Guidance Counselor

Compass Collegiate Academy•North Charleston, SC

2d•Onsite

About The Position

Compass Collegiate Academy is accepting applications for a Guidance Counselor for the 2026-27 School Year. The Guidance Counselor will be part of a hardworking team to help grow Charleston’s newest open enrollment public elementary charter school serving all scholars. The Guidance Counselor at Compass Collegiate Academy will play a vital role in fostering a positive school environment through the development and implementation of supportive, values-driven systems. Working closely with the leadership team, the Guidance Counselor will help create a year-long strategy to promote scholar and staff well-being, address behavioral needs, and celebrate successes across all grade levels. This role involves direct interaction with scholars, collaboration with teachers, and a proactive, PBIS approach to data-driven support and school-wide initiatives. Our Guidance Counselor is responsible for achieving the school’s mission through leading joyful, school-wide initiatives that are academically rigorous, intensely focused on skill development for all scholars, and intentional about daily scholar social and emotional growth. He or she will report to the Executive Director and contribute to creating the school’s achievement-oriented culture.

Requirements

Master’s degree in School Counseling, Psychology, Social Work, or a related field.
State licensure/certification as a School Counselor (or eligibility for certification) preferred.
Experience working with school-aged children, preferably in a K-5 educational setting.
Strong interpersonal skills and the ability to collaborate with teachers, families, and administrators.
Knowledge of PBIS and SEL frameworks.
Commitment to fostering a positive school culture and promoting the school’s values.
Ability to work hard to achieve the school’s mission.
Ability to improve the minds and lives of scholars in and out of the classroom.
Ability to communicate clearly and effectively in both oral and written language.
Ability to establish and maintain positive relationships with a variety of people.
Ability to engage families and the larger community in the life of the school.

Responsibilities

Collaborate with the leadership team to develop and execute a year-long strategy for systems, structures, and events aimed at supporting scholars, families, and staff while promoting the school’s core values.
Identify key focus areas and establish events that align with the school’s goals for social, emotional, and behavioral growth.
Act as a resource for classroom teachers who require additional assistance when a scholar’s needs surpass classroom management capabilities.
Provide direct support and intervention for scholars experiencing disruptions or behavioral challenges, using a supportive and solutions-focused approach.
Work closely with families to design and implement effective interventions for scholars who need additional support.
Actively participate in the development, maintenance, and improvement of school-wide PBIS systems to create a positive, inclusive, and supportive school environment.
Lead initiatives that reinforce positive behavior, celebrate achievements, and foster a culture of respect and inclusivity.
Track all instances where a scholar is removed from class and document the circumstances, duration, and outcomes.
Analyze this data weekly, identifying trends and actionable insights, and share findings with the leadership team to inform interventions and support strategies.
Organize and facilitate Social-Emotional Learning (SEL) Nights quarterly (at a minimum) to provide resources, guidance, and support for families in their efforts to reinforce SEL at home.
Provide counseling to individual scholars as needed, addressing academic, social, emotional, and behavioral concerns.
Manage outside mental health service providers, including but not limited to our relationships with SCYAP, Empowered Families, and MUSC.
Lead group counseling sessions and facilitate small groups focused on social skills development, emotional regulation, and other SEL needs.
Tailor these groups to scholars identified as needing additional SEL or behavioral support.