K-8 School Counselor

Sylvania; Corona de Tucson (AZ); On-site; USD 52,000 - 80,000; Full time

Job summary

Vail School District seeks a qualified School Counselor for PreK-12 to support student academic success and implement preventative and intervention services within SSP-ESSER funding.

The role involves collaboration with teachers, families, and community resources, plus crisis intervention, PBIS support, and development of 504 plans to meet individual student needs.

Qualifications

• Master’s degree or higher from an accredited institution.
• Graduate program in guidance and counseling with specified coursework; or a license in related field.
• Equivalent combination approved by the Principal with Plan of Development.

Responsibilities

• Connect families with community and government resources and referrals.
• Provides crisis intervention and supports students in need.
• Collaborates with teachers, staff, families, and community resources.
• Plans and monitors social/emotional/behavioral interventions.
• Trains staff on safety, reporting, and bullying prevention protocols.
• Develops and maintains 504 plans and participates in IEP meetings as needed.

Skills

Counseling

Crisis Intervention

Community Resources

Collaboration

Education

Master’s or higher degree in counseling/education

Graduate program in guidance and counseling or related field with required coursework

Job description

Please visit https://www.vailschooldistrict.org/page/salary-guides to view our Certified Salary Guide.

Grant Funded position. CANDIDATE MUST HOLD A VALID SCHOOL COUNSELOR PreK-12 CERTIFICATE.

SUMMARY

This position will focus on student academic success and preventative services for all students and will also provide intervention services for students identified academically, emotionally, or socially at-risk. This position is funded by and serves the requirements of the SSP-ESSER Program at the school for which it is awarded.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Connects families with appropriate community and government resources and recommendations (i.e., transportation, insurance, mental health, food, service providers, etc.)
• Provides and participates in crisis intervention
• Consults and collaborates with teachers, staff, families, and other educational/community resources to meet the needs of students in the educational setting
• Plans, teaches, and monitors social/emotional/behavioral interventions for increased achievement of students when needed
• Uses skill-based interventions for students struggling with academic, social, or emotional challenges
• Supports individual students and/or groups of students
• Facilitates support groups to meet the various personal, social, and academic needs of identified students
• Trains school staff on suicide and self-injury protocol, Department of Child Safety (DCS) reporting, bully prevention, and harassment/sexual harassment issues
• Provides counseling to students who are frequently tardy and/or absent upon administrator referral
• Uses student data to plan, implement, and assess school-wide interventions
• Helps to identify and support school-wide prevention efforts
• Supports campus-wide PBIS implementation
• Provides parent education and community outreach
• Coordinates, develops, and maintains 504 plans for individual student accommodations
• Participates as needed at special education meetings to advocate for students as well as collaborate and consult with teachers and parents about educational goals
• Cultivates and promotes a culture of wellness and self-care
• Attends required program training and conduct required program activities, including implementation of social emotional learning strategies
• Implements School Counselor responsibilities as recommended by the American School Counselor Association

Reasonable accommodations may be made to enable an individual with a qualified disability to perform the essential functions.

SUPERVISORY RESPONSIBILITIES

This position has no supervisor responsibilities.

QUALIFICATIONS

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.

EDUCATION AND/OR EXPERIENCE

• Master’s or more advanced degree from an accredited institution.
• Completion of a graduate program in guidance and counseling from an accredited institution; OR completion of a graduate program in counseling, social work, or psychology with six (6) semester hours in any of the following courses: school counseling, college and career counseling, or academic advising; OR valid license as an associate counselor, professional counselor, master or clinical social worker, or marriage and family therapist issued by the Arizona Board of Behavioral Health Examiners with six (6) semester hours in any of the following areas: school counseling, college and career guidance, or academic advising; OR completion of a graduate program in academic advising with six (6) semester hours in any of the following areas: social and emotional development, mental health counseling, trauma and disaster counseling, multiculturalism in counseling, theories of counseling, foundations of school counseling, or child and adolescent counseling; OR a valid, comparable School Counselor certificate from another state and is in good standing with that state.
• Or an equivalent combination of relevant education, training, certifications, skills, and/or work experience as approved by the Principal, along with a Plan of Development.

CERTIFICATES, LICENSES, REGISTRATIONS

• Valid Arizona Standard School Counselor, PreK-12 certificate
• Valid Arizona IVP fingerprint clearance card

LANGUAGE SKILLS

Ability to read, analyze, and interpret common and technical journals, reports, and legal documents. Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community. Ability to effectively present information to top management, public groups, and/or governing boards.

MATHEMATICAL SKILLS

Ability to work with mathematical concepts and fundamentals of math. Ability to apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

REASONING ABILITY

Ability to define problems, collect data, establish facts, and draw valid conclusions. Ability to interpret an extensive variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.

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. While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to climb or balance and stoop, kneel, crouch, or crawl. The employee is occasionally required to taste or smell. The employee must regularly lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, and 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. The primary work environment is indoors. The noise level in the work environment is usually moderate.