Counselor

Position starting: August 1, 2024
FTE: 1.0
One year contract
Location: TBD
Hiring Manager: Melissa Bostwick
email: mbostwick@alpinedistrict.org
phone: 385-226-9190
   
Elementary Counselor   
Job Description

The Elementary Counselor works under the direction of the school principal and Directors of Student Services. Elementary counselors implement a comprehensive elementary counseling program and carry out the core counseling competencies (described below). Elementary Counselors provide support for systems of intervention at the elementary level. The counselor contract is 195 days at 8 hours/day. Elementary Counselors attend monthly district and counselor PLC meetings. 
School Counselor Competencies (Defined by Utah Board Rule R277-464, adapted from USBE Implementation Guide, and from ASCA “The Role of a School Counselor” Elementary, Middle School, High School)

• Collaborative Classroom Instruction - Teaching classroom lessons based on the Utah College and Career Readiness Mindsets and competencies, the District SEW Framework, and District supported solutions for Social Emotional Well-Being (Mind Up, Pure Edge, RULER).
• Systemic Approach to Dropout Prevention - Collaborating with families, teachers, administrators, and the community for student success, advocating for all students at student-focused meetings (SST, IEP, 504, etc.). Analyzing data to identify student needs, issues, and challenges and working under the direction of administrators to improve equity and access, attainment, achievement and opportunities for all students.
• Social and Emotional Supports - short term individual counseling, small group counseling, and crisis response, as well as implementation of suicide prevention programs. 
• Career Exploration and Development  - At the elementary level, school counselors provide opportunities for students to establish a foundation in college and career readiness. This includes student development in early awareness, exploration, knowledge, and skills necessary to fully participate in a K-12 Plan for College and Career Readiness (CCR) process. 

Duties and Responsibilities
Collaborative Classroom Instruction: 

• Provide classroom lessons to support social and emotional well-being based on: 
  • District frameworks 
  • Climate, Culture, and Connection Survey
  • School improvement plan & needs (Coherence Map)
  • District supported solutions for SEW
    • Specific classroom lessons (usually at the request of principal or teacher)
    • Tiered instruction based on school-wide data
• Implement appropriate interventions and extensions such as:

 
Dropout Prevention:

•  Participate and provide support with school-wide teams directed by administration
  • Intervention teams (SIT, SST, PBIS etc.)
  • Suicide prevention team
  • SEW Team
  • Service provider PLC

 
Social and Emotional Supports: 

• Provide professional assistance and counseling support to students or small groups of students during times of transition, heightened stress, critical change or other situations impeding student success (school counselors do not provide therapy or long-term counseling in schools).

• Recognize and respond to student mental health needs and assist students and families seeking resources.

• Implement schoolwide suicide prevention group (Stand4Kind, Hope Squad)
• Crisis response support

 
Career Exploration and Development 

• Fosters a college and career readiness culture for students by planning career exploration activities. 
• In the elementary setting, counselors provide opportunities for career exploration through Tier 1 instruction. 

 
 Qualifications

• Master’s Degree in School Counseling with current USBE professional license in school counseling
• High levels of confidence in interpersonal skills, collaboration, coaching and mentoring
• Ability and experience consulting with administrators, teachers, parents, and other professionals about student concerns, prevention and intervention strategies
• Experience facilitating groups, public speaking, and conflict resolution
• Experience in working with students directly in addressing a wide range of student behaviors
• Knowledge and expertise in implementing a high functioning counseling program in an elementary setting