Licensed School Counselor

Licensed Counselor Position

Licensed Counselors are entrusted with advancing the mission of Memphis Business Academy. Reporting to the Principal and various network Administrators. Counselors will develop and implement programs to remediate behavioral and social challenges for students. Serve as a support to school personnel and parents. Assist in the development and implementation of behavior intervention plans/services for eligible students. Counselors will be held accountable by the Principal and other network Administrators in regard to their performance and growth and student achievement.

Essential Duties and Responsibilities

• Plan and execute small group and whole group classes targeting social-emotional wellness.
• Complete and write functional behavior assessments, behavior support plans and behavior intervention plans for the purpose of providing a safe and effective educational environment for students with challenging behaviors.
• Collect and summarize behavioral data
• Coach and collaborate with the school team to ensure behavior support plans and behavior intervention plans are implemented with fidelity.
• Provide social skills instruction to identified students utilizing research-based methodologies and approved the curriculum.
• Provide support to teachers through modeling, observing, coaching, and planning.
• Participate in Individualized Education Program (IEP) Meetings, 504 Meetings and Student Study Team (SST) Meetings for the purpose of conveying and/or gathering information required to complete behavior support plans, functional behavior assessments and behavior intervention plans.
• Collaborate with the school team, agencies, families, and others as needed for the purpose of implementing the behavior support plan and/or behavior intervention plan as a team.
• Maintains appropriate records for the purpose of preserving the progress of the behavior interventions.
• Conducts workshops, training presentations, etc. in classroom management techniques for the purpose of developing skills and establishing effective relationships with challenging behaviors students
• Perform other duties as assigned including our AIMS program (Academic Interventions & Motivational Strategies)

Qualifications

• Competency in child cognitive development and different learning styles
• Understanding of behavior intervention strategies
• Knowledge of developmental, emotional, and behavioral disabilities
• Expertise in, and ability to implement, de-escalation techniques
• Ability to work collaboratively with others and facilitate groups to consensus
• Aptitude to effectively engage in the problem-solving process
• Competence to collect, summarize and graph behavioral data
• Ability to use and model research model-based classroom management and individualized behavioral interventions
• Must be able to organize, prioritize, and manage work assignments in an efficient manner and within established timeframes
• Communication mastery in both speaking and in writing
• Capacity to manage emotionally charged situations through the use of problem-solving and meditation techniques
• Ability to interact and collaborate with staff, students, and families in a professional manner
• Maintain confidentiality
• Ability to support the mission, vision, and core values of Memphis Business Academy Schools

Additional Requirements & Qualifications

• Licensed Guidance Counselor with State of TN Dept. of Education (Required)
• Bachelor's Degree (Required)
• Two (2) + years working with students in education or residential setting (Required)
• Specialization in Special Education, Social Work, Counseling, Psychology (Preferred)
• Commitment to working with underserved students
• Experienced with conducting functional behavior assessments and developing behavior support plans and behavior intervention plans
• Trained in positive behavioral strategies used to prevent and deescalate behavior
• Maintain training in Crisis Prevention Intervention (CPI) positive behavioral strategies used to prevent and deescalate behavior by attending refresher courses within the designated timeframe

ADA Requirements

The physical abilities, working conditions and other conditions of employment listed in this document are representative of, but are not intended to provide an exhaustive list of the requirements for positions in this classification. In the event of an emergency or situation requiring guidance from Federal, State, or local or regional/school authorities, the requirements of this position may change temporarily or for the school year to best serve the needs of our students.

• Vision: Ability to read small print and view a computer screen for prolonged periods.

• Hearing: Ability to tolerate exposure to noisy conditions.

• Speech: Ability to be understood in face-to-face communications, to speak with a level of proficiency and volume to be understood over a telephone or computer.

• Upper Body Mobility: Ability to use hands to grasp, and manipulate small objects; manipulate fingers, twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.

• Strength: Ability to lift, push, pull and/or carry objects which weigh as much as 5 or more pounds on a frequent basis.

• Incumbent may be required to physically restrain parties involved in a conflict.

• Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors.

• Mental Requirements: Ability to read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Understand how to manage stress.

• Additional Work Conditions & Physical Abilities: Ability to be flexible and adapt as needed between in-person and various classroom learning environments.