SEL School Counselor (Middle School)
- Employer
- Waterbury Public Schools
- Location
- Waterbury, CT, US
- Salary
- Competitive
View more
- Job Category
- Support Staff, School Guidance Counselor
- Grade Level
- Middle School
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Position Type:
Student Support Services/ School Counselor
Date Posted:
1/21/2021
Location:
Districtwide
Date Available:
Immediate
Closing Date:
Until Filled
Additional Information: Show/Hide
JOB CLASSIFICATION TITLE BARGAINING UNIT CLASSIFICATION
SEL School Counselor Waterbury Teachers' Association CEA-NEA
DEPARTMENT REPORTS TO
Student Support Services Receives administrative direction from the
Principal or other administrative official of a
higher grade
INCUMBENT NAME FLSA DESIGNATION
Exempt
PART I - SUMMARY OF CLASSIFICATION
The SEL Counselor focuses on promoting the Social-Emotional Wellness of students and an overall safe school environment. The SEL Counselor will work closely with students to affect positive self-awareness and social awareness, self-management and relationship skills, and responsible decision making and promote the tenets of the school's Positive Behavior Intervention Support (PBIS) system. The SEL Counselor will work closely with the school counseling and teaching staff to promote social-emotional learning and mindfulness activities at the Tier 1 level. The SEL Counselor is accountable for providing social, emotional, and behavioral resources and intervention supports in order to improve student behavior, self-regulation, academic engagement, and the general school climate.
The SEL Counselor will provide Tier 2 intervention with at-risk students as well as the de-escalation of immediate crisis situations, including the use of restorative techniques and mediations. The SEL Counselor will collect and analyze data pertaining to students and school-wide patterns (including student attendance and engagement data, behavior referrals, and collaboration with staff) to identify at-risk students and respond to data trends.
The SEL Counselor must display a mission-driven, unwavering belief in the potential of all students and their ability to impact student well-being and achievement.
PART II - QUALIFICATIONS
Required:
A Master's Degree from an accredited college or university in education, behavioral science, human services, psychology, or closely related field may be substituted for two (2) years of the General Experience.
School Counselor Certification issued by the CT State Department of Education (068)
Connecticut requirements for certification as a School Counselor
Continuing education requirements of a Certified School Counselor
Preferred:
Certification in Physical Management Training Procedures.
Experience with Restorative Practices and Techniques
Experience in an urban school district and/or multi-cultural environment
Experience working with behavioral resources and the intervention of adolescents in a middle school environment.
PART III - KNOWLEDGE & SKILLS (The following identifies the primary and essential functions of the position and is not intended to be an exhaustive list of all duties and responsibilities).
ESSENTIAL SKILLS
Student-focused: Works effectively with diverse populations and with successful implementation of classroom based positive behavior management strategies.
Evidence-based and Data-driven: Uses data and other evidence to make decisions about research based practices and positive behavior support strategies
People-oriented: Establishes positive and productive relationships through flexible collaboration with administrators, teachers, students, and families.
Critical thinker and decision-maker: Analyzes information and organizes thinking to solve problems and make decisions that are aligned with strategic goals.
Communication: Effective and articulate verbal and written communication skills.
Technical ability: Employs digital-age work and learning through current and emerging digital tools. Uses 21st century skills: Infuses instruction with opportunities for collaboration, problem-solving, and information literacy.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
PART IV - POSITION SUPERVISES
The SEL counselor will supervise students.
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work (20-50 lbs.)
X
Climbing
X
Heavy Work (50-100 lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to a Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
Student Support Services/ School Counselor
1/21/2021
Districtwide
Immediate
Until Filled
JOB CLASSIFICATION TITLE BARGAINING UNIT CLASSIFICATION
SEL School Counselor Waterbury Teachers' Association CEA-NEA
DEPARTMENT REPORTS TO
Student Support Services Receives administrative direction from the
Principal or other administrative official of a
higher grade
INCUMBENT NAME FLSA DESIGNATION
Exempt
PART I - SUMMARY OF CLASSIFICATION
The SEL Counselor focuses on promoting the Social-Emotional Wellness of students and an overall safe school environment. The SEL Counselor will work closely with students to affect positive self-awareness and social awareness, self-management and relationship skills, and responsible decision making and promote the tenets of the school's Positive Behavior Intervention Support (PBIS) system. The SEL Counselor will work closely with the school counseling and teaching staff to promote social-emotional learning and mindfulness activities at the Tier 1 level. The SEL Counselor is accountable for providing social, emotional, and behavioral resources and intervention supports in order to improve student behavior, self-regulation, academic engagement, and the general school climate.
The SEL Counselor will provide Tier 2 intervention with at-risk students as well as the de-escalation of immediate crisis situations, including the use of restorative techniques and mediations. The SEL Counselor will collect and analyze data pertaining to students and school-wide patterns (including student attendance and engagement data, behavior referrals, and collaboration with staff) to identify at-risk students and respond to data trends.
The SEL Counselor must display a mission-driven, unwavering belief in the potential of all students and their ability to impact student well-being and achievement.
PART II - QUALIFICATIONS
Required:
Preferred:
PART III - KNOWLEDGE & SKILLS (The following identifies the primary and essential functions of the position and is not intended to be an exhaustive list of all duties and responsibilities).
- Knowledge of biological, cognitive and social-emotional development of adolescents stages;
- Knowledge of child development; Knowledge of puberty, cognition, morality, identity, relationships, school, work and culture of adolescents;
- Knowledge of and ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS), Scientific Research Based Interventions (SRBI), and Restorative Practices;
- Knowledge of relevant Board of Education policies and District administrative procedures;
- Knowledge of specific disabilities and familiarity with common children's mental health disorders, as well as specific strategies/interventions to use in the classroom or other school setting;
- Knowledge of applicable local, state, and federal rules, requirements and laws, including due process and Individuals with Disabilities Education Act (IDEA), and interventions regarding the education of special needs students;
- Considerable interpersonal skills and relations, especially regarding working as a member of a team;
- Critical thinking and problem solving skills; Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to define problems, collect and analyze data, establish facts, and draw valid conclusions.
- Excellent organizational skills;
- Oral and written communications skills; Ability to write reports, document discussions and meetings, and communicate general correspondence. Ability, both orally an in writing, to present information effectively and respond appropriately to questions and concerns from individuals and groups of educators, administrators, parents, students, and the general public. Ability to always communicate using correct grammar.
- Ability to facilitate group interaction;
- Ability to mediate and resolve conflict;
- Ability to utilize computer software;
- Ability to work with individuals from diverse backgrounds.
- Ability to plan and implement lessons based on corporation and school objectives and student needs and abilities.
- Ability to build trusting relationships and connections with students to promote a safe school environment.
ESSENTIAL SKILLS
Student-focused: Works effectively with diverse populations and with successful implementation of classroom based positive behavior management strategies.
Evidence-based and Data-driven: Uses data and other evidence to make decisions about research based practices and positive behavior support strategies
People-oriented: Establishes positive and productive relationships through flexible collaboration with administrators, teachers, students, and families.
Critical thinker and decision-maker: Analyzes information and organizes thinking to solve problems and make decisions that are aligned with strategic goals.
Communication: Effective and articulate verbal and written communication skills.
Technical ability: Employs digital-age work and learning through current and emerging digital tools. Uses 21st century skills: Infuses instruction with opportunities for collaboration, problem-solving, and information literacy.
PART IV - ESSENTIAL FUNCTIONS
The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.
- Work with school level teams and staff to implement evidence-based interventions to affect positive social, emotional, and behavioral changes in students.
- Collaborate and coordinate with administration in the early intervention of behavioral and engagement issues and de-escalation of students in crisis
- •Review and respond to level 1 and 2 referrals
- Implement the Safe School and Positive Climate Handbook
- Work with all constituents to promote social-emotional wellness and skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
- Provide students with strategies and skills to meet expected behavioral and academic requirements
- Review and report on referrals, bullying, and other data.
- Respond to and de-escalate crisis situations involving student(s), including the use of restorative techniques and mediations.
- Incorporate PBIS standard and framework into classroom and individual behavioral management strategies and recommendations
- Support implementation of Tier I Culturally Responsive - Positive Behavior Interventions and Supports within assigned schools. This includes the use of data to inform prevention and intervention practices.
- Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
- Participate in building level teams and/or grade level meetings, as appropriate.
- Comply with all safety policies, practices and procedures; report all unsafe activities to supervisor and/or Human Resources.
- Advocate for the potential of each student.
- Address negative student behaviors and assists students with altering their behavior;
- Assist in implementing behavioral education plans;
- Assist students in participating in general school activities and is responsible for safety and personal conduct of students;
- Communicate policies and protocols to families and staff;
- Encourage the improvement in student attitude and behavior, school atmosphere, academic performance and personal growth;
- Explore ways to engage students to effect positive attitudes and self-control of behavior;
- Instills collective values and encourages behavior that is acceptable for the classroom and school environment;
- Maintain logs and prepares timely accurate reports regarding incidents and progress to adjust behaviors;
- Participate as a member of the school's interdisciplinary team;
- Promote and facilitates peer support groups;
- Uses restorative techniques and disciplinary action to stimulate reflection and learn about consequences;
- Works with school staff and parent or guardian of student;
- Perform other duties as assigned by the building principal
PART IV - POSITION SUPERVISES
The SEL counselor will supervise students.
PART V - WORKING CONDITIONS, PHYSICAL AND MENTAL REQUIREMENTS
Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.
Frequency: Place an "X" in each box that is appropriate to your job.
NEVER (N)
OCCASIONALLY (O)
FREQUENTLY (F)
CONSTANTLY (C)
0 % of Shift
1-33% of Shift
34-66% of Shift
67-100% of Shift
Working Conditions
N
O
F
C
Working Conditions
N
O
F
C
Physical Demands
Depth Perception
X
Standing
X
Color Distinction
X
Walking
X
Peripheral Vision
X
Sitting
X
Driving
X
Lifting
X
Physical Strength:
Carrying
X
Little Physical Effort (-10 lbs.)
X
Pushing
X
Light Work (-20 lbs.)
X
Pulling
X
Medium Work (20-50 lbs.)
X
Climbing
X
Heavy Work (50-100 lbs.)
X
Balancing
X
Very Heavy Work (100+ lbs.)
X
Stooping
X
Environmental Conditions
Kneeling
X
Cold (50 degrees F or less)
X
Crouching
X
Heat (90 degrees F or more)
X
Crawling
X
Temperature Changes
X
Reaching
X
Wetness
X
Handling
X
Humidity
X
Grasping
X
Extreme Noise or Vibration
X
Twisting
X
Exposure to Chemicals
X
Feeling
X
Exposure to Gases and Fumes
X
Talking
X
Exposure to Unpleasant Odors
X
Hearing
X
Exposure to bodily fluids
X
Repetitive Motion
X
Exposure to dampness
X
Hand/Eye/Foot Coordination
X
Confinement to a Small or Restricting Area
X
Visual Acuity/Near
X
Mechanical Hazards
X
Visual Acuity/Far
X
Physical danger or abuse
X
The above statements are intended to describe the general nature and level of work being performed by the employee assigned to this position. They are not to be construed as an exhaustive list of all job responsibilities and duties performed by personnel so classified.
Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.
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