Elementary School Counselor or Elementary General Education Social Worker

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True Openings as of 6/18/2026

Elementary School Counselor or Elementary General Education Social Worker JobID:

16973

Position Type:

Certified Student Support Services/ Counselor Date Posted:

6/17/2026

Location:

Burton Elementary Date Available:

08/18/2024

Closing Date:

Until Filled District:

Berkley School District

POSITION

Elementary School Counselor or Elementary School Social Worker

LOCATION

Burton Elementary School

START DATE

Beginning of the 2026-2027

School Year SALARY:

According to the current Berkley Education Association (BEA) Master Agreement Salary Schedule

POSITION TYPE

Full-Time (1.0 FTE), Exempt

JOB SUMMARY

The Berkley School District is seeking a highly qualified and student-centered Elementary School Counselor or Elementary School Social Worker to support the academic, social-emotional, behavioral, and developmental needs of students. Working within a Multi-Tiered System of Supports (MTSS) framework, the successful candidate will provide Tier I and Tier II interventions, collaborate with staff and families, support schoolwide initiatives, and promote a positive and inclusive learning environment. This position will partner with building administration and staff to implement social-emotional learning (SEL), diversity, equity, inclusion, and belonging (DEIB) initiatives, and career readiness programming while helping remove barriers that may limit a student's ability to fully access and benefit from their educational experience.

QUALIFICATIONS

Required Qualifications Master's Degree in Social Work, School Counseling, or a related field.

One of the following:

Michigan School Social Worker approval. Michigan School Counselor License (SCL). Valid Michigan Teaching Certificate with School Counselor (NT) endorsement. Experience working with elementary-aged students. Strong communication, collaboration, and interpersonal skills. Demonstrated ability to work effectively with students, families, staff, and community agencies. Excellent observation, organizational, problem-solving, and analytical skills. Preferred Qualifications Experience implementing social-emotional learning (SEL) programs and interventions. Experience supporting diversity, equity, inclusion, and belonging (DEIB) initiatives. Experience working within a Multi-Tiered System of Supports (MTSS) framework. Experience with crisis intervention, restorative practices, and trauma-informed approaches.

ESSENTIAL RESPONSIBILITIES

Student Support Services Provide individual and small-group counseling and support services to students experiencing academic, social-emotional, behavioral, or personal challenges. Deliver Tier I and Tier II interventions within the District's MTSS framework. Conduct student needs assessments and utilize data to identify and monitor appropriate interventions. Assist students in developing self-awareness, self-management, relationship skills, responsible decision-making, and social awareness. Respond to student crises and collaborate with appropriate personnel to ensure student safety and well-being. Support attendance, behavior, and academic improvement efforts as appropriate. MTSS and Schoolwide Initiatives Collaborate with building staff to implement and monitor social-emotional and behavioral supports. Support the implementation of district SEL programming and initiatives. Assist with diversity, equity, inclusion, and belonging (DEIB) efforts that promote a welcoming and supportive school culture. Participate in Student Support Team meetings and other problem-solving teams. Collect, analyze, and utilize data to evaluate intervention effectiveness and guide decision-making. Family and Community Collaboration Consult and collaborate with families, teachers, administrators, and community agencies to support student success. Assist families in accessing school and community resources. Facilitate communication among school personnel, families, and outside agencies when appropriate. Provide referrals for additional support services and resources based on student and family needs. Career Readiness and Student Development Support district career readiness initiatives aligned with the Michigan Career Development Model (MI-CDM). Promote age-appropriate career awareness and future planning opportunities for elementary students. Collaborate with staff to integrate career exploration and personal development activities into the school experience.

PROFESSIONAL RESPONSIBILITIES

Consistently support and uphold district policies, procedures, and expectations. Maintain confidentiality in accordance with applicable laws, regulations, and professional standards. Demonstrate professionalism through ethical conduct, effective communication, collaboration, and continuous improvement. Establish and maintain positive relationships with students, families, staff, and community partners. Reflect on professional practice and engage in ongoing professional learning. Participate as an active member of the school's professional learning community. Attend required meetings, trainings, and professional development activities. Perform other duties as assigned by the Principal or designee.

APPLICATION DEADLINE

Until Filled

DISTRICT VISION

Our inclusive culture will inspire, empower, and lead all learners to realize their full potential and make a positive difference in their future and community.

COMMITMENT TO DIVERSITY, EQUITY, AND INCLUSION

The Berkley School District is committed to keeping diversity, equity, inclusion, and belonging at the forefront of our work. We strive to create an environment where all students, staff, families, and community members feel valued, respected, supported, and connected. Per School Safety Legislation, each individual, who is either employed full-time or part-time, or is assigned to regularly and continuously work under contract, shall be fingerprinted for the purpose of performing a criminal history background check. Prior to employment, selected candidate must complete the fingerprinting process. Berkley School District does not discriminate on the basis of race, color, national origin, age, sex, sexual orientation, religion, marital status, height, weight or any disability in its educational programs, activities or employment as required by Title VI of the Civil Rights Act of 1964 and Section 504 of the Rehabilitation Act of 1973. Email To A Friend Print Version Postings current as of 6/18/2026 2:40:45 AM CST. Powered by Aspex Solutions

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