Frontline Applicant Tracking - Milford Public Schools

Openings as of 3/30/2025

School Counselor

JobID: 1499

Position Type:
  Student Support Services/School Counselor


Date Posted:
  3/24/2025


Location:
  Harborside Middle School


Date Available:
  04/28/2025


Closing Date:
  Until Filled


  Additional Information:  Show/Hide

School Counselor needed at Harborside Middle School. This position is available April 28, 2025.
 
Current CT School Counselor certification (068) required.  
 
Salary and benefits per MEA contract.
 
Interested applicants must apply online through this job posting in order to be considered for the position.
 
No phone calls please.
 
POSITION TITLE:   SCHOOL COUNSELOR (6-8)
 
PAY GRADE:     Per Union Contract
 
UNION:         Milford Education Association
 
SUMMARY/GOAL OF POSITION:
 
Milford Public Schools is seeking a 6-8 school counselor who will work at a middle school to provide academic; career; college access, affordability and admission; and social-emotional competencies to every student annually by helping design, implement, and evaluate a comprehensive evidence-based school counseling program. The school counselor provides an annual plan and advising for every student, classroom school counseling lessons in collaboration with other educators for all students, group and individual counseling for some students. The school counselor also provides additional school-wide activities that promote student success helping accelerate learning; and close achievement, opportunity, and attainment gaps; increases student career/college success; and improves mental health/well-being. The school counselor will align their practices with Milford Public School’s Vision of the Learner, Developmental Relationships Framework and model for High Quality Instruction. The School Counselor will serve as an advocate, leader, and change-agent partnering with colleagues inside the schools, in the community, and with family members for optimal student success. The school counselor is primarily supervised by the Supervisor of Student Development Wellness and administratively supervised by the building principal.
 
SERVICES TO STUDENTS:
 
• Designs, delivers, evaluates and revises a planned, sequential, and developmentally appropriate school counseling curriculum aligned to the Milford Public School’s Vision of the Learner to include lessons in:

   

  • academic success skills including: organization, time management, study skills to all students annually.

  • career development skills including assessments, career clusters, use of Occupational Outlook Handbook (embedded in Naviance), creating resumes/cover letters, job shadowing/searching techniques.

  • college access/affordability/admission skills to all students with extra attention to first-generation students, students with disabilities, and students needing affordability resources.

  • social-emotional skills to all students including anti-violence/ anti-bullying, stress management, cultural diversity skills, and ways to boost energy/mood to all students.

• Ensures every student has an annually updated Student Success Plan.

• Plans, delivers, and evaluates school counseling interventions to help accelerate learning, and close achievement, opportunity, and attainment gaps.

• Ensures ethical practice by using an ethical decision-making model and sharing most recent updates of the ACA, ASCA & NACAC codes of ethics with all stakeholders.

• Coordinates orientation for new and transfer students and families.

• Applies developmental, learning, counseling, and education theories. 

• Uses Mindsets & Behaviors for Student Success standards (ASCA) in the school counseling program.

• Demonstrates an understanding of the impact of cultural, social and environmental influences on student success and opportunities.

• Designs and implements counseling and instruction aligned to best practices in Classroom, Group, and Individual Settings.

• Provides appraisal and advisement to students in Classroom, Group, and Individual Settings.

• Provides short-term, solution focused counseling in Group and Individual Settings.

• Provides crisis intervention as appropriate;

• Assists students with their transition to middle school, high school and post high school options

• Promotes gender, racial and socioeconomic equity and advocates for equal access to programs and services for all students

• Takes a leadership role in the infusion of counseling and SEL content into the curriculum, staff development, and parent educational programs;

• Coordinates parent education programs on issues relating to personal and academic development, making a smooth transition from elementary to middle school, middle school to high school, and planning post high school options;

• Counsels assigned students as mandated through the PPT process
 
COLLABORATION WITH SCHOOL AND PROFESSIONAL STAFF:
 
• Collaborates with teachers, school social workers, and school psychologists for optimal student success.

• Collaborates with colleagues for systemic change within multiple school systems, including, but limited to

   

  • serving as equity consultants on the master schedule and other school related activities

  • supporting all students’ engagement in extracurricular activities

  • providing access to challenging course of studies for all students

  • providing academic support services.

• Consults with teachers on creative, culturally responsive interventions to support struggling students including noncognitive factors affecting student success.

• Supports referrals from school personnel, community agencies, families, and students and refers them to the PPT process.

• Is a member of the Planning and Placement Team and serves as case manager when appropriate.

• Understands and facilitates compliance with all laws, procedures, and requirements related to the PPT process.

• Monitors implementation of programs recommended by the PPT when assigned as case manager.

• Participates in PPT/504 meetings, student assistance teams, and in restorative practices.

• Supports annual review and performs other necessary consultation with teachers and counseling for 504 students.

• Makes referrals to appropriate school resources.

• Serves as a member on the building based student assistance team and consults with educators for student achievement and success.
 
LIAISON AND COLLABORATION WITH OUTSIDE RESOURCES:
 
• Maintains professional memberships in state and national school and college counseling organizations (ASCA/CSCA, ACA, NACAC/NEACAC).

• Collaborates with family members and community agencies/businesses in a school/family/community partnership for student achievement/success.

• Makes referrals to appropriate community resources.
 
PLANNING AND ADMINISTRATION:
 
• Demonstrates leadership and advocacy as a systems change agent for equity by developing and implementing a comprehensive school counseling program.

• Establishes and maintains School Counseling Program Advisory Council.

• Assists with annual Equity Audit of school programs/policies/practices.

• Assesses the School Counseling Program annually and shares results with all stakeholders

• Uses disaggregated data to plan School Counseling Program interventions.

• Uses technology effectively in the school counseling program.

• Analyzes school disaggregated data to inform school counseling program best practices.

• Demonstrates understanding of educational systems, legal issues, policies, research, and trends in education.

• Applies legal and ethical principles to the school counseling profession.

• Applies school counseling professional standards and competencies.

• Creates school counseling program beliefs, vision and mission statements aligned with school and district.

• Identifies gaps in achievement, attendance, discipline, opportunity, and resources.

• Develops annual student outcome goals based on data.

• Develops and implements action plans aligned with student outcome goals and data.

• Reviews and evaluates the school counseling program annually with other district counselors and administrators; establishes a planning calendar for activities.

• Uses time appropriately according to national recommendations and student/school data.

• Establishes annual agreement with building leaders about the SC program.

• Establishes/convenes SCP Advisory Council district-wide and in all schools.

• Uses a SC appraisal process.

• Maintains weekly and annual calendars of SC use of time and school counseling program/ school-wide events for all stakeholders.

• Plans and coordinates programs such as career and college fairs, scholarships, and other extensions of the counseling curriculum.

• Assesses and reports program results to the school community.

• Assists in the administration of relevant assessments.
 
REQUIRED QUALIFICATIONS:
 
• Eligible for School Counselor certification in CT.

• Master’s degree in Counselor Education/School Counseling.

• Knowledge of evidence-based research and best practices in designing, implementing, and evaluating a school counseling program and interventions including school counseling curriculum lessons, group and individual counseling, and planning/advising for all students.

• Effective skills in working with all school stakeholders and community partners.

• Ability to affirm and work effectively with students and other stakeholders of multiple cultural and linguistic identities.

• Demonstrated professional identity/memberships in state and national school and college counseling professional organizations.

• Knowledge of ACA, ASCA and NACAC professional codes of ethics for school and college counselors.

• Experience in implementing and evaluating a school counseling program model such as the ASCA National Model.

• Experience in advising/planning for all students, developmental school counseling curriculum lessons, group counseling, and  individual counseling.

• Able to develop and maintain positive and supportive relationships with all members of the learning community in alignment with the SEARCH Institute’s Developmental Relationship Framework. 

• Technology skills including use of Google Suite, spreadsheets, social media, websites, apps, and other ways that build and enhance the school counseling program effectiveness with all stakeholders.
 
PROFESSIONAL:
 
• Implements Board of Education and school policies and the student code of conduct listed in the Student Handbook.

• Promotes and upholds district and school goals and objectives.

• Takes necessary and reasonable precautions to protect students, equipment, materials and facilities.

• Demonstrates an on-going interest in educational concerns and professional learning to keep up with new trends and programs and state requirements.

• Maintains confidentiality regarding personal student and family information within the expected limits of a counseling relationship.

• Maintains high standards for attendance and punctuality so that student achievement is not adversely impacted.

• Performs other tasks and responsibilities as delegated by the Principal and/or Director of Pupil Personnel Services and/or Instructional Supervisors of Student Development and Wellness.
 
PREFERRED QUALIFICATIONS:
 
• Experience and understanding of bilingual students’ unique academic and social-emotional strengths and challenges.

• Experience using the ASCA Model, Code of Ethics, Professional Competencies, & Mindsets & Behaviors.

• Experience in career and college access, affordability, and admission counseling.
 
LICENSES AND CERTIFICATIONS:
 
Valid Connecticut Teaching Certificate for appropriate level of instruction and/or subjects, which must satisfy the definition of “Highly Qualified” status for content area assignment.
 
OTHER REQUIREMENTS:
 
• Background check required

• Screening for Tuberculosis (TB) required
  
  REPORTS TO:
 
Principal or designated Administrator
 
WORK YEAR:
 
Per Teacher Contract



 




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Openings as of 3/30/2025

Curriculum and Instruction Teacher Leaders (Middle School)

JobID: 1502

Position Type:
  Support Staff/Stipend Positions


Date Posted:
  3/26/2025


Location:
  Harborside Middle School


Date Available:
  08/25/2025


Closing Date:
  04/17/2025


  Additional Information:  Show/Hide

Curriculum and Instruction Teacher Leaders (Middle School) needed for the 2025-2026 school year.
 
Must be a current certified Milford Public Schools teacher.
 
If interested, email your letter of interest directly to Steve Gottlieb by 4/17/2025.
 
Stipend per contract.
 
ESSENTIAL TASKS OF THE POSITION:    (Illustrative, not inclusive)
 
•    To increase student success within their curricular area(s) and in the school.
 
•    To support the professional growth of teachers by strengthening classroom teachers’ understanding of curriculum content and instructional practice through the design and facilitation of engaging professional learning opportunities.
 
•    To promote enhanced  instruction and student learning by helping teachers develop more effective teaching practices that allow all students to reach high standards as well as sharing research addressing how students learn best.
 
•    To provide curricular direction, guidance, and support for department work and promotes collaborative planning with other content areas.
 
•    To oversee technical aspect of the department, i.e. textbooks, instructional materials, technology needs.
 
•    To regularly meet with Instructional Supervisors to plan and implement district wide goals and initiatives.  Such meetings will occur after the school day is over.
 
KNOWLEDGE, SKILLS AND ABILITIES:
 
•    To comply with school and school board policies and regulations.
 
•    To work cooperatively with the total staff.
 
•    To relate positively to parents and other community representatives.
 
•    To demonstrate professional growth.
 
•    To be prompt and accurate with required records and reports.
 
•    To demonstrate command of standard English, both spoken and written.
 
•    To serve as a voice and advocate for curriculum and instruction in building, district and community affairs.
 
QUALIFICATIONS:
 
    TRAINING AND EXPERIENCE:
 
Applicant must have three or more years’ experience as a Teacher with sufficient time spent in the teaching of the content area of focus
 
LICENSES AND CERTIFICATIONS:
 
Valid certification to meet State requirements with specific endorsement in elementary or middle school education, or secondary content area
 
REPORTS TO: Building Principal and Instructional Supervisors
 
JOB DUTIES:
 
Leadership
 
•    Assist administration and building staff in formulating a vision and instructional priorities for the school  
 
•    Assist in the development and implementation of school action plans 
 
•    Work with building administration and central office administration on subject specific district and building initiatives
 
•    Plan and lead department meetings
 
•    Assist with development of department goals
 
•    Facilitate department analysis of common assessments and standardized test data, and help create action plans
 
•    Assist in planning, implementing and leading building professional learning 
 
•    Share subject specific relevant articles and research with colleagues
 
•    Participate on appropriate building and district committees
 
•    Participate in building leadership meetings
 
•    Serve as a liaison between the district curriculum supervisor and the building level department. 
 
•    Serve as a liaison between the department and building administration. 
 
•    Provide leadership for the mentoring and induction of new staff members.
 
•    Perform other appropriate tasks and responsibilities as may be delegated by the principal or Assistant Superintendent.
 
Instruction
 
•    Lead and participate in non-evaluative peer observations, learning walks, instructional rounds visits, and other collaborative learning activities designed to continually improve instructional practice
 
•    Provide logistical support for teaching staff
 
•    Promote teachers’ delivery and understanding of the school curriculum through collaborative long-range and short-range planning and teacher coaching and co-teaching.
 
•    Promote best practices in content area instruction.
 
•    Facilitate teachers’ use of successful, research-based instructional strategies, including differentiated instruction for diverse learners.
 
•    Coach teachers in areas related to curriculum and instruction (non-evaluative). 
 
•    Assist teachers by providing constructive feedback and modeling effective practices.
 
•    Serve as a leader and model for other teachers within the department.
 
Curriculum
 
•    Assist building and district administration in curriculum development and implementation including giving voice to recommended textbooks, equipment and supplies for student use
 
•    Provide curricular support to new teachers
 
•    Promotes discussion of curriculum and instruction as school and district level
 
•    Assist with vertical articulation of curriculum within the building and from elementary to middle school and middle to high school 
 
•    Assist teachers in the creation of authentic assessments that are in alignment with national and state standards
 
•    Help in building/strengthening the collaboration with special education around how best to service the needs of special education students 
 
•    Serve on the district’s curriculum unit review team and oversee alignment of performance assessments and unit expectations to learning expectations for students.
 
Material Support
 
•    Support district purchase of textbooks and other instructional materials
 
•    Facilitate acquisition and continuing maintenance of instructional materials.





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