Vacancy for the 2024-2025 School Year
PURPOSE:
School Counselors design and deliver school counseling programs that improve student outcomes. They lead, advocate and collaborate to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan. They uphold the ethical and professional standards of the American School Counselor Association (ASCA) and promote the development of the school counseling program based on the following areas of the ASCA National Model: define, deliver, manage, and assess.
QUALIFICATIONS:
- Hold a New Jersey School Counselor Standard Certificate
- Hold a Master of Arts degree from an accredited college or university
- Have a minimum of three (3) years of successful experience working with children in an educational or community agency setting
- Uphold ASCA ethical and professional standards
- Ability to maximize student success and promote access and equity for all students
- Ability to create a school culture of success for all students
- Demonstrate excellent organizational skills, the ability to motivate people, and the ability to collaborate with stakeholders at various levels.
- Exhibit a personality that demonstrates enthusiasm and interpersonal skills to relate well with students, staff, and administration
- Demonstrate the ability to communicate effectively in English, both orally and in writing, using proper grammar and vocabulary
- Demonstrate the ability to use electronic equipment for word processing, data management information retrieval, visual and audio presentations, and telecommunications
- Have excellent integrity and demonstrate good moral character and initiative
- Will require criminal history background check, physical and proof of U.S. citizenship or legal resident alien status.
RESPONSIBILITIES:
Counseling Program Planning, Implementation, & Evaluation - Develop guidance activities including articulation and development of curriculum in order to provide a holistic program that is both relevant and meaningful.
- Work cooperatively and collectively with teachers to ensure that high-quality programs, practices, and services are coordinated in the schools and are administered uniformly and equitably.
- Provide for the individual differences of the students by planning and developing appropriate activities so that students can progress at a rate commensurate with their particular abilities.
- Collect and analyze data regarding the achievement of students and other pertinent information affecting the design and implementation of services and programs.
- Participate in the evaluation of student achievement through ongoing dialogue with all personnel involved in the educational progress of the student.
Counseling Program Delivery - Conduct orientation programs for all new students, which provide for discussion of handbook, discipline, eligibility and attendance policies; building tour; and follow-up.
- Assist students in evaluating their aptitudes and abilities through the use of teacher input, interpretation of individual standardized test scores, and other pertinent information. Utilize the evaluation to work with students to develop educational and career goals.
- Provide short term individual counseling sessions for students dealing with personal challenges that affect school performance, attendance.
- Conduct small and large group counseling sessions to build student skills in the areas of personal growth, educational and career planning, character education, and social emotional learning.
- Assist students in understanding themselves and their potential through individual counseling, interpretation of assessment results, and review of the individual records.
- Engage students in a college and career awareness program by maintaining a current resource library, frequent publication of pertinent information, and personal awareness of resources.
- Assist students and parents of students with academic difficulties by setting up conferences, recommending tutors, or individual help from teachers.
- Assist in student program and course selection through parent orientation sessions.
- Be responsive to students in their developmental process by being available, willing, and understanding when dealing with their challenges, where feasible.
Leadership and Advocacy - Serve as the Intervention and Referral Services (I&RS) Facilitator.
- Act as referral agent to the Child Study Team by initiating referrals to the district team or providing a resource list for outside agencies if requested.
- Serve as the 504 School Coordinator.
- Serve as the School Anti-Bullying Specialist (ABS).
- Serve as the Chair of the School Safety Team (SST).
- Contribute to the planning and development of the discipline area and total curriculum by working cooperatively with the departmental team, supervisor, and principal.
- Participate in student retention and promotion based upon district policies through a review of courses, graduation requirements, credits and the submission of necessary information when requested with recommendations.
- Participate in the administration of individual and group testing programs as directed by the Department Supervisor.
Professionalism and Growth - Maintain accurate and confidential files in accordance with Federal and State guidelines. Review files periodically to ensure accuracy.
- Maintain an ongoing and up-to-date awareness of recent trends in education and innovative methods of proven merit that may be incorporated into the guidance program.
- Maintain a professional attitude in all professional relationships concerning school affairs, school regulations, school administration, as well as students and parents of the school community.
- Further the cause of good human relations and human understanding by responding positively to the district programs aimed at improving these areas.
- Carry out explicitly the administrative directives of the school and the district in all matters pertaining to the school program.
- Display the highest ethical and professional behavior and standards when working with staff members.
- Serve as a role model for students, dressing professionally, and demonstrating the importance and relevance of learning, accepting responsibility, and pride in the education profession.
- Use effective presentation skills when addressing staff, including appropriate vocabulary and examples, clear and legible visuals, and articulate and audible speech.
- Use excellent written and oral English skills when communicating with students, parents, and colleagues.
- Complete in a timely fashion all records and reports as required by law and regulation or requested by the Supervisor of Guidance/Family Liaison and Building Principal/Assistant Principal. Answer correspondence promptly.
- Attend required staff meetings and serve, as appropriate, on staff committees.
- Continue to grow professionally through collaboration with colleagues and professional growth experiences.
- Perform any duties that are assigned by the Supervisor of Guidance/Family Liaison and Building Principal/Assistant Principal.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. However, under no circumstances can an employee have essential responsibilities and functions removed from their employment requirements.
Unless reasonable accommodations can be made, while performing this job the staff member shall: - Use strength to lift items needed to perform the functions of the job.
- Sit, stand, and walk for required periods of time.
- Speak and hear.
- Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision.
- Communicate effectively in English, using proper grammar and vocabulary. American Sign Language or Braille may also be considered as acceptable forms of communication.
- Reach with hands and arms and use hands and fingers to handle objects and computers and/or controls.
ENVIRONMENTAL DEMANDS:
The environmental demands described here are representative of those that must be met by an employee to successfully perform the essential responsibilities and functions of the job and are not meant to be all inclusive. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential responsibilities and functions of the job. However, under no circumstances can an employee have essential responsibilities and functions removed from their employment requirements.- Exposure to a variety of childhood and adult diseases and illnesses.
- Occasional exposure to a variety of weather conditions.
- Exposure to heated/air conditioned and ventilated facilities.
- Exposure to a building in which a variety of chemical substances are used for cleaning, instruction, and/or operation of equipment.
- Function in a workplace that is usually moderately quiet, but that can be noisy at times.
REPORTS TO AND IS EVALUATED BY:
The School Counselor shall be evaluated by the Supervisor of Guidance/Family Liaison and the Building Principal/Assistant Principal in accordance with Board Policy and relevant State statute(s).
TERM OF EMPLOYMENT:
Ten (10) Month Tenure Track, Bargaining Position
LOCATION: Willingboro High School
Application Procedure:
Apply Online
