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Job Description
CHS Counselor
Choctaw-Nicoma Park Public School District
Choctaw High School - Choctaw, Oklahoma This job is also posted in Choctaw-Nicoma Park Public School District
Job Details
Job ID:
5815569
Application Deadline:
Posted until filled
Posted:
Today
Starting Date:
To Be Determined
Job Description
JOB TITLE
SECONDARY
GUIDANCE COUNSELOR
SALARY LEVEL:
NEGOTIATED SALARY SCHEDULE
DEPARTMENT:
GUIDANCE/COUNSELING
REPORTS TO:
SITE PRINCIPAL
QUALIFICATION
REQUIREMENTS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or
EXPERIENCE
Master's Degree (M.S.) from four year college or university and Secondary Guidance Counseling certification in the State of Oklahoma with experience in college counseling is; minimum 3 years teaching experience; or equivalent combination of education and experience.
LANGUAGE SKILLS
Ability to read, analyze, and interpret the most complex documents. Ability to respond effectively to the most sensitive inquiries or complaints. Ability to write speeches and articles using original or innovative techniques or style. Ability to make effective and persuasive speeches and presentations on controversial or complex topics to top management, public groups, and/or boards of directors.
MATHEMATICAL SKILLS
Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumferences, and volume. Ability to apply concepts of basic algebra and geometry.
REASONING ABILITY
Ability to apply common sense understanding to carry out instructions furnished in written, oral or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
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 the essential functions.
While performing the duties of this job, the employee is regularly required to talk or hear. The employee is frequently required to stand and walk. The employee is occasionally required to sit; use hands or fingers, handle, or feel objects, tools, or controls; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
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.
While performing the duties of this job, the employee occasionally works near moving parts.
The noise level in the work environment is usually moderate.
ESSENTIAL DUTIES AND RESPONSIBILITIES
Make an annual commitment to make certain that all 8th grade students and parents are made familiar with, and have all of the applications for the OHLAP program.
Make an annual commitment to check on each student who has registered for OHLAP to make sure the he/she is on track for that award. Target and analyze the testing results of 7th graders who participate in the Duke TUP program.
Follow closely the progress of TIP students as they enter high school.
Target and analyze all testing results from 8th grade CRT's and EXPLORE and from the PLAN, PSAT, SAT, ACT, AP and EOI.
Take the lead in the administration of the PSAT for all students and apply the AP Potential program. Identify those high scorers and make certain their academic programs and testing plans are aligned with their abilities.
Be involved with ACT and PSAT seminars.
Make certain that all appropriate students take the PSAT as 11th graders. Start general student college groups as early as the 10th grade to make certain that students have an accurate look at future options and at future decisions including those tied to community service deeds to include in resumes.
Make certain that college-bound students begin sitting for the ACT and/or SAT no later than early in the 11th grade. Establish financial aid meetings for students and parents beginning in the 11th grade to relay information on items including completing the FAFSA, student loans, etc.
Facilitate the visits of representatives of colleges and universities to the high school to meet with students in groups and/or individually.
Establish a relationship with colleges and universities that guarantees that the high school receives all information about changing requirements, visits, students-on-campus visits, changing financial situations, new aid opportunities, etc. Be able to pick up a telephone and know who to call to get a student's or parent's question answered. Be able to call a representative to appeal for "extra attention" for a student's application.
Keep "current" with procedures and requirements relevant to military academy candidacy and be sure to have that information in the hands of students in all grade levels who have expressed an interest. Initiate intense college groups in the 11th grade designed to investigate such possible college selection priorities as size, programs, location, cost, calendar, gender percentage, non-classroom activities, living accommodations, etc. Work with students on application essays.
Work with staff on writing high quality letters of recommendation.
Work with coaches and other Guidance Counselors to make certain that student athletes are registered with the NCAA Clearinghouse and are within or progressing satisfactorily toward the Clearinghouse requirements. Work with Athletic Directors to have a firm understanding of athletic scholarships offered and to coordinate that process as needed.
Take the lead in the administration of Advanced Placement tests.
Publish a monthly "heads up" for all 12th graders about scholarship opportunities that have become available and about any other pertinent information for 12th graders.
Organize a program that brings recent graduates back to the high school to meet with 12th graders who are college bound. Develop a system that assures that a student's scholarship and admissions application materials are submitted accurately, neatly, and punctually. Oversee all application material to make certain that students are "packaged" as well as possible.
Make certain that students understand when they are eligible for a fee waiver and how to take advantage of that opportunity. Organize and submit all State Wide Award applications including, but not limited to, Academic All State, Robert C. Byrd Scholarship, and State Scholars.
Take an active role, if not the leadership, of the end-of-year Senior Awards Program.
Submit to the Principal and to the Central Office at the end of each academic year an exhaustive report on the future of each graduate.
Follow up on college-bound graduates up to five years to gauge their preparation.
Meet at least monthly with the Guidance Counselors at the other two secondary schools to share successes and challenges as well as information that will help all Choctaw students Assist in other areas as identified by the Principal.
