Counselor

MAJOR RESPONSIBILITIES AND DUTIES

Guidance Curriculum

– Plan, organize, implement, and deliver structured group lessons according to the districts guidance curriculum to improve students interpersonal and intrapersonal effectiveness, personal health and safety, post-secondary planning and readiness, and other developmental needs.
– Teach the school guidance curriculum components through the use of effective instructional strategies and planned structured groups considering diverse student populations and needs for differentiated instruction.
– Work with students, staff, parents or guardians, and the community to identify priorities where students will be served through the guidance curriculum component. Collaborate across curricular areas to integrate guidance lessons into content area curriculum.
– Create a balanced curriculum by using well-planned and intentional activities and materials, incorporating guest speakers, and offering engaging delivery techniques, including technology tools.

Responsive Services

– Use accepted theories and effective techniques of developmental guidance to respond to problematic or critical incidents to support students and offer services in time of need.
– Use preventive activities to remove barriers that interfere with a students educational, career, personal, and social development.

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– Implement remediation practices to assist students in coping with problem situations or unwise choices. Identify precipitating and antecedent factors, effective and ineffective approaches to dealing with the circumstances, and provide feedback to guide future decisions.
– Use specialized skills to support students in crisis situations requiring immediate response. Maintain a healthy and safe school environment by collaborating with district staff, parents or guardians, and local officials.
– Provide continued support to students in need through individual counseling, small group counseling, consultation, or referral to services outside the school or district.
– Serve as an impartial, non-reporting resource for interpersonal conflicts and discourse involving two or more students, including accusations of bullying.

Individualized Planning

– Create school counseling services that are developmental and age appropriate and provide information or literature that highlights related topics to students, teachers, and administrators.
– Assist individual students and their parents or guardians in monitoring their academic, career, personal, and social development as they progress in school.
– Act as a student advocate, leader, collaborator, and systems change agent. Advocate for a school environment that acknowledges and respects diversity and ensures equitable access and placement in courses and programs for minority, disenfranchised, homeless, and other special populations.
– Interpret standardized test results, offer career development activities, provide strategies for grade level transitions, and guide students in individual goal setting and planning including creating and reviewing personal graduation plans and providing information about post-secondary opportunities.

System Support

– Collect, summarize, and interpret testing data to plan, create interventions, guide students, and address specific student needs.
– Conduct an annual program audit to inform accountability, action plans, time management, and systemic change.
– Participate in campus-based school improvement planning and goal setting.
– Provide parent or guardian and staff training and consultation to foster student educational, career, personal, and social development.

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– Clearly articulate and communicate the counseling programs management system and related program action plans to campus and district staff, parents or guardians, and the community.
– Participate in staff development and continuing education opportun ties to improve job-related skills and research to identify best practices in implementing a comprehensive school counseling program.

Policy, Reports, and Law

– Comply with policies established by federal and state law, State Board of Education rule, and board policy. Comply with all District and campus routines and regulations
– Adhere to legal, ethical, and professional standards for school counselors including current professional standards of competence and practice.
– Modelan effective referral process for assisting identified students and others to use special programs and services.
– Maintain and submit accurate, timely documentation of program and service activities including monthly reports, surveys, needs assessments, action plans, and other required documentationfor program efficacy data.
– Maintain confidentiality.
– Develop and maintain systems for retrieval of information in support of all programs; compile, maintain, file, and secure all physical and computerized reports, records, and other required documents.
– Comply with all policies, operating procedures, legal requirements, and verbal and written directives.
– Comply with the Professional Code of Ethics and Standard Practices for Texas Educators.
– Follow District safety protocols and emergency procedures.
– Perform other related duties as assigned.

QUALIFICATIONS:

Education/Certification:

– Masters Degree in Counseling from an accredited college or university
– Valid Texas School Counselor Certificate

Experience:

– Two (2) years of successful educational experience

SPECIAL KNOWLEDGE/SKILLS/ABILITIES:

– Knowledge of counseling procedures, student appraisal, and career development
– Excellent organizational, communication, and interpersonal skills
– Ability to instruct students and manage their behavior
– Ability to present information in one-on-one, small group, and large group situations to students, parents or guardians, and district staff
– Skill in communicating effectively with parents, students, staff, and community.
– Skill in analyzing complex information
– Skill in making oral and written presentations
– Knowledge of community-based organizations to help students access appropriate services outside the school setting.

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– Strong organizational, communication, teambuilding, and interpersonal skills

SUPERVISORY RESPONSIBILITIES:

– None

MENTAL/PHYSICAL DEMANDS AND ENVIRONMENTAL FACTORS:

Tools/Equipment Used:

– Standard office equipment including personal computer and peripherals

Posture:

– Prolonged sitting; frequent standing; kneeling/squatting, occasional bending/stooping, pushing/pulling, and twisting

Motion:

– Frequent walking; Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching

Lifting:

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