Student Support Counselor Position Available In Hillsborough, New Hampshire

Openings as of 5/17/2025

Student Support Counselor JobID:

2562

Position Type:

High School Teaching/Student Support Counselor Date Posted:

5/2/2025

Location:

Great Brook Middle School – Antrim, NH Full Time

NEW HAMPSHIRE PUBLIC SCHOOLS

SCHOOL

ADMINISTRATIVE UNIT

#1
CONTOOCOOK

VALLEY SCHOOL DISTRICT POSITION TITLE

Student Support Counselor

SUPERVISOR

Director of School Counseling

QUALIFICATIONS

Master’s Degree in counseling, social work, psychology, or a related field.
At least one year of experience providing crisis intervention, counseling and support in regard to other mental health related issues included but not limited to substance use prevention for middle and/or high school students; or an equivalent combination of education and experience that would provide the noted knowledge, skills, and abilities.

SUMMARY:

The Student Support Counselor is a school-based position providing intervention and referral services to high school students who are actively at risk for a variety of behaviors and problems, including mental health issues, family problems, school behavior/performance problems, substance use issues, etc. The Student Support Counselor works collaboratively with all staff to provide a climate of social emotional support that enables students to take learning risks consistent with the educational, social emotional, career and transitional goal of all students.

DUTIES AND RESPONSIBILITIES

Screen all referred adolescents and make effective internal and external referrals (i.e. -community based support services) In psycho-educational groups or on a short term individual basis, counsel students in effective techniques for managing stress, peer and family relationships, and other related mental health issues as it related to the students social emotional learning.
Provide staff development opportunities and training services to members of the school and community in the areas of student support and social emotional learning as it relates to behavior/performance, interpersonal skills as they relate to school functioning, and stress management.
Maintain positive community relations by working with local and regional coalitions.
Develop and maintain relationships with appropriate outside agencies.
Provide support services to students going to and returning from out of district placement/treatment programs.
Provide support to parents concerned about their child’s social emotional healthand behavioral issues.
Participate in student support teams with other school staff members.
Establish safe and supportive relationships with students that promote student self-referral to access the support they are needing to be an active positive participant in the school culture.
Maintain confidentiality.
Participate in collaborative meetings on a weekly basis.
Be an active team member in school activities to increase awareness of the student support counselor and maintain and develop effective working relationships with school staff.
Participate in school-wide development of Tier 1, 2 and 3 interventions designed to increase student awareness and support their social emotional needs as they relate to the educational setting.
Provide outreach and educational opportunities to parents (articles in school newsletter, presentations to parents, etc.) as it relates to the Student Support Counselor and the support provided for the social emotional learning of students.
Participate in re-entry meetings, as appropriate, with students returning to school after serving a suspension for violation of school district policies.
Participate in Student Support Team (SST) meetings.
Respond to crises when appropriate in a timely manner.
Complete all necessary paperwork for reporting and other purposes.
Support administration on truancy issues.
Work with school administration in regard to issues of attendance and conduct.
Attend necessary meetings, and follow through with truancy issues with school administration.
Skills Required for: Student Support Counselor
Ability to engage students in activities related to social emotional learning.
Fundamental individual and group counseling skills with adolescents.
Up-to-date knowledge of trends in intervention as it relates to the social emotional learning of students.
Up-to-date knowledge of evidence-based intervention strategies as it relates to the students social emotional learning.
Ability to establish and maintain effective working relationships with students, parents, school staff and outside agency staff.
Ability to express one’s self in writing and present orally in a professional manner.
Ability to collaborate with school staff in the development and implementation of all-school prevention and awareness programs.
Knowledge and understanding of therapeutic techniques and crisis intervention.

OTHER DUTIES AND RESPONSIBILITIES

Maintains records, statistics, and outcome data; and completes reports as required by funding sources.
Participate in supervision with identified supervisors.
Share performance and outcome data with school staff during an annual review of the Student Support Counselor’s activity.
Provide outcomes for attendance.
Performs other position related tasks or services as may be assigned by the Director of School Counseling, Director of Student Services or other central office administrators as designated by the Superintendent.

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility. Evaluation & Professional Growth
The individual in this position is expected to participate in the professional growth and evaluation process in accordance with the District procedures.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRES

The physical activity of this position
Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.
Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.
Seldom, Crawling. Moving about on hands and knees or hands and feet.
Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.
Frequently, Standing. Particularly for sustained periods of time.
Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.
Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.
Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
Occasionally, Grasping. Applying pressure to an object with the fingers and palm.
Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.
The physical requirements of this position Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
The visual acuity requirements include color, depth perception, and field of vision.
The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
The conditions the worker will be subject to in this position.
The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).