SOCIAL WORKER OR SCHOOL COUNSELOR (GRADES 9-12)
*Position pending licensing and school needs
193 Day Contract, 8/15/2025-6/18/2026
INSURANCE, RETIREMENT BENEFITS, PAID TIME OFF
REPORTS TO:
Building Administration
POSITION DESCRIPTION:
Works with school administration, staff, students, and community to support the social-emotional well-being of students. This may include individual and small group counseling, developing academic and social-emotional plans for students, assisting with the school’s crisis intervention, developing school-wide attendance structures, peer facilitation, and coordinating and communicating services with teachers, families, and community service providers.
SOCIAL WORKER ESSENTIAL JOB FUNCTIONS:
Consultation/collaboration with school teams (i.e. PLC, IEP, BIT, SSD, Section 504).
In collaboration with building administrators, lead school-wide systems implementation that supports the well-being of all students; including (but not limited to) Check & Connect, Positive Behavior Intervention Systems, Collaborative Problem Solving, Restorative Justice, and Signs of Suicide.
Lead Attendance Team meetings in the analysis of individual and school-wide data trends and design interventions to improve attendance.
Assist teams in gathering data, conducting observations, and matching the needs of students with school and community resources.
Provide individual and small-group counseling for students identified as at-risk using research-based practices/curriculum.
Case management, develop support plans, and provide direct services to address the immediate concerns of students identified as high-risk. Collaborate with School Counselors regarding academic planning for these students.
Collaborate with students, parents, and school personnel to develop and implement prevention, intervention, and individualized IEP goals and services as appropriate. Conduct specialized individual and group counseling sessions for students on Individualized Education Programs (IEP).
Assist in the evaluation and case management of Section 504 Accommodations plans.
Represent JHHS as a parent and community liaison; attend community partnership meetings.
Conduct in-service training programs for parents and the community.
Promote practices to increase family engagement and provide parent education.
Student inter-organization liaison; including (but not limited to) treatment centers, diversion, Hirschfield Center, TYFS, VVH, RTM, C-V, Mental Health and Recovery Services, and others.
Collaborate with students, parents, and school personnel to develop and implement prevention, intervention, and crisis response plans.
Respond to a crisis in a calm manner using professional judgment.
Model democratic practices, honor diversity, advocate for equity, and participate ethically in the school community. Is receptive to others’ perspectives, welcomes differences in interpretation and judgment, and can revise and expand own views.
Maintain student confidentiality and safety.
Compile, maintain, and file all reports, court and other records and other required documents.
SCHOOL COUNSELOR ESSENTIAL JOB FUNCTIONS:
Plan and organize a balanced school guidance and counseling program to ensure equitable academic, college/career, and social/emotional development opportunities for all students. Collaborate and implement a continuum of core activities, instruction, and interventions; including (but not limited to) delivery of core curriculum classroom lessons, individual student and/or learning plans, and school-wide programs and activities.
Case manage and provide direct support services including (but are not limited to) individual student planning, responsive services, and referrals/consultation/collaboration.
Participation and collaboration with school teams (i.e. PLC, IEP, BIT, SSD, Section 504)
Provide professional development to staff.
Analyze academic, career, and social/emotional development data to progress monitor all students on caseload and intervene with struggling students.
Work with students to teach and reinforce techniques of peer mediation/conflict resolution to make changes in the way students interact with others.
Organize, collaborate with family/teachers, and progress monitor student support plans that reduce challenging behavior, teach lagging skills, build positive relationships, and/or increase academic success.
Evaluation and case management of Section 504 Accommodations plans.
Collaborate with students, parents, and school personnel to develop and implement prevention, intervention, and individualized goals and services as appropriate for students with IEP goals and Section 504 accommodations.
Provide educational information and consultation to students, families, and community members to assist in post-secondary career and college readiness.
Work in partnership with community agencies to bring together resources for students.
Refer students to school and community service as appropriate.
Participate in ongoing, timely, and professional communication (both proactive and responsive) with students, families, colleagues, and community partners.
Collaborate with students, parents, and school personnel to develop and implement prevention, intervention, and crisis response plans.
Respond to a crisis in a calm manner using professional judgment.
Model democratic practices, honor diversity, advocate for equity, and participate ethically in the school community. Is receptive to others’ perspectives, welcomes differences in interpretation and judgment, and can revise and expand own views.
Maintain student confidentiality and safety.
Compile, maintain, and file all reports, records, and other required documents.
CERTIFICATIONS:
Master’s, specialist, or doctorate in Social Work or School Counseling or School Psychology.
Hold or are eligible to hold a Wyoming Mental Health Professions License in your field of specialization; and/or a certificate issued by the Wyoming Professional Teaching Standards Board (http://wyomingptsb.com/) with an endorsement in either K-12 School Social Worker or School Counselor or School Psychology.
The School District places employees on salary schedules on the basis of:
Wyoming Public School experience.
Out-of-state experience up to 7 years.
Degree – Bachelor's, Masters, or Doctorate.
Semester Graduate Credits beyond Degree.
*Professional Certified Staff are not eligible for continuing contract status.
25/26 Compensation package pending; 24/25 package can be found here
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
Vision: (which may be corrected) to read small print; view a computer screen for prolonged periods. Hearing: (which may be corrected) to answer telephones; to tolerate noisy conditions.
Speech: to be understood in face-to-face communications; to speak with a level of proficiency and volume to be understood over a telephone.
Upper Body Mobility: use hands and fingers to feel, grasp, and manipulate small objects; manipulate fingers, 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.
Lower Body Mobility: bend at waist; stoop; sit for prolonged periods of 1 hour.
Strength: to lift, push, pull and/or carry objects which weigh as much as 15 pounds on an occasional basis; to lift, push, pull and/or carry objects which weigh as much as 25 pounds on an occasional basis.
Environmental Requirements: encounter constant work interruptions; work cooperatively with others; work independently; work indoors.
Mental Requirements: read, write, understand, interpret and apply information at a moderately complex level essential for successful job performance; understand, apply and interpret information; math skills at a high school proficiency level; the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compile and coordinate information and records; decision making skills.
WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is normally low to moderate but may become loud when large groups are together in a room. The employee may be required to move from room to room and may have to maneuver in crowded hallways. Duties are typically performed indoors. This position is typically performed in a hazard free, clean, and healthy environment.
DISCLAIMER:
This job description identifies primary responsibilities and is not intended to be a complete list of all tasks and activities. This job description is subject to change in response to student demographics, staffing factors, funding variables, modified operating procedures, and/or program/curriculum changes as directed by the Superintendent(s) or designee(s) of Teton County School District #1.
NOTICE OF NONDISCRIMINATION:
The Teton County School District does not discriminate on the basis of age, sex, race, color, religion, national origin, sexual orientation, gender identity or disability in admission or access to, or treatment or employment in, its programs and activities. Any person having inquiries concerning the school’s compliance with the regulations implementing the Americans with Disabilities Act (ADA) or Section 504 of the Rehabilitation Act of 1973 (Section 504) is directed to contact the Civil Rights Compliance Officer (Communications Coordinator), at the office of the School District , 307-733-2704, titleixcoordinator@tcsd.org or PO Box 568, 1235 Gregory Lane, Jackson, WY 83001.