Position Type:
Summer School/Support Staff

Date Posted:
4/20/2022

Location:
Districtwide

Date Available:
07/01/2021

Closing Date:
until filled

PART I - SUMMARY OF CLASSIFICATION

This class is accountable for promoting student success, providing preventive services, and responding to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students.

PART II - MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE

General Experience:

1. Master's degree in counseling or closely related field plus two (2) years of professional level experience working with special education or At-Risk students.

Special Requirement:

1. In addition to the checking of references and of facts stated in the application, a thorough background investigation of each candidate may be made prior to appointment.

B. CREDENTIALS:

C. LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:

1. Employment in this class is conditional upon possession of a valid Connecticut State Board of Education teaching certificate/endorsement(s) appropriate to the teaching assignment.
2. School Counselor - 068 Endorsement.
3. Incumbents in this class may be required to possess and retain a current Motor Vehicle operator's license.

D. CONTINUING EDUCATION REQUIREMENTS:

1. Teachers in this job class must complete all State CEU requirements for re-certification.

E. KNOWLEDGE, SKILLS AND ABILITIES

• Considerable knowledge of core curriculum areas for which the teacher is responsible for instructing, including specialized knowledge in certain fields such as counseling, reading, mathematics, science, business, music, art, languages, and so forth, as appropriate;
• Considerable knowledge of educational philosophy, teaching methods and approaches, and currently researched best practices and strategies;
• Considerable knowledge of the academic and emotional needs of academically talented students and the ability to differentiate lesson plans to meet the needs of those individuals;
• Excellent listening skills;
• Knowledge of child development;
• Knowledge of classroom management techniques;
• Knowledge of instructional technologies;
• Knowledge of learner outcomes;
• Knowledge of learning theory, students' learning styles and needs, both academic and affective, and theories of multiple intelligences;
• Knowledge of multicultural, gender and disability fair curriculum concepts;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Some knowledge of community resources;
• Skill in classroom management and organization;
• Skill in classroom presentation;
• Skill in human relations, mediation, conflict management and interpersonal interactions;
• Skill in maintaining and developing reports;
• Ability and flexibility to interact effectively with students, parents, and other school staff, the administration, and community members of diverse ethnic/racial and socioeconomic backgrounds;
• Ability to adapt teaching styles to diverse student populations;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Intervention (SRBI);
• Ability to communicate effectively, both orally and in writing;
• Ability to evaluate student performance and to present these evaluations in a manner that fosters higher student achievement;
• Ability to multi task and be flexible;
• Ability to plan and implement lesson plans based upon District and school goals, as well as the objectives, needs and abilities of students;
• Ability to provide appropriate instruction in core subjects;
• Ability to utilize computer and multimedia technology, as appropriate;
• Ability to work in a cooperative learning environment;
• Ability to work with individuals from diverse backgrounds.

PART III - POSITION SUPERVISES

1. May direct the work of paraprofessionals.

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.

• Accurately and appropriately interprets and utilizes student data;
• Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services;
• Adheres to laws, policies, procedures, and ethical standards of the school counseling profession;
• Assists all students, individually or in groups, with developing academic, career and personal, social skills, goals and plans;
• Assists students in grade inquiries;
• Assists teachers, parents/guardians and other stakeholders in interpreting and understanding student data;
• Collaborates with parents/guardians and educators to assist students with educational and career planning;
• Collects and analyzes data to guide program direction and emphasis;
• Communicates the goals of the comprehensive school counseling program to education stakeholders;
• Conducts a yearly program audit to review extent of program implementation;
• Consults and collaborates effectively with parents/guardians, teachers, administrators and other educational/community resources regarding students with identified concerns and needs;
• Develops and maintains a written plan for effective delivery of the school counseling program based on State standards and current individual school data;
• Discusses credit requirements and enrollment processes;
• Discusses the comprehensive school counseling program with school administrators;
• Follows up with students working on incomplete coursework;
• Implements an effective referral and follow-up process;
• Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals;
• Maintains current and appropriate resources for education stakeholders;
• Measures results of the school counseling program activities and shares results as appropriate;
• Monitors student academic performance, behavior and attendance and assists with appropriate interventions;
• Participates in professional development activities to improve knowledge and skills;
• Provides advice, guidance and support to students, parents/guardians and other stakeholders;
• Provides appropriate information to staff related to the comprehensive school counseling program;
• Provides direct services through the guidance curriculum, individual student planning and preventive and responsive services and in program management, system support and accountability;
• Provides individual and group counseling to students with identified concerns and needs;
• Provides leadership and collaborates with other educators in the school-wide integration of the State approved curriculum;
• Reports to teachers and administrators on feedback from students;
• Uses available technology resources to enhance the school counseling program;
• Works with students that are experiencing emotional, behavioral, or health related issues;
• May communicate with special education case managers and teachers regarding specific accommodations;
• Performs related duties as required.

?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 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.