LTS School Adjustment Counselor

Shrewsbury Public Schools•Shrewsbury, MA

29d•Onsite

About The Position

Shrewsbury Public Schools is currently accepting applications for a Long Term Substitute School Adjustment Counselor at Major Howard W. Beal Elementary School beginning in February 2026 and lasting through May 2026. The Adjustment Counselor will inspire students by demonstrating belief in their abilities and by providing the support needed to meet challenging academic and social/emotional demands. This position is accountable for the delivery of casework services to students: to identify a student's needs and to make use of internal (school) and community resources to help bring about positive changes so the student can function at his/her fullest potential in the school and community. We are interested in candidates who are invested in the achievement, equity, and access of all learners in and beyond the classroom. Candidates with diverse racial, ethnic, cultural, religious, class, and/or gender background and experiences are strongly encouraged to apply.

Nice To Haves

Actively demonstrates the values of Shrewsbury Public Schools: respect for others, responsibility, collaboration, communication, commitment to high standards and expectations, and equity.
Possesses licensure from the Massachusetts Department of Elementary and Secondary Education as a School Social Worker/Adjustment Counselor, All Levels.
Possesses licensure from the Commonwealth of Massachusetts as a LCSW, LICSW, or LMHC.
Has obtained a Master's degree in Counseling, Social Work, Psychology, or Special Education.
Evidence of mastery of clinical skills including ability to implement evidence-based interventions for group work, individual counseling, case management, and crisis intervention.
Works flexibly in a changing environment.

Responsibilities

Provides social/emotional support to students through a multi-tiered system of support model.
Ability to provide direct service to students with mental health behavioral/social needs via small therapeutic groups and 1:1 counseling.
Ability to provide direct counseling services for students transferred by Early Intervening Teams, Individualized Education Plans (IEP) or 504 accommodations.
Competency in data collection via progress monitoring social emotional and behavioral health concerns.
Ability to teach social emotional learning curriculum via whole classroom instruction as needed.
Works as a liaison between classroom teachers, counselors, administration, outside agencies, parents and students.
Collaborates and coordinates with administrators and staff to develop and modify individualized behavior programming as necessary.
Promotes student education on self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Works effectively with the district BCBAs, School Psychologists and Consulting Psychiatrist.
Serves on the Early Intervening Team and Crisis Team.
Seeks out and implements evidence-based counseling techniques to deliver short term counseling interventions to resolve immediate conflicts/problems; intervene in student-specific situations that disrupt learning in order for re-entry to the classroom environment.
Supports re-entry from hospitalization due to social/emotional difficulties, medically fragile (i.e., concussion), long-term medical absences.
Open communication with families about student performance and responds promptly and carefully to communication from families.
Regularly reflects on practice, individually and with colleagues.
Provides support to school personnel regarding student engagement, cultural diversity, and the delivery of educational supports to students who have multiple risk factors.
Consistently seeks outs and applies ideas for improving practice from supervisors, colleagues, and professional developmental activities to gain expertise.
Supports a college and career ready culture within group counseling or individual sessions that promote equity and access by supporting all students to prepare for, participate in, and succeed in rigorous academic programs.
Responsible for cooperating and consulting as a team member with teachers, administrators and other school personnel for purposes of diagnosing, evaluating and recommending interventions for the adjustment of students.
Responsible for providing outreach and follow up for students, including home visits as needed, due to attendance problems/concerns.
Other duties as assigned by building administration or directors.