School Counselor Position Available In Chittenden, Vermont

School Counselor 3.3 3.3 out of 5 stars Shelburne, VT 05482 Job ID# 5254262 1.00 FTE School Counselor This is a full-time, school-year role as a school counselor at SCS. We are looking for a strong counselor with experience to fill this vacancy. The position primarily works with grades 3-5 POSITION

OBJECTIVE

(S): The primary goal of the School Counselor is to promote and enhance student learning through academic development, career development and personal/social development. The school counselor utilizes a variety of strategies, activities, delivery methods and resources to promote the desired student development.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Include the following. Other duties may be assigned. Implement effective classroom guidance focusing on understanding of self and others; coping strategies; peer relationships and effective social skills; communication, problem-solving, decision-making, conflict resolution, and study skills; career awareness and the world of work; substance education; and multicultural awareness. Provide individual and small group counseling dealing with self-image and self-esteem, personal adjustment, family issues, interpersonal concerns, academic development, and behavior modification, as well as peer facilitation and peer mediation. Provide assessment by helping students identify their skills, abilities, achievements, and interests through counseling and guidance activities, and interpretation of standardized tests. Work with specialized populations and needs that require special attention, such as culturally diverse populations and students with varying abilities. Develop students’ career awareness as a lifelong process of forming basic values, attitudes, and interests regarding their future world of work. Coordinate school, community and business resources, school wide guidance-related activities, and extracurricular programs, which promote students’ personal growth and skill development. Provide consultation with teachers, administrators, school psychologists, school social workers, and outside agencies and social services concerning the welfare of the students. Make appropriate referrals for special services for students and families within the school and community. Communicate and exchange information with parents/guardians by way of conferences, parent education workshops, and newsletters. Participate as members of the school improvement and interdisciplinary teams. Provide consultation services to teachers and provide staff inservice. Serve on school and community committees addressing the needs of young people. Aids students in course and subject selection. Works to discover and develop special abilities of students. Works to resolve students’ educational handicaps. Maintains student records and protects their confidentiality. Initiates, assembles, maintains, and interprets accurate health records, attendance records, cumulative progress records, activity records, and uniform transcript records for assigned students. Provide career guidance and information to students and parents. At the high school level, maintain an up-to-date library of career and post secondary school information. Network with post-secondary schools. Supervise the preparation and processing of college, scholarship, and employment applications. School wide master scheduling and individual student scheduling. Assists in coordinating and administering annual school wide assessments.

SUPERVISION RECEIVED

Reports to and receives general administrative direction from the Guidance Director or the School Principal.

SUPERVISORY RESPONSIBILITIES

QUALIFICATIONS:

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following: Education and Experience. A master’s degree with a concentration in guidance or its equivalent. Ability to communicate and work effectively and respectfully with students, faculty/staff, parents, administrators and the community required. Knowledge of the Basic Program Components of Vermont Guidance Services K-12, issued by the State Department of Education. Meets the American School Counselor Association’s National Standards for School Counselors. Certifications and Licenses. Holds or is eligible to hold a valid Vermont Professional Educator’s license. A valid Vermont drivers’ license preferred. Language Skills. Ability to read, analyze, and interpret common educational and technical journals, periodicals and procedures, and regulations. Ability to respond to common inquiries or complaints from parents, regulatory agencies, or members of the community. Ability to write reports, business correspondence, and procedure manuals that conform to school/district standards or regulations. Ability to effectively present information to and respond to questions from students, administrators, parents, peers, board members and the general public. Mathematical/Reasoning Skills. Ability to interpret and use test results by applying math concepts such as standard error of measurement, bands of confidence, standard scores, and percentiles. Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Computer Skills and Experience. Good basic computer skills and experience with word & database programs required. Experience with Microsoft Office helpful. Communication & Interpersonal Skills. Ability to effectively, efficiently and regularly communicate and work cooperatively with a variety of individuals, including students, peers, subordinates, supervisors, parents, and representatives of outside organizations. Ability to effectively resolve conflicts and handle stress. Additional Competencies. The individual in this position must possess the following: Dependability

• being reliable, punctual, responsible and fulfilling obligations. Self-Control
• maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. Stress Tolerance
• accepting criticism and dealing calmly and effectively with high stress situations. Cooperation
• being pleasant with others on the job and displaying a good-natured, cooperative attitude. Concern for Others
• being sensitive to others’ needs and feelings and being understanding and helpful on the job. Attention to Detail
• being careful about detail and thorough in completing work tasks. Integrity
• being honest and ethical. Adaptability/Flexibility
• being open to change (positive or negative) and to considerable variety in the workplace. Independence
• guiding oneself with little or no supervision, and depending on oneself to get things done. Social Orientation
• preferring to work with others rather than alone, and being personally connected with others on the job. CVSD is an equal opportunity employer and is committed to ensuring that all of our students achieve our mission
• which means we are also committed to developing a faculty and staff that represents the inclusive, welcoming environment we seek to develop for students and families.