and planning by promoting understanding and use of standardized test results and other assessment data.

Domain VII – Leadership

• Provide leadership in implementation of the school's comprehensive developmental counseling program.
• Facilitate and lead school counseling meetings with advisory councils to evaluate and update the comprehensive school counseling program.
• Provide training to staff in appropriate strategies to respond to students' personal and social needs such as trauma informed education, restorative practices, and positive behavior supports as appropriate.
• Collaborate with the campus leadership team to identify and provide services to all students through the four service delivery components.
• Use available data to draw attention to students' needs and to assist in providing services that close achievement gaps.

Domain VIII – Advocacy

• Advocate for a school environment that acknowledges and respects diversity.
• Advocate for individual and specific groups of students and cultivate a positive learning environment.
• Advocate for school policies, programs, and services that are responsive to all learners.
• Communicate through the demonstration of effective professional and interpersonal exchanges for the benefit of all students.
• Advocate for the comprehensive school counseling program and counselor's ethical and professional standards within the school and community.

Domain IX – Professional Behavior

• Demonstrate professionalism, including a commitment to continuous professional learning.
• Demonstrate personal characteristics conducive to effective guidance and counseling including poise and emotional stability.
• Use professional books and journals to improve understanding of practice and program.
• Establish and maintain professional relationships with administrators, teachers, staff, parents and community members.
• Accept accountability for the use of time in delivering a full complement of services based on assessed needs in all service delivery components of a comprehensive school counseling program.

Domain X – Professional Standards

• Observe relevant legal standards such as the responsibilities and other requirements outlined in TEC 33.002-007, TEC 21.356, TEC 22.051, and TEC 11.252.
• Use legal procedures in handling student matters.
• Maintain and interpret records and notes within legal parameters of the Family Educational Rights and Privacy Act.
• Maintain confidentiality within legal parameters.
• Follow district policies.
• Commit to current professional standards of competence and practice.
• Build meaningful relationships with students, parents, staff and community.
• Promote and follow school counseling ethical standards.
• Demonstrate professional and responsible work habits.

Annual Performance Evaluation Based on standards in TEC 33.006 related to the job description.

Mental Demands/Physical Demands/Environmental Factors

• Tools/Equipment Used: Standard office equipment including computer, peripherals, telephone
• Posture: Prolonged sitting, standing, and walking; occasional kneeling/squatting, bending/stooping, pushing/pulling, twisting
• Motion: Frequent repetitive hand motions, keyboarding, use of mouse, wrist flexion/extension
• Lifting: Lifting and carrying up to 30 pounds without assistance, 30-55 pounds with assistance, and more than 55 pounds with appropriate assistance
• Environment: Work is performed on campus, in office setting; occasional in-district travel; occasional irregular and/or prolonged hours
• Mental Demands: Maintain emotional control under stress, work with frequent interruptions