Position:
High School Counselor

Job Summary:
Operating under the general direction of the assigned building leader and the Coordinator of School Counselors this position functions as a District representative working to empower all students to acquire academic, social/emotional, and career competencies within the D51 Learning Model. School Counselors provide supports that include education, prevention, and intervention activities guiding students through important developmental periods. Middle School and High Counselors oversee the student Master Scheduling needs of their building(s). Employee conducts school-based, group, and individual assessments identifying gaps in achievement, attendance, and through discipline records, those students that will benefit from school counseling opportunities and resources. In addition, this position will also oversee a variety of applicable operational duties including developing supporting materials and resources, managing record keeping and reporting obligations, overseeing student support wrap-around efforts, and collaborating with site leaders on Teacher support needs.

Essential Duties and Responsibilities:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The School Counselor provides an overarching knowledge regarding the District’s Multi-Tiered Support Services (MTSS), current Career Technical and Engineering (CTE) and post-secondary options, workforce readiness needs, and the ASCA framework. School Counselors work in collaboration with multi-disciplined teams to guide students in level appropriate career exploration and planning, providing for their building’s response to crises, and implementing systems support for colleagues and students. Expectations include championing the District-wide vision for a commitment to high expectations and for the success of all students with a sensitivity to cultural and social trends.

Programming, Supports & Delivery:
School Counselors draw on the tools and examples as outlined in the American School Counselors Association’s (ASCA) Mindsets and Behaviors for Student Success in order to provide programming that promotes students’ academic, career, and social/emotional growth. The High School Counselor works with students as they transition into adulthood, postsecondary education, and the work world as students begin exploring and defining their independence. Counselors must balance their programming delivery methods accommodating cultural differences and varying learning styles as they work with school staff, parents, and students to maintain a safe and respectful learning environment.
Operating in the domains of academic development, career/interests exploration and social emotional development the High School Counselor focuses their school counseling program based on the school’s academic, attendance, and discipline data. Counselors hold an expectation to conduct assessments and provide services via a variety of technologies allowing for both on-line and in-person engagement. There is an expectation to implement a Counseling Program that is flexible to students’ unique needs providing a spectrum of direct and indirect services as outlined below:

Direct Services:

• Instruction – High School levels begin with teaching a school counseling curriculum to help students evaluate the strengths, skills and abilities. The Counselor continues to nurture cultural and social awareness for high school students’ providing advisement on the use of technology as a tool to further their academic and career goals but also in understanding how to safely and appropriately use technology in their self-expression and the possible impacts of technology-misuse. Counselors introduce and guide purposeful course scheduling as High School students strive to make concrete and compound decisions as they navigate parental and peeer pressures. In support of students’ varied academic pathway choices, the Counselor champions each student’s relevant exploration of resources, options, and addressing any barriers to learning.

• Appraisal & Advisement – Counselors use a variety of engagement tools with High School students as they face high-stakes testing, the challenges of college admissions, scholarship and financial aid processes and entry into a competitive job market. The School Counselor brings a wealth of knowledge regarding vocational, academic, and work-based pathways and advocates for and provides students a method to navigate High School’s educational courses and program selection with purpose. In addition, the HS Counselor is often the school’s primary Suicide Risk Screener conducting initial assessments and collaborating with our Crisis Response Team and School Counselor Coordinator.

• Counseling – Overall student counseling needs are growing and the School Counselor has an important role working to provide a blend of prevention and intervention services. Secondary Counselors design, develop, and deliver focused counseling services whereby students can maximize skills and functioning in scheduling, truancy, study habits, and life adjustments. They also provide short-term professional solution oriented and focused counseling support to students in classrooms, large and small groups, or individually to students overcoming social, emotional, behavioral, or other personal issues affecting their educational or vocational performance. Responding to student mental health needs and assisting students and families seeking mental health resources are services increasingly with High School Counselors and accessing the District’s Multi-Tiered Support Services (MTSS) as appropriate is an expectation.

Indirect Services:

• Using emerging evidence-based counseling theories curricula and activities to accomplish objectives, the School Counselor shares current strategies that support students with parents, staff, administrators, and other educators. These activities may include for example – in-service trainings or family workshops on a trending topic.

• HS School Counselors collaborate and work within teams with staff, family, and community agencies all working to support student achievement and their social/emotional learning. Counselors work directly with parents/guardians and administrative staff to resolve a students’ behavioral, academic, and other challenges. Working with Crisis Response Teams to provide appropriate intervention strategies, including Suicide Risk assessments to meet the emergent needs of individuals, a group, or the school community.

• Employees in this position have an active role in the development and implementation of age appropriate Professional Learning for SEL in collaboration with other staff. They collaborate to support students and families with links to district or community resources for additional information or assistance and in understanding the limits of school counseling and how district services are provided. Counselor’s may facilitate meetings with parents and guardians to determine students’ individual needs, progress and/or to access additional counseling supports. In addition, this role serves as the school’s primary point person for a student’s wrap-around plan of services, the Counselor keeps the team informed of progress and needed changes as appropriate.

Master Scheduling:
Middle and High School Counselors are the responsible party for each school’s Master Schedule. School’s with multiple Counselors collaborate as a team to ensure their course scheduling’s fidelity and data veracity. This continuous process also requires knowledge of other District processes like systemic staffing and school of choice and how student scheduling is affected. Counselors work with building leadership to sync the number of courses offered with staffing capacity. Counselors within the same school may share or be assigned all students within a school and each Counselor advocates for a system that best supports their students. Expectations and the general tasks under Master Scheduling are outlined in the table below:

Planning and Assessment:
In addition to individual and small group assessments the School Counselor addresses the school’s needs more globally through the collection and analysis of data to identify gaps in achievement, attendance, and through discipline records those students that will benefit from school counseling opportunities and resources. In conjunction with peer staff, teachers, and building administrators this employee develops and communicates the baseline data collected and annual outcome goals for achievement, attendance, and discipline. Counselors also monitor the effectiveness of services and support the District’s unified curriculum plan. Expectations include implementing intervention actions plans that are aligned with the established goals, on-going student assessments, and aligned with school improvement plans as appropriate.

Administrative duties include creating and maintaining timely updates to student records such as the Suicide Risk Screener and work or participation in the MTSS efforts and according to federal, state, and District laws, policies, and procedures. Counselors hold an expectation to assist teachers to recognize the contributions of diverse groups and how to foster success for all students regardless of gender, sex, and/or disability. In addition, Employee provides reporting and data as requested leading and/or participating in meetings, workshops and seminars with responsibilities to remain up to date on research based counseling best practices and current trends/research.

Qualifications:

• Master’s degree in school counseling required including Council for Accreditation of Counseling & Related Educational Programs (CACREP) coursework required for certification or licensure*
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
• (Acceptable education and experience equivalent will be at the sole discretion of the District

LICENSES, REGISTRATIONS or CERTIFICATIONS:

• Criminal Background check required for hire;
• Valid Colorado driver’s license or valid Colorado Identification required.
• Current valid Colorado Special Service Provider License with School Counseling endorsement required;

OR

• Individuals meeting all three of the following may qualify for an interim authorization with a school counselor endorsement:
• Minimum of a Master’s degree in clinical counseling domain (e.g. mental health, clinical counseling, social work etc.),
• Valid LPC counseling license or social work (LSW, LCSW) issued by the Colorado Department of Regulatory Agencies (DORA),
• Minimum of three years documented experience as a licensed clinical counselor or social worker.

Salary & Benefits:
Counselor Base Pay Salary Schedule Range:
$43,665 - $88,001 based on one (1) FTE at one hundred eighty eight (188) days.

Hiring Range for External Candidates:
$43,665 - $56,484.21

• Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits