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Kelly Education is hiring Substitute Guidance Counselors for Upper Adams School District!

Utilizing leadership, advocacy, and collaboration, school counselors promote student success, provide preventive services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students. Provides advice and guidance to students, school administrators, staff, parents and community members. Performs other duties as assigned.

Policy Statement** **:

The Elementary Guidance Counselor is a professional member of the staff who provides support to the administration, teachers, and students in a variety of ways. This person must have a broad background in child development, diagnostic testing, child psychology and counseling as well as general knowledge of the overall educational program.

Duties and Responsibilities with** **:

A. Pupils

1. Provide individual counseling services to the pupil in relation to

his school experience, progress in learning, and interactions with

his environment.

2. Provide group counseling to small groups of pupils with common

needs or problems.

3. Provide guidance and counseling services consonant with pupil

needs and development.

4. Provide guidance and counseling services which minimize crisis

points in the child's educational sequence.

5. Provide counseling services to those pupils who are temporarily

incapacitated by periods of serious emotional stress.

6. Provide support to the principal, as needed, for standardized testing.

7. Administer screening tests for placement into the Gifted Program and

interpret test results to children.

8. Serve as a student advocate both within the school environment and

the outside community.

9. Coordinate and guide students and parents to appropriate social and

counseling services.

10. Participate as needed in multi-disciplinary team meetings to insure

that the student is provided a proper educational program within an

appropriate learning environment.

B. Teachers

1. Provide continuing help to teachers as they seek to meet the needs

of all children. This could include help to the teacher in his

individual contact with pupils, sharing knowledge of child

development, interpreting test results, assessing the individual

child's potential and achievement, and assisting in individualizing

educational programs.

2. Initiate, coordinate, and participate with teachers in conferences

for parents.

3. Assist teachers with the effective use and interpretation of pupil

records and test results.

4. Serve as referral agent or as consultant to the staff members in

effecting proper referral of children with problems beyond the

scope of the school.

5. Provide consultative services to teachers which will facilitate an

optimum learning environment for pupils.

6. Work with staff concerning promotion-retention of pupils and

placement in special schools or classes when necessary.

7. Help teachers plan classroom strategies to assist children who are

having specific difficulties or need alternative learning styles.

8. Assist the classroom teacher in determining the proper placement for children who are/can be mainstreamed into the regular classroom.

9. Aid the teacher in developing behavior modification programs for

students having discipline problems.

10. Work with individuals within the classroom who need special

attention and tend to dominate the regular and special teacher's

time.

11. Work with the teaching staff on an as-needed basis to provide

everyday "in-service" for our professional staff.

12. Serve as a resource person for building self-esteem within the

classroom and school.

C. Administrators

1. Consult in the selection and use of gifted screening tests and the

interpretation of test results.

2. Develop, maintain, and update the elementary guidance curriculum.

3. Serve as a resource person in cooperation with other staff members

in the organization of a guidance program that is continuous

throughout the school system, and is integrated with a program of

pupil-personnel services.

4. Share with administrators the information about incipient or

potential social and emotional problems.

5. Assist in a continual evaluation of the elementary guidance

program including follow-up of students as they make the

transition to the secondary level.

6. Coordinate the articulation of pupils from the elementary to the

secondary schools.

7. Assist in the development of alternative approaches in discipline and

behavior modification.

8. Participate on I.S.T and RTIi teams as deemed appropriate by the

principal.

9. Serve as a resource person who can coordinate and work with the

various social, counseling, and mental health agencies to insure

a continuous program for all students K-12.

11. Help communication between home and school to insure that the

overall process from identification to graduation is coordinated.

12. Assist the administration in gathering data and making decisions

about special education.

15. Assist the Special Education Advisory Council member and the

district superintendent in the coordination of the special education

program.

D. Pupil Personnel Services

1. Work cooperatively with all other school personnel for the most

effective personal growth and development of students.

E. Parents

1. Provide individual counseling to the parent in relation to the

pupil's school experience and factors related to his academic

progress.

2. Provide information about available guidance and counseling

services and community resources.

3. Provide information and orientation to parents concerning

future educational alternatives which are available for pupils.

4. Interpret test results to parents.

F. Community

1. Work cooperatively with representatives of community services in

the pupil's behalf.

2. Assist the school staff in interpreting the school program in the

community.

Supervision Received and Exercised** **:

He/she is directly responsible to the building principal.

The elementary guidance counselor shall establish lines of communication and cooperation with the following personnel:

1. Central Office

2. Building Principals

3. Professional Staff

4. Students

5. Parents

6. Community

7. Outside Agencies

**MINIMUM QUALIFICATIONS** :

**Education, Training, and Experience** :

Graduation from an accredited college or university with a master’s degree in School Counseling.

**Licenses and Certificates** :

Possession of, or eligibility for, a Pennsylvania Certificate with an endorsement in Counseling is required.

**Knowledge, Skills, and Abilitie** s:

+ Knowledge of the principles and practices of school counseling.

+ Knowledge of curriculum.

+ Knowledge of effective instructional techniques.

+ Knowledge of instructional materials and equipment.

+ Knowledge of the ASCA National Model.

+ Knowledge of and skill in data analysis.

+ Demonstration of outstanding written and oral communication skills.

+ Demonstration of strong leadership and human relations skills.

Next steps:

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