Middle School Guidance Counselor, NEMS

Bristol Public Schools; United States; On-site; USD 55,000 - 85,000; Full time

Job summary

Bristol Public Schools seeks a Middle School Guidance Counselor to provide a comprehensive counseling program for grades 6–8, supporting academics, social-emotional growth, and career development.

The role requires collaboration with teachers, families, and administrators to identify student needs, deliver guidance, and assist in transitioning to high school. Connecticut Educator Certificate endorsed for School Counselor is expected.

Qualifications

• Bachelor's degree required.
• Master's degree required for certain positions.
• Additional coursework to meet Connecticut certification requirements.

Responsibilities

• Provide individual and group counseling to support students' academic, personal, social-emotional, and developmental needs.
• Assist students in developing educational goals, organizational skills, study habits, and effective decision‑making strategies.
• Collaborate with teachers, administrators, staff, and parents/guardians to identify and address student needs.
• Coordinate classroom guidance lessons and counseling activities with teachers and administration.
• Assist with scheduling, course selection, and transition planning from middle school to high school.

Skills

Counseling skills

Collaboration

Student support

Communication

Education

Bachelor's degree

Master's degree

Connecticut certification requirements

Job description

• Position Type: Certified: Student Support Services/ Guidance Counselor
• Date Posted: 11/2/2026
• Location: Northeast Middle School
• Date Available: 1/4/2027

POSITION TITLE

MIDDLE SCHOOL GUIDANCE COUNSELOR

DEPARTMENT

Northeast Middle School (NEMS)

REPORTS TO

Building Principal / Director of Special Services

POSITION SUMMARY

To provide a comprehensive school counseling program for students in grades 6–8, supporting their academic, social-emotional, and career development.

The Middle School Guidance Counselor will work collaboratively with teachers, administrators, staff, and families to address students' individual needs, promote academic achievement, and support a positive school environment. The counselor will also assist students in developing essential decision‑making, communication, and organizational skills to prepare them for a successful transition to high school.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Duties include, but are not limited to:

• Provide individual and group counseling to support students' academic, personal, social‑emotional, and developmental needs.
• Assist students in developing educational goals, organizational skills, study habits, and effective decision‑making strategies.
• Support students experiencing academic, behavioral, social, or emotional challenges and refer students to appropriate school‑based or community resources when necessary.
• Collaborate with teachers, administrators, staff, and parents/guardians to identify and address student needs.
• Conduct classroom guidance lessons and counseling activities in collaboration with teachers and administration.
• Work with teachers to incorporate counseling‑related learning activities into the general education curriculum.
• Respond to student crises and provide appropriate intervention and support.
• Assist with standardized testing coordination and administration.
• Participate in student orientation programs, parent information sessions, and other school‑related meetings.
• Assist students and families with academic planning, course selection, scheduling, and the transition from middle school to high school.
• Evaluate student needs through observations, individual discussions, academic records, and assessment results.
• Provide counseling that promotes self‑awareness, personal responsibility, positive relationships, and effective decision‑making.
• Facilitate small‑group counseling sessions focused on communication, conflict resolution, peer relationships, and social skills.
• Introduce students to career exploration, educational pathways, and future academic opportunities.
• Assist students in understanding assessment results and identifying areas for academic and personal growth.
• Collaborate with school personnel to support student success and overall school improvement initiatives.
• Maintain professional competence through district‑provided professional development and self‑selected growth opportunities.

Participate in faculty meetings, curriculum committees, and other school‑based teams as assigned.

SUPERVISORY RESPONSIBILITIES

Supervises students and classroom activities, including volunteers and parent helpers when appropriate. Performs general supervisory duties as scheduled.

QUALIFICATION REQUIREMENTS

To perform this position successfully, an individual must be able to carry out each essential duty satisfactorily.

The requirements listed below represent the knowledge, skills, and abilities necessary for the position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND/OR EXPERIENCE

• Bachelor's degree required.
• Master's degree required for certain positions.
• Additional coursework or credits necessary to meet Connecticut certification requirements.

CERTIFICATES, LICENSES, AND REGISTRATIONS

• Valid Connecticut Educator Certificate with Endorsement 068 – School Counselor.

LANGUAGE SKILLS

• Ability to read, analyze, and interpret professional journals, technical procedures, educational materials, and government regulations.
• Ability to prepare clear and professional reports, correspondence, and other written communications.
• Ability to effectively communicate and present information to administrators, staff, students, parents/guardians, and the general public.

MATHEMATICAL SKILLS

• Ability to perform basic mathematical calculations involving whole numbers, fractions, decimals, ratios, and percentages.
• Ability to interpret student data, charts, graphs, and assessment results.
• Ability to apply mathematical concepts when analyzing academic performance and student progress.

COMPUTER SKILLS

• Basic knowledge and experience with standard computer hardware and software applications.
• Proficiency in email, word processing, databases, spreadsheets, and presentation software.
• Ability to use student information systems and other district technology resources.

REASONING ABILITY

• Ability to solve practical problems and exercise sound judgment in a variety of situations.
• Ability to interpret and follow written, verbal, and procedural instructions.
• Ability to assess student needs, identify appropriate interventions, and respond effectively to challenging circumstances.

OTHER SKILLS AND ABILITIES

• Knowledge of current school counseling practices, student development, and educational research.
• Ability to plan and implement counseling activities that align with school objectives and students' developmental needs.
• Ability to establish and maintain positive working relationships with students, staff, families, and community members.
• Strong organizational, interpersonal, and written and verbal communication skills.
• Ability to maintain confidentiality and demonstrate professionalism when handling sensitive student information.
• Ability to perform assigned duties in accordance with district policies, Board of Education requirements, and applicable professional standards.

PHYSICAL DEMANDS

The physical demands described below represent those necessary to perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

• Frequently required to stand, speak, and listen, with occasional walking and sitting.
• May occasionally be required to push or lift up to fifty (50) pounds, including boxes of books and instructional equipment.
• Responsible for the safety, well‑being, and supervision of students.
• Requires close vision for reading written and electronic materials and the ability to adjust visual focus.
• Must be able to manage multiple responsibilities, respond to competing demands, and interact effectively with students, staff, families, and the public.

WORK ENVIRONMENT

The work environment characteristics described below represent those typically encountered while performing the essential functions of this position.

• Work is primarily performed indoors, with occasional outdoor responsibilities.
• Noise levels may range from moderate to loud.
• Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.