School Adjustment Counselor - PAWS Academy (K-8)

Marlborough Public Schools•Marlborough, MA

1d•Onsite

About The Position

PAWS Academy at Hildreth is a new school offering the PAWS Program (Perseverance, Achievement, Wellness, and Success). This is a public day special education, therapeutic educational school setting serving K-8 students whose behavioral and social-emotional needs significantly impact their learning. PAWS provides a safe, highly structured, and supportive environment where staff implement individualized, evidence-based interventions to build students’ self-regulation, social skills, resilience, and academic engagement. Through strong collaboration with families and school teams, PAWS staff support students in developing perseverance, strengthening wellness, and achieving meaningful academic and social success, with the ultimate goal of helping students grow and transition successfully within their school communities.

Requirements

Masters Degree in counseling, psychology or social work
DESE Massachusetts School Social Worker/School Adjustment Counselor license required
Successful experience as a counselor, school adjustment counselor or clinical social worker and involvement in providing direct therapeutic treatment
Excellent interpersonal skills
Experience working collaboratively with teachers, administrators, support staff, parents/community and outside agencies
Flexible, timely and comfortable working in a fast-paced environment
Ability to maintain confidentiality
Demonstrate ability to communicate effectively, verbally and in writing

Nice To Haves

Bilingual in Spanish or Portuguese preferred
LISCW or LMHC preferred
Familiarity with Google Docs and Aspen is a plus

Responsibilities

Provide direct service to students with mental health behavioral/social needs as identified through a referral process that may include the teacher, parent, or school administration.
Demonstrate sound knowledge and understanding of professional area and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.
Consult with teachers and administration regarding mental health, behavioral management and social functioning; assist teachers with social/emotional support within the classroom.
Share with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.
Promote student education on emotional regulation, wellness strategies, personal conflict resolution skills and social development.
Accommodate differences in student learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
Provide risk reduction preventative & prosocial skill based support.
Advocate for and support parental involvement in their child’s education process.
Based on assessment results and/or other data, provide descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.
Make proper referrals to community agencies to assist with student and family needs.
Communicate with parents to create, share, and/or identify strategies for supporting learning and development at school and home.
Refer students with significant safety risks to Psychiatric Emergency Services (PES) Team leader of Child Abuse Review Team (CART) File (51A) reports.
Develop or contribute to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.
Effectively collaborate with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.
Regularly provide appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.
Building Equity Team member—Following the guidelines set forth in the district-wide Civil Rights Policy.
Attend district wide, school-based meetings, training and professional development.
Assist in school–wide community service learning projects.
Liaison to DCF, Human Services & Mental Health providers; McKinney Vento.
Team member of monthly students-at-risk meetings; attend Instructional Support Team (IST), Individual Education Plan (IEP) and 504 meetings as appropriate.
Provide Crisis Intervention Services for school based and district wide situations.
Design and administer assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.
Demonstrate sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
Perform all other duties as assigned by building principal.