Elementary School Counselor Job Opening

Mesa Public Schools is seeking excellent candidates for Elementary School Counselor position at Adams (0.5)/Emerson (0.5) Elementary for the 2019-2020 school year. Applicants must be appropriately certified.

Candidates must complete an on-line application which requires appropriate Arizona certification, valid Arizona fingerprint clearance card, three letters of recommendation, and transcript of credits.

Mesa Public Schools offers competitive wages plus a comprehensive benefits package including health, dental and vision insurance, AZ state retirement and paid sick leave.

JOB TITLE: Elementary School Counselor

REPORTS TO: School Administrator

OVERVIEW:

The position of school counselor prepares all students for high school graduation and success through direct and indirect student services The position is responsible for leadership, advocacy, and collaboration within and without the school to implement a preventative, proactive school counseling program, using the American School Counselor Association (ASCA) National Model (2012). The position will promote student success through the implementation of a comprehensive school counseling program which addresses academic, career, and social-emotional needs of students. The school counselor also contributes to school wide college and career readiness efforts.

QUALIFICATIONS:

• Valid Arizona School Counselor Certification required. Applicants must have on file in the Human Resources Department a copy of the appropriate valid certificate or evidence of eligibility to be appropriately certified by the Arizona Department of Education.
• Valid fingerprint clearance card from the Arizona Department of Public Safety.
• Master’s Degree in School Guidance and Counseling.
• Adherence to the American School Counselor Association (ASCA) standards for school counselors.
• Ability to effectively communicate (verbal and written) with parents and district personnel at all levels.
• Ability to develop and maintain cooperative and effective professional relationships with teachers, administrators, parents, students.
• Ability to work with diverse populations and cultures.
• Thorough understanding of academic requirements that lead to high school graduation.
• Knowledge of college and career readiness strategies and programs as well as postsecondary options.
• Willingness to adapt to change.

PREFERRED QUALIFICATIONS:

• Classroom teaching experience or demonstration of effective classroom instructional practices.
• Prior experience as a school counselor.
• Knowledge of ASCA Mindsets and Behaviors for Student Success
• Experience in college and career readiness work including the knowledge of academic, social emotional, and college and career development.
• Experience with use of technology in research, school counseling program development, management, and delivery.
• Actively involved in school community.

DUTIES AND RESPONSIBILITIES:

• Develop and Manage a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs
• Implement a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs, which monitors student progress and provides personalized support for students who are not on track to graduate within four years.
• Maintain accountability within a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs, including collaboration with the administration and faculty members to regularly make data-informed, evidence-based, counseling decisions.
• Serve as a systems change agent within a comprehensive school counseling program based on the ASCA National Model: A Framework for School Counseling Programs, including the development of evidence-based programming to address the priority college and career readiness needs of the school.
• Spend 80% or more of documented time on direct and indirect services to students. Direct services to students typically include: instruction of core curriculum, group activities promoting academic and social/emotional development, individual student college and career planning, responsive services in individual or small group settings, and crisis response support. Indirect services to students typically include: consultation with parents, teachers, educators, and community organizations; collaboration with educators, parents, and the community in regards to student achievement; and referrals for students and families to school or community resources.
• Spend 20% or less of documented time on program planning and support.
• Support 504 referral, evaluation, and accommodation processes for students in one’s caseload.
• Assist students in crisis situations and refer to district or community resources when appropriate.
• Remain current with federal laws, state statutes, and district policies related to college and career readiness.
• Remain current with postsecondary college and career opportunities and best practices, including changes to college admission and financial aid criteria (especially, but not limited to FAFSA) if applicable.
• Support Special Education team on a case by case basis when needed, including attendance at relevant IEP meetings.

AN EQUAL OPPORTUNITY ORGANIZATION: The district does not discriminate on the basis of race, color, ethnicity, national origin, religion, sex or gender, sexual orientation, disability, age or marital status.