Frontline Applicant Tracking - Lexington County School District One

Openings as of 4/23/2025
Other Certified

Elementary Behavior Interventionist

JobID: 5907

Position Type:
  Other Certified/Behavior Interventionist


Date Posted:
  4/10/2025


Location:
  Instructional Services


Date Available:
  07/28/2025


Closing Date:
  04/15/2025


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Job Title:  General Education Behavior Interventionist   PENDING BOARD APPROVAL AND AVAILABILITY OF 2025-26 FUNDING

Reports to: Chief Academic Officer

Terms of Employment   Salary Scale:  Certified Salary Scale   Hours per day: 8   Days per year: 190   Status: Exempt

General Summary:

The Behavior Interventionist provides leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program. In addition, the Behavior Interventionist works directly and aggressively with identified students to adopt behaviors that substantially increase social emotional and academic outcomes. Works directly with students who have been identified in Response to Intervention or in their 504 Plan as requiring substantial supplemental behavior intervention and support. The Behavior Interventionist will provide diversified strategies and activities specifically designed for targeted students across multiple schools.

Essential Functions:

Supports and upholds the mission, vision and strategic goals of Lexington County School District One. Effectively interacts, communicates and collaborates with all stakeholders. Collaborates with teachers, school counselors, school psychologists and administrators to identify students in need of behavior intervention. Models and coaches the implementation of positive classroom management techniques in the classroom. Works directly with students and their parents to modify behaviors to reach successful outcomes. Teaches supplemental concepts and skills to children placed in general education situations. Facilitates team meetings with the identified student’s teachers and parents for the purpose of completing a functional behavioral assessment.  Facilitate team meetings that: design behavior interventions plans; address classroom organization, effective instruction, social skills instruction, and possible mental health issues.  Work with individual teachers, groups of teachers and/or the entire staff on issues such as: crisis intervention, learning and collaboration issues, medical or mental such as 504s, and factors that can affect development and implementation of interventions.  Promotes highly specialized positive behavior interventions in which students thrive: behavior instruction that is explicit, intensive, accelerated and provides ample practice.  Uses ongoing assessments to maintain a record of student progress.  Develops a repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to more accurately assess student behavior skills and understandings.  Regards assessment as a joint venture through which both student and teacher understanding is enhanced.  Provides recognition of a variety of student accomplishments and positive behaviors.  Works cooperatively with building administrators to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.  Continually supervises students to ensure a safe, non-threatening, nurturing environment where students can thrive.  Engages parents in the “student behavior intervention plan” process and empowers parents by providing them with skills and techniques to support the positive behavior development of their child.  Reviews behavior referrals and data reports.  Participates in building level and/or grade level meetings, as appropriate.  Attends Mental Wellness Team as appropriate and makes referrals to Mental Wellness Teams for coordination of services for students. Consults with school social workers, counselors, and teachers.  Serves as a consultant to administrators, teachers, and parents.  Provides behavioral support and crisis management when needed which may include Crisis Prevention Institute (CPI).

Minimum Education/Work Experience:

Candidate must have one of the following:    Certification   Early Childhood, Elementary or Middle Level Education, as appropriate Special Education School Counselor–Elementary or Middle School Psychologist I, II, or III

Knowledge/Skills:

Knowledge of the policies, procedures, and activities of the school district which pertain to the specific duties and responsibilities of the position. Knowledge of school policies, procedures, and operations. Ability to demonstrate proper maintenance, safe operation, and utilization of equipment, materials, and supplies used in daily activities. Ability to maintain high standards of accuracy in exercising duties. Ability to anticipate work to be completed and to complete work without the need for direct supervision. Ability to maintain confidentiality of employee and student records and information.  Ability to interact and communicate in an effective and professional manner with supervisors, co-workers, teachers, students, and the general public.

Working Conditions:

Conducts duties in a classroom, therapy room, office, or other locations around a school as appropriate to meet the needs of the students. Requires ability to give constant attention to duties required for working with students and assisting staff during a crisis period. Travel will be required to serve students at different schools.

Responsibility:

Supervisory responsibilities with students. No direct budgetary responsibilities required.

Evaluation:

Performance of this job will be evaluated annually in accordance with provisions of the school board’s policy on evaluation of support personnel.

Disclaimer Statement:

This job description is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required.





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Openings as of 4/23/2025
Other Certified

Elementary School Counselor

JobID: 5932

Position Type:
  Other Certified/School Counselor


Date Posted:
  4/22/2025


Location:
  Saxe Gotha Elementary School


Date Available:
  07/28/2025


Closing Date:
  04/27/2025


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Job Title: Elementary School Counselor
Reports to (Title): Principal
Terms of Employment: Certified Salary Scale Hours per day: 8 Days per year: 190	Type of position: Full-time	FLSA Status: Exempt
General Summary:
Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment, work to safeguard the human rights of all members of the school community, and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program. Assists in other school and district programs as assigned.
Essential Functions:
Supports and upholds the mission, vision and strategic goals of Lexington County School District One. Effectively interacts, communicates and collaborates with students, parents, colleagues and other stakeholders to foster student learning. Establishes a safe, supportive, positive and productive learning environment for all students.  Upholds  the ethical and professional standards of the American School Counselor Association (ASCA) and other applicable professional counseling associations. Promotes the development of the school counseling program based on ASCA National Model, the South Carolina Comprehensive School Counseling and Career Guidance Model, South Carolina Education and Economic Development Act and school board policies. The South Carolina state model highlights six defined standards for school counselors.   Core Program Components are Define, Manage, Deliver and Assess.   Define: Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their counseling program to improve student outcomes. These are composed of Student Standards which are ASCA mindsets and behaviors for students success: K-12 college and career readiness for every student. Professional standards include ASCA ethical standards for school counselors and ASCA school counselor professional standards and competencies.    Manage: To be delivered effectively, the school counseling program must be efficiently and effectively managed. Program focus, program domains and planning tools guide the design and implementation of a school counseling program that gets results. Program focus is composed of beliefs, vision statements and mission statements. Program domains incorporate learning to live (social/emotional), learning to learn (academic) and learning to work (career). Program planning includes school data summary, annual student outcome goals, action plans (classroom and group and closing the gap), lesson plans, annual administrative conference, use of time, calendars (annual and weekly) and school counselor advisory council. No more than 20% of a school counselor’s time should be spent in program planning and school support activities.   Deliver: School counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor’s interaction with others. These activities and services help students develop the ASCA mindsets and behaviors for student success and improve their achievement, attendance and discipline. Direct student services are composed of instruction, appraisal and advisement, and counseling. Elementary school counselors also ensure the delivery of district leadership lessons and Erin’s law lessons. Indirect student services include consultation, collaboration and referrals. A minimum of 80% of a school counselor’s time should be spent in direct and indirect student services. The national and state model identifies the appropriate and inappropriate activities for school counselors. School counselors serve all students and activities will provide brief, solution focused strategies and interventions. Time allocations may be adjusted by district or schools when supported by data. For elementary, instruction time allocation is 35-45 percent, appraisal and advisement is 5-10 percent, counseling is 30-40 percent, and indirect on behalf of students is 15-20 percent. Non-school counseling tasks are duties and tasks outside the role of the school counselor and program implementation. Time allocation is 20 percent or less.   Assess: To achieve the best results for students, school counselors regularly assess their program to determine effectiveness, inform improvements to their school counseling program design and delivery and show how students are different as a result of the school counseling program. School counselors also self-assess their own mindsets and behaviors to inform their professional development and annually participate in a state’s school counselor performance appraisal with a qualified administrator. Program assessment incorporates school counseling program assessment and annual results reports. School counselor assessment and appraisals includes the ASCA school counselor professional standards and competencies assessment and the school counselor performance appraisal template.
Minimum Education/Work Experience:
Master’s degree in school counseling Valid South Carolina certification/licensure standards Preferred Qualification: Minimum Three Years of Experience
Knowledge/Skills:
Knowledge of the policies, procedures and activities of the school district which pertain to the specific duties and responsibilities of the position. Knowledge of and ability to implement methods for developing lesson plans and materials and classroom activities which stimulate learning and provide for personalization. Knowledge of the records, forms and reports which must be prepared and maintained. Knowledge of and ability to demonstrate proper maintenance, safe operation and utilization of equipment, materials and supplies used in daily activities. Knowledge of and ability to implement counseling methods necessary for handling student academic, personal, social/emotional, and adjustment problems. Knowledge of and ability to activate available student services and referral procedures. Ability to appropriately supervise students in various counseling and instructional activities and situations. Ability to demonstrate high level application of technology devices in the performance of daily activities. Ability to interact and communicate effectively with students, parents, teachers, administrators, colleagues and all other stakeholders involved in the activities of the job.
Working Conditions:
Conducts duties in an environment with no significant exposure to adverse environmental conditions. Requires ability to perform counseling duties often subject to tight deadlines, legal ramifications, crisis and emergency issues, etc. Physical demands are restricted to work requiring occasional lifting/moving of items weighing up to twenty-five pounds. Limited travel is required.
Responsibility:
Responsible for supervising students, as appropriate, in implementing the total school counseling program. Responsible for school counseling materials and supplies budget (if applicable).
Evaluation:
Performance of this job will be evaluated annually in accordance with provisions of the school board’s policy on evaluation of certified personnel.
Disclaimer Statement:
This job description is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required.





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Openings as of 4/23/2025
Other Certified

Middle School Counseling Director

JobID: 5866

Position Type:
  Other Certified/School Counselor


Date Posted:
  4/23/2025


Location:
  White Knoll Middle School


Date Available:
  07/07/2025


Closing Date:
  04/28/2025


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Job Title: Middle School Director of Counseling
Reports to (Title): Principal
Terms of Employment: Salary Scale: Certified Hours per day: 8 Days per year: 215	Type of position: Full-time	FLSA Status: Exempt
General Summary:
Through leadership, advocacy and collaboration, professional school counselors promote equity and access to rigorous educational experiences for all students. Professional school counselors support a safe learning environment, work to safeguard the human rights of all members of the school community, and address the needs of all students through culturally relevant prevention and intervention programs that are a part of a comprehensive school counseling program. In addition to performing the duties summarized above, the School Director of Counseling supervises the implementation of the Developmental Counseling Program. Assists in other school and district programs as assigned/required.
Essential Functions:
Supports and upholds the mission, vision and strategic goals of Lexington County School District One. Effectively interacts, communicates and collaborates with students, parents, colleagues and other stakeholders to foster student learning. Establishes a safe, supportive, positive and productive learning environment for all students.  Upholds  the ethical and professional standards of the American School Counselor Association (ASCA) and other applicable professional counseling associations. Promotes the development of the school counseling program based on ASCA National Model, the South Carolina Comprehensive School Counseling and Career Guidance Model, South Carolina Education and Economic Development Act and school board policies. The South Carolina state model highlights six defined standards for school counselors.    Ensures middle school counselors complete an Individual Graduation Plan for each 8th grade student.   In addition to performing the essential functions of the middle school counselor detailed below, the Middle School Director of Counseling provides leadership for the counseling and advisement department through the following activities:   Evaluates data for planning purposes Facilitates the creation/revision of the Counseling Department Mission Statement Facilitates the creation and evaluation of yearly goals Creates/Maintains the yearly Counseling and Advisement Calendar Maintains common lesson plans and ensures delivery of district school counselor leadership lessons Coordinates small groups Provides oversight and direction for assigned school counselors and support staff Serves as a liaison between school counseling staff and school administration, district administration, and feeder schools. Completes or ensures completion of all appropriate tasks and assignments required for each middle school to the district director of school counseling. Problem solves with the district director of school counseling for issues, problems and concerns at their assigned school. Coordinates grief and loss crisis responses for their school to include after hours as needed Mentors new, first year school counselors assigned to their schools. Serves as the career specialist at their school and submits appropriate paperwork as required by district and state.   Core Program Components are Define, Manage, Deliver and Assess.     Define: Three sets of school counseling standards define the school counseling profession. These standards help new and experienced school counselors develop, implement and assess their counseling program to improve student outcomes. These are composed of Student Standards which are ASCA mindsets and behaviors for students success: K-12 college and career readiness for every student. Professional standards include ASCA ethical standards for school counselors and ASCA school counselor professional standards and competencies.    Manage: To be delivered effectively, the school counseling program must be efficiently and effectively managed. Program focus, program domains and planning tools guide the design and implementation of a school counseling program that gets results. Program focus is composed of beliefs, vision statements and mission statements. Program domains incorporate learning to live (social/emotional), learning to learn (academic) and learning to work (career). Program planning includes school data summary, annual student outcome goals, action plans (classroom and group and closing the gap), lesson plans, annual administrative conference, use of time, calendars (annual and weekly) and school counselor advisory council. No more than 20% of a school counselor’s time should be spent in program planning and school support activities.   Deliver: School counselors deliver developmentally appropriate activities and services directly to students or indirectly for students as a result of the school counselor’s interaction with others. These activities and services help students develop the ASCA mindsets and behaviors for student success and improve their achievement, attendance and discipline. Direct student services are composed of instruction, appraisal and advisement, and counseling. Indirect student services include consultation, collaboration and referrals. A minimum of 80% of a school counselor’s time should be spent in direct and indirect student services. The national and state model identifies the appropriate and inappropriate activities for school counselors. School counselors serve all students and activities will provide brief, solution focused strategies and interventions. Time allocations may be adjusted by district or schools when supported by data. For middle school counselors, instruction time allocation is 20-30 percent, appraisal and advisement is 20-30 percent, counseling is 30-40 percent, and indirect on behalf of students is 15-20 percent. Non-school counseling tasks are duties and tasks outside the role of the school counselor and program implementation. Time allocation is 20 percent or less.   Assess: To achieve the best results for students, school counselors regularly assess their program to determine effectiveness, inform improvements to their school counseling program design and delivery and show how students are different as a result of the school counseling program. School counselors also self-assess their own mindsets and behaviors to inform their professional development and annually participate in a state’s school counselor performance appraisal with a qualified administrator. Program assessment incorporates school counseling program assessment and annual results reports. School counselor assessment and appraisals includes the ASCA school counselor professional standards and competencies assessment and the school counselor performance appraisal template.
Minimum Education/Work Experience:
Master’s degree in school counseling 5 years of experience as a school counselor Valid South Carolina certification/licensure standards Career development facilitator’s course or complete after hiring
Knowledge/Skills:
Knowledge of the policies, procedures and activities of the school district which pertain to the specific duties and responsibilities of the position. Knowledge of and ability to implement methods for developing lesson plans and materials and classroom activities which stimulate learning and provide for personalization. Knowledge of the records, forms and reports which must be prepared and maintained. Knowledge of and ability to demonstrate proper maintenance, safe operation and utilization of equipment, materials and supplies used in daily activities. Knowledge of and ability to implement counseling methods necessary for handling student academic, personal, social/emotional, and adjustment problems. Knowledge of and ability to activate available student services and referral procedures. Ability to appropriately supervise students in various counseling and instructional activities and situations. Ability to demonstrate high level application of technology devices in the performance of daily activities. Ability to interact and communicate effectively with students, parents, teachers, administrators, colleagues and all other stakeholders involved in the activities of the job.
Working Conditions:
Conducts duties in an environment with no significant exposure to adverse environmental conditions. Requires ability to perform counseling duties often subject to tight deadlines, legal ramifications, crisis and emergency issues, etc. Physical demands are restricted to work requiring occasional lifting/moving of items weighing up to twenty-five pounds. Limited travel is required.
Responsibility:
Responsible for supervising students, as appropriate, in implementing the total school counseling program. Responsible for school counseling materials and supplies budget (if applicable).
Evaluation:
Performance of this job will be evaluated annually in accordance with provisions of the school board’s policy on evaluation of certified personnel.
Disclaimer Statement:
This job description is not intended as a complete listing of job duties. The incumbent is responsible for the performance of other related duties as assigned/required.





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