Elementary School Counselor

Position Type:

Elementary School Teaching/School Counselor

Date Posted:

5/3/2024

Location:

ConVal Elementary Schools

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Full-Time

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NEW HAMPSHIRE PUBLIC SCHOOLS

SCHOOL ADMINISTRATIVE UNIT #1

CONTOOCOOK VALLEY SCHOOL DISRICT

POSITION TITLE: School Counselor

SUPERVISOR: Director of School Counseling/Building Principal

QUALIFICATIONS:

• Masters Degree in counseling or a related field

• Certified (or certifiable) by the New Hampshire Department of Education as a School Counselor

• Must be knowledgeable of counseling theory and practice, and the American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs (2005).

• Ability to create an environment of respect and rapport, manage routines and procedures and contribute to the culture for student behavior.

• Ability to deliver services and formulate academic, personal/social, and career plans by assessing student needs.

• Solid communication skills, ability to meet deadlines and willingness to participate in a professional community.

• Prefer at least one year of counseling experience; or an equivalent combination of education and experience that would provide the appropriate knowledge, skills and abilities.

SUMMARY:

The mission of the school counseling department is to provide all students with a comprehensive school counseling program that encourages the highest level of student achievement through growth in academic, career, and personal/social domains. The ConVal School District school counseling program partners with teachers, administrators, parents, and the community to help all students be lifelong learners and problem solvers.

KNOWLEDGE, SKILLS and ABILITIES:

The development and implementation of comprehensive school counseling programs requires a collaborative effort among well-trained, highly competent professional school counselors.

• School counselors collaborate with all stakeholders through a comprehensive school counseling program aligned with the American School Counselor Association (ASCA) National Model.

• School counselors collaborate with teachers, administrators, other school and school district staff, students, students' family members, and the larger community to help meet all students' needs.

• School counselors provide positive leadership in their schools, districts and communities; engage in advocacy for students and their families; provide community outreach; crisis intervention; and individual and small group counseling and classroom lessons to promote systemic change.

• School counselors adhere to the ASCA Ethical Standards for School Counselors.

DUTIES AND RESPONSIBILITIES:

• Provide services to students in elementary, middle and high schools aimed at promoting the highest level of student achievement (defined broadly) through growth in academic, social/emotional and career domains.

• Collaborate with other district school counselors for the purpose of developing, reviewing, assessing and maintaining the developmental Comprehensive School Counseling Program.

• Provide individual and small group counseling for the purpose of meeting and supporting individual student needs.

• Coordinate and deliver a developmental, preventative, and responsive core curriculum to support academic, social/emotional and career development for all students.

• Develop and provide activities and programs for college and career awareness, exploration and preparation for students and their families.

• Identify and develop activities and programs for the purpose of meeting the needs of students in each school.

• Collect, interpret and analyze student related data and use data for program development, individual student planning and career development. Implement developmentally appropriate prevention programs and activities to meet students' needs and to support school and district goals.

• Provide information/resources and referrals and consultation to teachers, families and community agencies and organizations.

• Collaborate with other educators, administrators, family members and community agencies to assist students with educational planning to ensure students' academic success.

• Develop, coordinate and implement programs and activities to enhance students' successful transition from school to school and/or other related programs (preschool to elementary school, elementary to middle school, middle school to high school and high school to career, training, or educational programs).

• Provide information, feedback and recommendations to staff, students' family members, and/or students for classroom placement, course selection and/or the meeting of graduation requirements.

• Participate in school and district committees and initiatives to provide system support.

• Coordinate the 504 processes.

• Assist with risk assessment and appropriate referrals to family members of students and mental health professionals.

Performs other position related tasks or services as may be assigned by the Director of School Counseling or Building Principal or other central office administrators as designated by the Superintendent

Note: The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

Evaluation & Professional Growth

The individual in this position is expected to participate in the professional growth and evaluation

process in accordance with the District procedures.

ADA MINIMUM QUALIFICATIONS OR STANDARDS REQUIRES:

The physical activity of this position:

• Occasionally, Stooping. Bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.

• Occasionally, Kneeling. Bending legs at knee to come to a rest on knee or knees.

• Occasionally, Crouching. Bending the body downward and forward by bending leg and spine.

• Seldom, Crawling. Moving about on hands and knees or hands and feet.

• Occasionally, Reaching. Extending hand(s) and arm(s) in any direction.

• Frequently, Standing. Particularly for sustained periods of time.

• Occasionally, Walking. Moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.

• Occasionally, Pushing. Using upper extremities to press against something with steady force in order to thrust forward, downward or outward.

• Occasionally, Pulling. Using upper extremities to exert force in order to draw, haul or tug objects in a sustained motion.

• Seldom, Lifting. Raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.

• Occasionally, Fingering. Picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.

• Occasionally, Grasping. Applying pressure to an object with the fingers and palm.

• Constantly, Talking. Expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.

• Constantly, Hearing. Perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.

• Occasionally, Repetitive motion. Substantial movements (motions) of the wrists, hands, and/or fingers.

The physical requirements of this position:

• Sedentary work. Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.

The visual acuity requirements include color, depth perception, and field of vision:

• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.

The conditions the worker will be subject to in this position:

• The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work).