WARREN COUNTY PUBLIC SCHOOLS

JOB TITLE: School Counselor                            LOCATION:  All Schools

JOB CATEGORY: Licensed/Professional                               PAY GRADE:   Grades 1-5

FSLA: Exempt                                                                   IMMEDIATE SUPERVISOR: Building Administrator(s)                                                                                                                                                                                                

GENERAL DEFINITION AND CONDITIONS OF WORK

Provides  a  comprehensive  guidance  and  counseling  program  for  students  at  the  elementary  level. Provides services to promote the social and emotional development as well as the academic and career development of each student.  Consults with teachers, parents, and staff to enhance their effectiveness in helping students’ educational, social, personal, and career development; provides appropriate support to the total school program.

ESSENTIAL FUNCTIONS/TYPICAL TASKS

The minimum performance expectations include, but are not limited to, the following functions/tasks:

• Maintains and respects confidentiality of student and school personnel information, while maintaining the safety and welfare for all students and staff members;
• Follows federal,  state,  and  local  laws,  regulations,  and  policies  regarding  children’s  educational welfare;
• Reports any pertinent information to the proper authorities in cases of child endangerment, neglect, or abuse;
• Meets and instructs the students(s) in assigned locations and at the designated times;
• Provides individual, school­related  counseling  to students  who refer  themselves  or  are referred  by parents, teachers, or administrators;
• Provides small group counseling as needed for all grade levels on developmental or problem­centered issues;
• Designs coherent instruction based upon knowledge of subject matter, current instructional practices, students, the community, and curriculum goals;
• Prepares for classes assigned and shows evidence of lesson preparation upon request of the building administrator(s);
• Understands that students differ in their learning styles and differentiates instruction to meet diverse student needs;
• Provides new  student  orientation  and  assists  with  adjustment  problems/concerns  as  requested  by building administrator;
• Consults regularly with administrators, teachers, and parents regarding the needs of students;
• Attends Student  Study  meetings  and  offers  suggestions  for  intervention  plans,  as  requested  by building administrator;
• Serves as  a  referral  source  to  parents  and  students  who  need  specialized  services  beyond  those provided by the school;
• Assists with providing mediation services for student conflicts;
• Provides information and training for parents concerning parenting skills and to educate parents about available resources for handling family crises, as requested by building administrator;
• Consults with the teachers of students with whom the counselor is working regarding that student’s needs and/or concerns;
• Works in conjunction with teachers and the receiving counselors to prepare students for the transition to middle school;
• Consults with the teachers of students with whom the counselor is working regarding that student’s needs and/or concerns;
• Promotes effective  public relations  through  communication  with  parents  and  community  members about the counseling program and by offering opportunities for input and review of materials;
• Assists students  by  appraising  their  interests,  aptitudes,  abilities,  educational  achievements,  and personality development;
• Submits and/or reviews referrals to the school psychologist, visiting teacher, and health organizations, as requested by the building administrator(s);
• Assists in  referrals,  in  collaboration  with  the  building  administrator(s),  and  the  psychologist, for specialized services beyond those provided by the school;
• Assists in group sessions with teachers, parents, community resource personnel, and administrators;
• Participates in sessions with teachers and other personnel relative to individualizing instruction;
• Confers with parents, in group or individual sessions, concerning the total school program as it relates to the educational, vocational, and personal development of their children;
• Evaluates the following on a continuous basis: the nature and scope of the guidance services as outlined above;             the functioning of guidance program as an integral part of the total educational program;

• Maintains a positive discipline policy that fosters a safe and positive environment for all students and staff;
• Ensures the adequate supervision of students;  
• Manages classroom procedures to maximize academic learning time during instruction;
• Establishes and maintains rapport with students;
• Motivates students to achieve maximum potential;
• Creates a supportive learning environment for all students that encourages social interaction, active engagement in learning, and self­motivation;
• Takes all  necessary  and  reasonable  precautions  to  protect  students,  equipment,  materials,  and facilities;
• Works collaboratively  with  staff,  families,  and  community  resources  to  support  the  success  of  a diverse student population;
• Works in a collegial and collaborative manner with peers, school personnel,  and the  community to promote and support student learning;
• Models professional, moral, and ethical standards as well as personal integrity in all interactions;
• Provides service to the profession, the division, and the community;
• Complies with and supports school and division regulations and policies;
• Maintains proper boundaries with students at all times, assuring respect for the ethical and legal duties in the staff­student relationship and the essential duty to serve as a role model;
• Provides a good role model of an educated professional in appearance, demeanor, dress and behavior;
• Participates in  curriculum  development  programs,  faculty  committees  and  student  activity sponsorship as required;
• Assumes responsibilities outside the classroom as they relate to school;
• Maintains licensure at the state and/or national level; assumes responsibilities for professional growth and keeps materials, supplies, and skills up­to­date;
• Models non­discriminatory practices in all activities;
• Performs related  duties  as  assigned  by  the  administration  in  accordance  with  the  school/system policies and practices.

KNOWLEDGE, SKILLS AND ABILITIES

Thorough knowledge of the  educational process,  elementary  and special  education principles, practices and  procedures;  thorough  knowledge  of  the  principles  and  methodology  of  effective  teaching  and counseling elementary students; thorough knowledge of school division rules, regulations and procedures; ability to establish and maintain standards of behavior; ability to deliver articulate oral presentations and written reports; ability to establish and maintain effective working relationships with staff, students, and parents.

EDUCATION AND EXPERIENCE

Candidate must be a graduate of an accredited college or university and possess or be eligible to acquire appropriates license(s) and/or endorsement(s) for position as required by the Commonwealth of Virginia and School Board.

SPECIAL REQUIREMENTS

Must demonstrate the professional and personal characteristics necessary for working effectively with students, parents, school personnel and members of the community. Candidate must possess good moral character and is expected to be a role model, in and out of the school.

PHYSICAL DEMANDS/REQUIREMENTS

Duties performed typically in school settings to include: guidance office/classroom, regular classrooms, gymnasium,  auditorium,  and  recreational  areas.  Frequent  walking,  standing,  stooping,  lifting,  up  to approximately  30  pounds,  and  occasional  lifting  of  equipment  and/or  materials  weighing  up  to

approximately 40 pounds may be required. Other limited physical activities may be required.  Occasional travel with students on field trips may be necessary. Vocal communication is required for expressing or exchanging ideas  by means  of the spoken word;  hearing is required to  perceive information  at  normal spoken  word  levels;  visual  acuity  is  required  for  preparing  and  analyzing  written  or  computer  data, determining the accuracy and thoroughness of work, and observing general surroundings and activities; the  worker  is  subject  to  inside  and  outside  environmental  conditions,  noise  and  hazards.  Occasional movement of students by wheelchairs and other mechanical devices may be required.  Regular instruction to special needs  children may be necessary.  Daily personal  and close  contact with  children to provide classroom  management  and  learning  environment  support  is  required.  Regular  contact  with  staff members, administrators, and parents is required. Contact with parents by phone and in person may be necessary. Contact with medical professionals may be required.

EVALUATION

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities by building administrator(s).