School Counselor

LIFELONG LEARNING ADMINISTRATION CO•Richmond Heights, OH

4d•$46,000 - $0•Hybrid

About The Position

At Flex High School, the School Counselor will encourage, challenge, and help students grow in confidence and academics, and graduate high school – no matter their obstacle. The School Counselor will maximize the success of all students by planning, implementing, evaluating, and improving the school’s comprehensive school counseling program. The School Counselor will use a multi-tiered, multi-domain system of supports to promote students’ academic, college/career, and social/emotional development, spending most of their time in direct service with students or communicating with others on behalf of students. The School Counselor will lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students.

Requirements

Master’s degree in School Counseling or field is required.
Valid Ohio Pupil Services License in School Counseling is required.
Experience with individual and group counseling sessions.
Experience working with at-risk student populations.
Experience with prevention, intervention, developmental, and crisis counseling.
Experience with college, community, and social/youth agency partnerships.
Use of data to inform decisions and drive continuous improvement.
Experience using student information databases or software applications.
Knowledge of high school credits, graduation requirements, interventions, and alternative educational programs, including independent study.
Knowledge of career development theories and models
Ability to work with a variety of learning styles and abilities, including those with special needs and students at-risk of academic failure.
Ability to differentiate instruction to meet diverse student learning needs.
Ability to effective counseling and teaching techniques
Ability to effective approaches to prevention and intervention
Ability to work effectively with students, parents, staff members, and community representatives in providing a rigorous educational program.
Ability to work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups.
Ability to communicate effectively, including giving clear and concise instructions, using academic language, an appropriate delivery level, listening without bias, and providing proper feedback/reinforcement.
Ability to make independent judgments, meet deadlines and maintain accurate records.
Ability to effectively handle challenging and sensitive situations with students, parents, and staff.
Vision: Ability to read small print and view a computer screen for prolong periods, prepare, or inspect documents and operate office equipment.
Hearing: Ability to hear average or typical conversations, receive and understand ordinary information.
Speech: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of proficiency and volume to be understood over a telephone or computer.
Mental Demands: 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. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress. high workflow management, high project coordination, and high people engagement.
Upper Body Mobility: Ability to use fingers to make small movements such as typing, picking up small objects, or pinching fingers together, use hands to grasp, and manipulate small objects; 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, carry, push, and pull objects weighing up to 10 pounds.
Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to moderate noise environment with frequent deadline pressures.

Responsibilities

Implement a school counseling program that is aligned to the American School Counselor Association (ASCA) National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidence-based practices and systems that have been shown to promote student success.
Abide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards and Competencies to guide professional growth and development.
Conduct regular reviews of school and student data to inform student outcomes through program SMART goals, tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.
Evaluate and share the results of the school counseling program’s impact and effectiveness with key stakeholders.
Provide recommendations for improving the school counseling program.
Spend their time in alignment with ASCA’s recommendation that 80% or more of the school counselor’s time is spent providing direct student services and indirect student services.
Implement comprehensive Tier 1 school counseling supports that reach all students, including the teaching of developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to shift student attitudes, knowledge, and skills.
Develop systems to ensure that all students are supported annually with their Individual Learning Plans/graduation plans/postsecondary plans.
Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as deserving of additional support.
Provide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis situations, as well as those whose needs remain unmet after receiving Tier 2 support.
Provide referrals to resources to support students in need of long-term therapy.
Consult, collaborate, and team with key stakeholders to support student success (i.e. referral of students/families to district and community resources; sharing evidence-based support strategies with families and staff; serving as a student advocate; providing family education; teaming with other student services personnel; reaching out to other experts and stakeholders to obtain information on students’ needs; teaming/partnering/serving on committees and advisory boards; creating formalized partnerships with community based organizations).
Promote equity and access for all students and make a significant impact in creating a school culture free from racism and bias in all forms.
Engage in high-quality school counseling system support, including, but not limited to the development of action plans, lesson plans, annual planning calendars, needs assessments, results reports, data-sharing presentations, progress monitoring of school counseling interventions and activities, planning time for the creation and improvement of data-driven school counseling interventions.
Utilize technology and other virtual tools to support efficient and effective program delivery and communication with the school community.
Actively pursue and participate in professional learning, to stay current with evidence-based practices in the field. Examples: Maintaining membership in state and national professional organizations (i.e. American School Counselor Association), reading professional journals, attending local, state, and national workshops and conferences, engaging in continuing education coursework as appropriate.