The Mendon-Upton Regional School District is dedicated to fostering a nurturing and inclusive learning community that empowers all students to reach their full potential. Grounded in our core values of collaboration, authentic learning, student agency, and equity, we strive to provide a comprehensive and rigorous education that prepares students for success in an ever-changing world. As a staff member in the Mendon-Upton Regional School District, you will play a pivotal role in shaping the academic and personal growth of our students. The ideal candidate will embrace our district's values and priorities, fostering a supportive and inclusive classroom environment where all students feel valued, respected, and challenged to achieve their highest potential.

In our district, we believe all learners thrive when:

• -We establish a culture of inquiry, exploration, reflection, and growth
• Learners engage in active, meaningful, and authentic experiencesThe Mendon-Upton Regional School District is seeking a dynamic, collaborative, and student-centered School Adjustment Counselor to join the counseling and student support team at Miscoe Hill Middle School, serving students in grades 58.

The successful candidate will provide therapeutic, social-emotional, behavioral, and/or mental health support to all students including those with disabilities so they may successfully access the school environment. The candidate will work collaboratively with students, families, educators, administrators, special education personnel, community-based providers, and other school-based professionals to develop and implement individualized education programs (IEPs) and services that The School Adjustment Counselor will provide direct individual and group counseling, crisis intervention, behavioral and social-emotional assessment, consultation, case coordination, and re-entry support for students experiencing a range of social, emotional, behavioral, and mental health needs. The successful candidate will demonstrate strong clinical judgment, excellent communication skills, and a commitment to inclusive practices, restorative approaches, positive behavioral supports, and the development of student independence and self-advocacy. They will deliver services that support student engagement, regulation, attendance, academic progress, and belonging in the school community.

Primary Performance ResponsibilitiesIndividual Student Support and Counseling

• Conduct individual and group counseling and provide direct therapeutic and social-emotional services and interventions based on student needs
• -Provide individual and small-group counseling to students experiencing social, emotional, behavioral, or mental health challenges
• -Provide individual and small-group counseling to students on IEPs in accordance with their service delivery grid
• -Develop and monitor student goals related to emotional regulation, coping skills, executive functioning, social skills, attendance, behavior, and successful participation in the school environment
• -Provide social emotional assessments and home assessments as part of the special education evaluation team.
• -Collaborate with classroom teachers, special educators, related service providers, administrators, families, and outside providers to develop individualized student support plans
• -Support students in developing self-awareness, emotional regulation, coping strategies, problem-solving skills, interpersonal skills, and self-advocacy
• -Assist students in identifying academic, personal/social, and future college and career goals
• -Utilize student information, assessment results, attendance patterns, behavioral data, and other relevant information to identify student needs and develop appropriate interventions
• -Participate in the development, implementation, and monitoring of IEP goals, behavioral support plans, 504 Plans, and other individualized intervention plans, as appropriate
• -Provide counseling and consultation related to anxiety, school avoidance, grief, social conflict, emotional regulation, behavioral concerns, and other barriers to school participation
• -Assist students and families with transitions between schools, programs, grades, and educational settings
• -Participate in orientation and transition activities for students entering or exiting the district
• -Advocate for students and assist families in accessing appropriate school and community resources.

Clinical Consultation, Collaboration, and Crisis Response

• Consult with teachers, administrators, special educators, related service providers, and other school personnel regarding student social-emotional and behavioral needs
• -Provide clinical consultation and support to staff regarding classroom behaviors, student regulation, and appropriate interventions
• -Assist staff in developing proactive behavioral, social-emotional, and crisis-response strategies
• -Participate in and contribute to IEP, 504, Child Study Team, Student Success Team, manifestation determination, hospitalization/re-entry, and other student support meetings as appropriate
• -Conduct student and family interviews related to attendance, school avoidance, behavioral concerns, and other barriers to educational access
• -Provide crisis assessment, intervention, and follow-up in accordance with district policies and established safety protocols
• -Support the development of safety and re-entry plans when appropriate
• -Facilitate restorative conversations and conflict-resolution processes between students and staff when appropriate
• -Participate and complete training in SafetyCare.

Data, Progress Monitoring, and Documentation

• Maintain accurate, timely, and confidential documentation of counseling, interventions, consultations, referrals, and student progress
• -Utilize multiple sources of data to assess student needs and monitor the effectiveness of interventions
• -Complete random moments time study and medicaid reimbursement.
• -Communicate relevant student data and progress to appropriate team members while maintaining confidentiality
• -Use data to inform decisions regarding continued services, transitions, and changes to intervention strategies
• -Utilize technology and student information systems effectively to document and monitor student services.

Family and Community Collaboration

• Establish positive, respectful, and collaborative relationships with students and families
• -Engage families as partners in the development and implementation of student support plans
• -Provide families with information regarding school-based and community-based resources
• -Collaborate with outside mental health providers, hospitals, therapeutic programs, and community agencies as appropriate and with appropriate releases of information
• -Support coordinated transitions between school and community-based services.

Professional Responsibilities

• Maintain knowledge of current research and evidence-based practices in school counseling, adolescent mental health, behavioral intervention, trauma-responsive practices, restorative practices, and social-emotional learning
• -Participate in professional development and professional learning activities
• -Provide training and consultation to staff and families regarding student social-emotional and behavioral needs when appropriate
• -Perform other duties consistent with the responsibilities of the position as assigned by the building administrator or Director of Student Support Services
• -Maintain professional and ethical standards and comply with all applicable federal and Massachusetts laws, regulations, district policies, and professional standards.

QualificationsRequired

• Master's degree in Social Work, Counseling, School Counseling, or a closely related field from an accredited institution
• -Appropriate Massachusetts Department of Elementary and Secondary Education (DESE) licensure as a School Social Worker/School Adjustment Counselor, All Levels
• -Demonstrated experience providing individual and/or group counseling to children or adolescents
• -Knowledge of clinical assessment, counseling, crisis intervention, and evidence-based therapeutic practices
• -Knowledge and experience with behavioral assessment and intervention, positive behavioral supports, social-emotional learning, and skill development
• -Strong interpersonal, communication, organizational, and problem-solving skills
• -Ability to work effectively as part of a multidisciplinary school team
• -Ability to establish trusting relationships with students and families while maintaining appropriate professional boundaries
• -Demonstrated ability to maintain confidential student records and documentation.

Preferred

• Experience working in a Massachusetts public school setting
• -Experience working with students in grades 58
• -Training and/or experience in Cognitive Behavioral Therapy (CBT), Dialectical Behavior Therapy (DBT) skills, trauma-responsive practices, restorative practices, motivational interviewing, or other evidence-based interventions
• -Experience supporting students with school avoidance, anxiety, emotional regulation difficulties, behavioral challenges, or significant mental health needs
• -Experience developing and implementing behavior support plans and re-entry plans
• -Experience collaborating with community-based mental health providers and outside agencies
• -The Mendon-Upton Regional School District is committed to providing an inclusive, supportive, and student-centered educational environment in which all students have the opportunity to thrive
• -Learning experiences honor their identities, interests, strengths, and goals
• Students, families, educators, and the larger community collaborate as partners in learning
• A safe, supportive and inclusive environment exists, where each learner feels known, valued, and celebratedJoin our team and help us fulfill our mission of empowering every learner to thrive. If you are passionate about education, equity, and making a difference in the lives of students, we invite you to apply.
• Salary commiserate with experience

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