Elementary School Counselor

Elementary School Counselor

Elementary counselors will be a part of a broader network of support for students and families in partnerships with teachers, psychologists, family advocates and behavior specialists to meet the social, emotional, behavioral, and academic needs of students. A successful elementary counselor will be able to work collaboratively with staff, families and students; work within systems to effectively & efficiently implement programs and make data based decisions; and demonstrate a commitment to equity and inclusion. By providing education, prevention, early identification and intervention, elementary school counselors help their students achieve academic success and develop social/ emotional skills in response to issues they face.

Tier I Systems- All students

• In collaboration with teachers, parents/guardians, and administrators, promote and support the implementation of Oregon's Social Emotional Learning Framework & Standards.
• Supports the implementation of evidence based Tier I programs (i.e. PAX Good Behavior Game, Caring School Communities and other restorative practices).
• Consults with Family Partnership Advocate to help families: 1) provide basic needs for their children, 2) navigate community agencies, and 3) advocate for students/families in the school and community setting.
• Consults with families regarding the social, emotional, developmental and academic progress of their child(ren).
• Actively participates in school-wide Multi Tiered Systems of Support (MTSS) meetings.
• Models the use of school wide, classroom and individual data to make effective programming decisions.
• Participates on the Tier I Positive Behavior Interventions & Supports (PBIS) teams, and reinforces the critical elements of PBIS: clear expectations, explicit teaching of expectations, reinforcements, consistent response to problem behavior and data based decision making.
• Demonstrates culturally & community responsive leadership by promoting high standards, genuinely connecting with the students and other stakeholders, and persistently modeling growth and learning.
• Provides information to staff, parents, and students regarding community resources and activities
• Provides counseling to students or small groups of students during times of transition, heightened stress, critical change or other situations impeding student success. School counselors do not provide therapy or long-term counseling in schools.
• Recognize and respond to student mental health needs and assist students and families seeking resources.
• Share strategies supporting student achievement with parents, teachers, other educators and community organizations.
• Support teachers and staff as liaisons for positive school to home relationships.
  • As needed, participate in home visits to better understand the needs of families and collaborate with other school staff (FPAs, teachers, etc.).
• Assist families and students with transition into and out of the school (i.e. Kindergarten, Move Ins/Outs, and 5th-6th Transition).

Individual and Small Group Interventions & Programs

• Lead the Tier II behavior intervention system, including facilitating monthly meetings, identifying students in need of additional support, and using data to make group and individual decisions.
• Facilitate team meetings using standard agendas and protocols.
• Implement evidence based group interventions, including but not limited to, Check In Check Out and small group skills lessons using research based curricula (g. Zones of Regulation, Superflex, Coping Cat, etc.).
• Demonstrate the use of data to determine the effectiveness of interventions, and monitor student progress.
• Demonstrate critical consciousness when reviewing school wide data and making decisions regarding individuals and groups of students.
• Conduct Functional Assessments and develop behavior support plans as needed.
• Participate as an active member of the Tier III team and support the implementation of more intensive individual interventions.
  • At times act as the individual case manager for students with individualized plans.
• Member of the team that responds to students who are escalated and/or in crisis.
  • Effectively able to prevent, minimize, and manage behavioral challenges with dignity and safety.
• Work in partnership with schools and community agencies to meet the needs of students and their families.

Child Find, 504, McKinney Vento, and IDEA

• Primary lead case manager for all Section 504 procedures, including referral, evaluation, eligibility, and plan development.
• Interpret the results of functional behavior, social-emotional, academic, and psychological assessment to families, staff, and the student, as appropriate.
• Demonstrates a clear understanding of non discrimination laws, especially pertaining to students with disabilities.
• When needed, act as the Homeless Liaison for the school.
• Advocate for the needs of students with disabilities, and/or address barriers to accessing the education program and activities.
• Serve on the building's Referral Management Team (RMT) to conduct child find and track progress of evaluations for 504 eligibility.

Qualifications:

• Demonstrated commitment to principles of equity, trauma-informed care, and anti-oppressive practice.
• Possess strong oral and written communication skills, organizational skills, problem solving, and consultation and collaboration skills.
• Self-starter and creative problem-solver
• Strong relationship builder
• Ability to navigate conflict through effective communication
• Strong interpersonal skills
• Empathetic
• Excellent coordination, planning, and organizing skills to prioritize and complete multiple tasks
• Systems thinker
• Ability to use both quantitative, perception, implementation and qualitative data to make decisions
• Maintains integrity of confidential information relating to students, staff, or district patrons.
• Ability to coordinate and supervise the work of others.
• Strong listening and communication skills.
• Obtain or be able to obtain an Oregon's Driver's License.

Education and Experience:

• Bilingual/bicultural preferred; Experience in working with diverse populations
• Master's degree preferred.
• Holds or qualifies to obtain an appropriate license from the Teacher Standards and Practices Commission (i.e. counselor, social worker, school psychologist) in the State of Oregon or may be currently enrolled in an administrative credential program.

Working Conditions:

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.

• The ability to maintain emotional control under stress and work with multiple deadlines, a variety of people and personnel, and frequent interruptions is required.
• Assisting with students who are dysregulated is required and may include physical demands: speak, hear, stand, walk, sit, finger, handle, feel, reach, stoop, run, or kneel, and occasionally crouch crawl, climb or balance.
• Frequently lifts and/or moves up to 10 pounds and occasionally lifts and/or moves up to 25 pounds.
• Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.
• While performing the duties of this job, the employee is occasionally exposed to outside weather conditions.

Evaluation

Performance of this job will be evaluated in accordance with the provisions in the Collective Bargaining Agreement between Tigard-Tualatin School District 23J and Tigard-Tualatin Educator Association.

Terms of Employment

This job description is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with the position. While it is intended to accurately reflect the position's activities and requirements, the administration reserves the right to modify, add or remove duties and assign duties as necessary that still reflect the essential functions of the department.