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Job Description
1.0 FTE Counselor / Adjustment Counselor / Social Worker
Sutton Public Schools
Sutton Memorial High School - Sutton, Massachusetts Job Details
Job ID:
5801506
Application Deadline:
Posted until filled
Posted:
Jun 25, 2026 12:00 AM (UTC)
Starting Date:
To Be Determined
Job Description
POSITION TITLE
Sutton High School Counselor / Adjustment Counselor / Social Worker
REPORTS TO
Director of Special Education and/or Building Principal
SUMMARY:
Sutton Memorial High School is in search of a 1.0 FTE School Counselor to begin in the 2026-27 school year. To help students learn subject matter and skills that will contribute to their education; to create a program of study and a class environment favorable to learning and personal growth; to establish effective rapport with pupils; to motivate pupils to develop the skills, attitudes, and knowledge needed to become successful individuals, in accordance with each pupil's ability; to establish good relationships with parents and with other staff members. The successful candidate will demonstrate a commitment to equity and anti-bias educational practices in educational settings.
POSITION TYPE
Full-time
ESSENTIAL DUTIES & RESPONSIBILITIES
The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed by this position. Other duties may be assigned by the Superintendent and/or the Superintendent's designee.
Promote the academic, personal/social, and career/college potential of its students.
Assist students with academic learning by providing strategic services that identify and address academic support, social emotional and behavioral concerns, environmental issues, and college and career readiness.
Working with parents/guardians, teachers, administration, and community resources, the guidance counselor will implement strategies that promote students' positive and successful school adjustment and educational experience.
Prepare students for academic achievement, career readiness and develop their personal or social competencies through a comprehensive, preventive and developmental counseling program.
Counselors work with students to foster independence, life- long learning, personal and civic responsibility, and the ability to navigate an ever changing world. While students are the primary focus of the counselors, positive relationships with families, teachers, and administrators are also crucial to the success of the program.
Work with staff to develop and implement a program that meets the whole student. Specifically addressing a student's academic, social, emotional, and behavioral needs.
Serve as a liaison between families and the school to positively promote collaborative processes in educational planning for students by encouraging family participation in the school setting
Educate and encourage students and families regarding the importance of daily school attendance, high school graduation, and college and career planning at all levels (8-12).
Assist in the development of a Response to Intervention (RTI) model for the school to include both in-school and community supports and interventions, to address academic, social, emotional, and behavioral learning. Counselors serve as members on building student assistance/support teams, which meet to share information and develop strategies to meet the specific needs of individual students.
Assist in the collection of statistical and student data (including behavioral infractions, at-risk forms) and complete all necessary reports and submit them to the Principal, Director of Special Education and/or the designee of the Superintendent
Student class scheduling. Aids and schedules students in course and subject selection.
Coordinate the 504 process and monitor the implementation and compliance of the 504 plans.
Support the Team evaluation process and insurance of all state and federal compliance requirements regarding evaluations, progress monitoring, progress reporting, and team meetings.
Attend Team meetings as necessary to ensure provisions of quality special education and related services in the area of academic support, social emotional needs, and behavioral concerns.
Complete goals, objectives and progress reports for students with counseling or transitional services in the IEP or 504.
Develop and deliver the school counseling curriculum in a classroom setting.
Assist students in the areas of academic and career planning and in personal/social development.
Support students plan for, adjust to, and develop skills for successful transitions in school, between grades/levels and post high school activities.
Provide individual and small group counseling in a variety of settings to address anxiety, relationships, bullying, peer pressure, conflict resolution, anger management, and other relevant social topics as needed.
Provide mediation, de-escalation, and crisis intervention services as necessary.
Conduct lunch groups to foster and teach social skills.
Provide academic counseling by monitoring progress reports and report cards of students, participating in various teacher/team meetings, reviewing standardized testing, facilitating course selection meetings, and monitoring student progress toward promotion and graduation requirements.
Communicate regularly with teachers in order to ensure that students are reaching their academic potential.
Consult and collaborate with teachers, staff and parents in understanding and meeting the needs of students in the school setting.
Make appropriate referrals of students and parents to outside agencies and specialists.
Participate in activities that contribute to the effective operation of the school.
Pursue continuous professional growth to stay abreast of the field.
Promote an understanding and appreciation of diverse populations and cultures.
Monitor and advise students and their parents as to progress toward promotion/graduation.
Register students new to the school and orient them to school procedures and the school's varied opportunities for learning.
Work to prevent students from dropping out of school.
Maintain and complete accurate and timely documentation required by federal, state, and district standards, ensuring compliance with Medicaid and IEP requirements.
Perform other duties as assigned by the Superintendent or their designee
Follows state and federal special education regulations, as outlined in the IDEA and the requirements set forth in 603 CMR 28.00 which are in addition to, or in some instances clarify or further elaborate, the special education rights and responsibilities set forth in state statute (M.G.L. c. 71B), federal statute (20 U.S.C. §1400 et seq. as amended), and federal regulations (34 CFR §300 et seq. as amended).
Follows all standards and indicators to the best of his or her ability, as described in the Sutton Public Schools
Adheres to the voted upon collective bargaining agreement and any applicable MOUs/MOAs between the Sutton Teachers Association and School Committee
SUPERVISORY RESPONSIBILITIES
Supervises students assigned to their caseload and any students assigned by the Building Based Administrator or their designee
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, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.
REQUIRED KNOWLEDGE, SKILLS & ABILITIES
To provide direct services and care coordination to support students within the Sutton Public Schools in order to achieve academic success.
EDUCATION / EXPERIENCE
Master's degree required
LICENSES / CERTIFICATIONS
Valid Massachusetts license in
Academic:
Professional Support Personnel, School Counselor, 5-12 or
Academic:
Professional Support Personnel School Social Worker/Adjustment Counselor
PHYSICAL DEMANDS
The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone—is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback.
WORK ENVIRONMENT
The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents, and other staff members. The employee is directly responsible for the safety, well-being, and work output of students. While the majority of the work day is spent inside, the employee must spend time outdoors for fire drills and/or special activities.
The physical demands and 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. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.
