School Counselor

Collierville Schools; Collierville (TN); On-site; USD 52,000 - 75,000; Full time

Job summary

Collierville Schools is seeking a licensed school counselor to provide comprehensive counseling services for students in grades K-12. The role includes individual and group counseling for academic, career, and personal/social growth, and collaboration with families and staff.

The counselor will support 504 plans, attend IEP meetings, and help students navigate transitions, including high school planning and college/career goals. Strong communication and data analysis skills are essential.

Qualifications

• Master's degree in school counseling from an accredited college or university.
• State certification in Guidance and Counseling required.
• Knowledge of ASCA standards and the Tennessee Counseling Model.
• Experience working with school-age students and families.

Responsibilities

• Conduct needs assessments for each school and plan counseling services.
• Provide individual and small group counseling for academic, career and personal/social issues.
• Support transitions for students, including exit grades, new enrollments, and college/career planning.
• Offer prevention/intervention services: conflict resolution, crisis intervention, and bullying awareness.
• Attend IEP/504 meetings and collaborate with teachers, staff and families.
• Analyze data to inform counseling planning and communicate role of counseling in the educational program.

Skills

ASCA standards knowledge

Tennessee Counseling Model

Interpersonal skills

Speaking and writing skills

Innovative and energetic

Collaborative working style

Education

Master's Degree in School Counseling

State certification in Guidance and Counseling

Tools

Transcripts software

Internet & counseling resources

Job description

Essential Functions

The following duties are normal for this position. The omission of specific statements of the duties does not exclude them from the classification if the work is similar, related, or a logical assignment for this classification. Other duties may be required and assigned.

Essential Functions

The following duties are normal for this position. The omission of specific statements of the duties does not exclude them from the classification if the work is similar, related, or a logical assignment for this classification. Other duties may be required and assigned.

• Conduct and analyze a thorough need assessment of their respective school in order to determine the needs of all stakeholders and plan services accordingly.
• Provide individual and small group counseling services to students regarding academic, career (life skills) and personal/social issues, which will provide structured, goal oriented counseling sessions to meet the short-term identified needs of individuals and groups of students.
• Provide assistance in transition periods for students and other stakeholders, with special regard to exit grade students, new students, and students returning from an alternative setting, ensuring a smooth transition. *This may include 4-year planning for high school, course selections, and college and career goals.
• Provide prevention and intervention services for students such as conflict resolution, crisis intervention, character education, social skills, bullying, youth suicide awareness, child abuse, and any other state mandates.
• Support 504 plans and attend IEP meetings, upon request.
• Facilitate conferences with teachers, students, and parents/guardians.
• Consult and collaborate with teachers, staff, and parents in understanding and meeting the needs of students by being a resource, taking a leadership role in the school, infusing counseling into the curriculum, conducting staff development and parent education programs, and assisting families with school related problems and issues.
• Facilitate crisis interventions needed to ensure student/staff safety such as screenings, referrals, and provide information for parents in regard to outside agencies and/or community-based resources.
• Analyze academic and behavioral data to aid in closing-the-gap action plans and determine appropriate students for the target group or interventions, as it relates to counseling services, while communicating with all stakeholders the role of counseling in the educational program.
• Plan, evaluate, and revise the counseling program by reviewing the counseling program annually with other district counselors and administrators, establishing a planning calendar for counseling program activities, and evaluating the school site-counseling program.
• Abide by and promote ethical standards for school counselors.
• Act as an advocate for students, as appropriate, in conjunction with other staff
• Establishes and maintains confidential student case files; prepares and submits required records and reports.
• Pursue professional growth by through professional association membership, mentoring others, keeping current of research and best practices in counseling theories and methods, attending trainings and professional workshops or conferences, and reading professional journals.
• Others duties as assigned.

Minimum Qualifications

• Master's Degree in School Counseling from an accredited college or university.
• Requires state certification in Guidance and Counseling
• Working knowledge of both the ASCA national standards and the Tennessee Counseling Model
• Experienced with needs of school age students & their families
• Engaging interpersonal skills & strong speaking/writing skills
• Innovative, enthusiastic, energetic, flexible
• Effective working with groups
• Thorough knowledge of counseling theory & practice
• Familiar with computer based transcripts, schedules, etc., Internet & software counseling resources
• Able to organize & sequence activities
• Collaborative working style & strong work ethic
• Commitment to professional growth

Performance Aptitudes

• Data Utilization: Requires the ability to review, classify, categorize, prioritize, and/or analyze data. Includes exercising discretion in determining data classification, and in referencing such analysis to established standards for the purpose of recognizing actual or probable interactive effects and relationships.
• Human Interaction: Requires the ability to provide guidance, effective supervision, assistance, and/or interpretation to others regarding the application of procedures and standards to specific situations.
• Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of equipment, machinery, tools, and/or materials used in performing essential functions.
• Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and/or advisory data and information.
• Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; the ability to calculate decimals and percentages; the ability to utilize principles of fractions; and the ability to interpret graphs.
• Functional Reasoning: Requires the ability to apply principles of rational systems, philosophies, laws, regulations, and procedures; to interpret instructions furnished in written, oral, diagrammatic, or schedule form; and to exercise independent judgment to adopt or modify methods and standards to meet variations in assigned objectives.
• Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving evaluation of information against measurable or verifiable criteria and the goals and priorities of planning and development programs.

Ada Compliance

• Physical Ability: Tasks require the ability to exert light physical effort in sedentary to light work, but which may involve some lifting, carrying, pushing and/or pulling of objects and materials of light weight (up to 50 pounds). Tasks may involve extended periods of time at a keyboard or workstation.
• Sensory Requirements: Some tasks require the ability to perceive and discriminate visual cues or signals. Some tasks require the ability to communicate orally.
• Environmental Factors: Performance of essential functions may require exposure to adverse environmental conditions, such as rude/irate customers.

FLSA: EXEMPT