School Counselor Pool - 26-27 SY

Madison Metropolitan School District; Madison (WI); On-site; USD 62,010 - 75,791; Full time

Job summary

The Madison Metropolitan School District is seeking an innovative school counselor dedicated to fostering equitable and inclusive learning environments. This role involves developing a comprehensive counseling program, providing direct and responsive student services, and collaborating with educators and families.

The ideal candidate will hold a master’s degree in school counseling and a Wisconsin DPI school counselor license, demonstrating a commitment to educational equity and student well-being. Candidates with bilingual skills are encouraged to apply for bilingual positions as well.

Qualifications

• Innovative leaders who champion practices for equitable learning environments.
• Engagement in students' academic and social-emotional advising.
• Advocate for educational equity within the school community.

Responsibilities

• Develop and support a comprehensive school counseling program.
• Deliver direct student services and support.
• Engage in strategic consultation with families and teachers.

Skills

High Expectations For Every Student

Quality Instructional Practice

Cultural Competence

Data Proficiency

Team Collaboration

Student & Family Engagement

Resilience & Results Orientation

Self‑Awareness & Growth Mindset

Education

Master’s degree in school counseling

Wisconsin DPI school counselor license (54)

Job description

Secondary Programs & Pathways

District Wide

Annual Salary

Minimum Annual Compensation: $68,901 (25-26 TE Salary Schedule)

Length of Contract: 192 days

Employment Type: Exempt

MMSD is seeking highly motivated and energetic applicants! Applicants should have a good attitude, willingness to learn, and passion for impactful work and learning.

Purpose of Position

MMSD school counselors are innovative leaders who actively work to identify and remove barriers to student achievement and well-being by championing practices that create equitable, safe, inclusive, and positive learning environments for all students. School counselors engage students in exploring and identifying interests and aspirations and play an essential role in providing students the academic and postsecondary advising and social‑emotional supports needed to experience personal success.

The school counselor is a core member of the school’s integrated pupil services team: This team works collaboratively, in partnership with teachers, administrators, families, and community organizations, to design and deliver a comprehensive, coordinated, and customized system of student support. The primary purpose of this team is to create environments that maximize opportunities for learning and ensure that all students develop the knowledge, skills, and dispositions needed to achieve personal success as a college, career, and community ready individual.

As a member of the pupil services team, the school counselor is an advocate for educational equity, promotes the healthy development of the whole‑child, and is a leader of systemic change within their school community. Through the provision of direct and indirect services, at both the student and systems level, the school counselor actively engages their school community in the closing of opportunity and attainment gaps and works to ensure that all students and families experience safe, welcoming, learning environments and positive interpersonal relationships.

Essential Duties And Responsibilities

• Collaboratively develop and support delivery of a comprehensive school counseling program that aligns with key school improvement goals and follows the American School Counselor Association (ASCA) Model. This is achieved through direct and indirect student services and should account for 80% of the school counselor’s time:
  • Direct Student Services:
    • School Counseling Core Curriculum: A planned, written instructional program that is comprehensive in scope, preventative in nature and developmental in design. Delivered through classroom lessons, small group and/or school‑wide events.
    • Individual Student Planning: On‑going systemic activities designed to help students establish personal goals and develop future plans.
    • Responsive Services:
      • Counseling: Programming to meet students’ immediate needs and concerns. Designed to help students resolve academic, career and social‑emotional issues and are delivered through short‑term, individual or small group counseling.
      • Crisis Response: Support and assistance to students navigating critical and emergency situations.
  • Indirect Student Services:
    • Consultation: Strategic information sharing/receiving and planning with families, teachers, other staff and community partners to support student success and remove barriers to achievement and well‑being.
    • Collaboration: Proactive development of authentic partnerships with students, families, educator colleagues, administrators and community partners to support student achievement and remove barriers to success.
    • Referral: Support for students and families to connect them with additional assistance and resources within the school and/or community.
  • Program Management & School Support:
    • Program Management: Program development, resource/material organization, program monitoring, evaluation and refinement. Use of ASCA National Model tools to guide program delivery & communication with key stakeholders.
    • School Support: Participation in school work groups, leadership teams, and/or committees that engage in planning and development activities.
    • Fair Share Responsibilities: The routine ‘running of the school’ responsibilities that all members of the school staff share.

Position Competencies

• High Expectations For Every Student
• Quality Instructional Practice
• Cultural Competence
• Data Proficiency
• Team Collaboration
• Student & Family Engagement
• Resilience & Results Orientation
• Self‑Awareness & Growth Mindset

Minimum Qualifications

• Master’s degree in school counseling. Official transcripts are required for formal employment.
• Wisconsin Department of Public Instruction (DPI) school counselor license (54).
  • Applications are considered on a rolling basis. MMSD must first consider applicants who are fully licensed before considering applicants who are not yet licensed.
  • If you do not already have an active Wisconsin teaching license, you must obtain and maintain the necessary license(s) for the position. An application must be on file within 30 days of starting your employment with MMSD. Failure to do so will result in your contract being voided.
  • The district does not provide financial support for the continued education that is required to achieve the certification. The district does not select or endorse any particular certification program that leads to the required Wisconsin teaching license. An unlicensed candidate can be considered, but they must be hired by a school district in order to apply for a One‑Year License with Stipulations with DPI.
  • For more information about the One Year with Stipulations licensing process: https://dpi.wi.gov/tepdl/licensing/types/license-with-stipulations
  • To search DPI‑approved certification programs: https://dpi.wi.gov/licensing/pathways-licensure

Next Steps

• Upon submitting, your application will be reviewed by the hiring manager. Based on your application materials, a hiring manager may reach out to you to schedule an interview.
• Candidates who have indicated fluency in Spanish and/or Hmong are invited to apply for our bilingual positions as well. If interested in a bilingual position, candidates would be asked to complete reading, writing, and oral language proficiency assessments.

Working Conditions

• Work may require travel to different locations within the district and to off‑site meetings.
• Position may require working evenings, nights, and some weekends.
• Certain positions within the District may allow hybrid work flexibility for a portion of their work schedule, depending on the needs of the position and the work unit. This topic and any remote work flexibility that may be available will be discussed in more detail in the interview process.
• School‑based positions are required to be in‑person unless otherwise directed by the building principal.

Physical Requirements

Ability to work under generally safe and comfortable conditions where exposure to environmental factors is minimal and poses little to no risk of injury. This position requires the ability to lift up to 25 pounds occasionally and may involve walking, sitting, stooping or reaching. Manual dexterity is necessary for completing general tasks while operating office equipment. This position may require being stationary for extended periods of time.

Ability to perform work in a variety of indoor and outdoor environments throughout the year, including in inclement weather, spaces without air conditioning, and areas where temperatures may be uncomfortable or fluctuate rapidly.

Disclaimer

This position description is subject to change at any time. The above job description does not limit the duties and responsibilities listed above as they are intended to describe the general nature and level of work being performed. They are not to be construed as an exhaustive list of all responsibilities, duties and skills required. Employees in this position may be required to perform additional job‑related tasks as directed by the supervisor.

The Madison Metropolitan School District is an Equal Opportunity Employer. We continue to seek a diverse and talented workforce. We encourage veterans, women, people of color, LGBTQIA+, and people with disabilities to apply. Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability, or veteran status. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities.