- Assist in the needs of the student in growth and development,-social, academic, physical, emotional and behavioral, serves as a consultant to the student, teacher and parents, and provides leadership and organization to all guidance activities within the school.
- Participate in various special education team meetings, program meetings, and student meetings
- Provide direct service to individual students, groups of students, and/or special education programs/classrooms
- Consult with IEP teams to support problem solving in the areas of plan development, goal writing, parent support, behavior support, and progress monitoring
- Support data collection methods with team members and create data collection tools
- Coach team members regarding reliable and valid data collection and data analysis
- Collaborate with team members to design data driven, goal based interventions and environmental supports
- Support student transitions between various educational settings
- Consult and collaborate with teachers to identify student behaviors of concern
- Determine data collection methods with teachers and create data collection tools
- Coach teachers regarding reliable and valid data collection and analysis procedures
- Collaborate with teachers to design data-driven, goal-based interventions and environmental supports
- Create intervention materials as needed (e.g. visual supports, charts, checklists)
- Coach teachers through the implementation of effective intervention techniques
- Conduct class wide instruction related to specific social, emotional, and/or behavioral needs
- Collaborate with RtI team members to analyze data and define target academic concerns
- Write goals with RtI team members to determine criteria for students success
- Review student progress to determine specific interventions and the necessary level of tiered instruction for students
- Consult with RtI team members to determine when case study may be warranted
- Guide RtI team members regarding the process for reliable and valid data collection, data analysis, and appropriate documentation
- Participate in an intervention to provide individual and/or group counseling for students as needed
- Provide consultation and resources to support parents with specific student concerns in both the school and home settings
- Participate in the mobilization of various resources relevant to the specific crisis situation
- Provide direct intervention and/or support to staff, students, and parents/community
- Conduct risk/safety assessments as needed
- Crises may include but are not limited to
- Self-harm
- Suicide attempt or ideation
- Threat to others
- Death (student, family, or staff)
- National crises
Middle School - Beloit, United States - Deerfield Public SD 109
4 weeks ago
Description
What Deerfield Public Schools District 109 is All About...
The Role of the School Counselor in Deerfield 109
DEERFIELD 109 - MISSION
Where challenging experiences foster confidence, collaborative relationships build community, and creative environmentsignite curiosity.
DEERFIELD 109 - VISION
We will develop each student to be emotionally resilient, socially skilled, and academically prepared by forging connections within, across, and beyond our classrooms, and by embracing each student's uniqueness.
GENERAL INFORMATION
TITLE: School Counselor
DEPARTMENT: School Counselors
LICENSURE: Professional Educator License
ENDORSEMENT: School Counselor (K-12) or Equivalent
CLASSIFICATION: Certified
FLSA STATUS: Non-Exempt
REPORTS TO: Building Administration
SUPERVISORY RESPONSIBILITIES: N/A
PRIOR EXPERIENCE: Completed an internship of at least 600 clock hours (at least one semester in length) with at least 240 hours of direct service work. If the applicant has at least two years of teaching experience, the internship requirement is reduced to 400 clock hours with at least 240 hours of direct service work.
EVALUATION: Evaluated by the Principal, Assistant Principal, Student Services Coordinator and/or other certified evaluators using the agreed upon evaluation tool. This includes formal observation of job performance, inclusion of informal observation data, an artifact file, student growth measures, and other sources of data. The evaluation cycle for teachers not in continued contractual service (tenure) shall be one school year. The evaluation cycle for teachers have attained tenure in District 109 shall be three school years unless job performance is deemed as "needs improvement" or "unsatisfactory."
DATES:
AVAILABILITY: One (1.0 FTE) Position(s)/Full-Time
PLACEMENT: Caruso Middle School
WORK CALENDAR: Teacher
Under general supervision, the employee will:
Requires that a job titled School Counselor can only be filled by a person with a PEL license and school counselor endorsement.
MAJOR DUTIES & PERFORMANCE RESPONSIBILITIES
The criterion indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.
Special Education Team/Program Consultation and Service to Students
Knowledge
The employee must have foundational knowledge and understanding of child growth and development, learning assessment and diagnosis, school counselor research related to learning, State and Federal laws and regulations and best practices in school counseling as laid forth by the State of Illinois and Deerfield Public Schools District 109.
Ability
The employee shall engage in collaborative dialogue with peers; maintain records and prepare reports; communicate effectively both orally and in writing; read, interpret, apply, and explain policies and procedures; meet the requirements of schedules and time lines; take professional initiative; plan and organize work independently; read a variety of materials; engage in ongoing professional development; implement a student centered approach to problem-solving and conflict-resolution; ability to work cooperatively and effectively with other certified and non-certified personnel, parents, and community members.
Education/Preparation
The employee shall possess the equivalent of a Master's Degree; completion of a school counselor preparation program through an accredited university or college; successful completion of State proficiency exams; and possess/maintain appropriate licensure through the State of Illinois.
Reasoning
The employee must have the ability to solve practical problems in situations where only limited standardization exists. Ability to interpret instructions provided through written and oral form.
PHYSICAL DEMANDS
While performing the duties of this job, the employee is regularly required to stand, walk, talk or hear, and taste or smell. The employee frequently is required to use hands to handle or feel instructional materials and school counselor resources. The employee is occasionally required to sit; climb or balance; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 30 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 employee shall possess personal computing skills with the following types of software including web browsers, word processing, spreadsheet, and databases and student database systems. The employee shall use board approved school counselor resources, technology, and assistive technology. While performing the duties of this job, the employee works in a school setting with children, occasionally works in outdoor weather conditions, and is subject to noises associated with an educational environment.
The mental demands, physical demands, and work environment characteristics are representative of those an employee encounters while performing the essential functions of this job.
Reasonable accommodations may be made to allow an employee with disabilities to perform the essential functions.