Title of Position:                                

Long Term Substitute School Adjustment Counselor - Whitcomb Middle School                                                

 

Organizational Relationship or Line of Authority:                         

Reports to the Building Principal and Assistant Superintendent of Student Services and Equity

 

Work Year: 

2024-25 School Year

 

Anticipated Dates of Employment:

December 4, 2024 - March 11, 2025

 

Compensation: 

$200 per day

 

 

Job Summary: 

School adjustment counselors provide direct service through individual and small group meetings as well as indirect support through collaboration and consultation with colleagues across disciplines including administrators, teachers and student support providers.  School adjustment counselors support students and families on their caseload in meeting social/emotional needs and play an integral role with student support colleagues to connect students and families to a variety of support structures in and out of school, including but not limited to referrals to therapists, psychiatrists and other critical services. 

 

Statement of Duties: 

• Provide direct service to students with mental health behavioral/social needs as identified through a referral process that may include the teacher, parent, or school administration.
• Demonstrate sound knowledge and understanding of professional area and delivery by consistently engaging students in academic, behavioral, and social/emotional learning experiences through the use of educational and/or clinical practices that enable students to acquire knowledge and skills.
• Consult with teachers and administration regarding mental health, behavioral management and social functioning; assist teachers with social/emotional support within the classroom.
• Share with appropriate colleagues (e.g., classroom teachers, administrators, and professional support personnel) conclusions about student progress and seeks feedback from them about practices that will support improved student learning and/or development.
• Promote student education on emotional regulation, wellness strategies, personal conflict resolution skills and social development.
• Accommodate differences in student learning styles, needs, interests, and levels of readiness, including those of students with disabilities and English learners.
• Provide risk reduction preventative & prosocial skill based support.
• Advocate for and support parental involvement in their child’s education process.
• Based on assessment results and/or other data, provide descriptive feedback and engages students and families in constructive conversation that focuses on student growth and improvement.
• Make proper referrals to community agencies to assist with student and family needs
• Communicate with parents to create, share, and/or identify strategies for supporting learning and development at school and home.
• Refer students with significant safety risks to Psychiatric Emergency Services (PES)
• Team leader of Child Abuse Review Team (CART)
• File (51A) reports
• Develop or contribute to the timely development of well-structured plans with measurable outcomes that respond to all relevant individual student needs, and include supports that enable students to meet the goals or objectives of the plan.
• Effectively collaborate with colleagues through shared planning and/or informal conversation in such work as: analyzing student performance and development and planning appropriate interventions at the classroom or school level.
• Regularly provide appropriate advice and expertise that is customized to support general education teachers and other colleagues to create appropriate and effective academic, behavioral, and social/emotional learning experiences for students for whom responsibility is shared.
• Building Equity Team member—Following the guidelines set forth in the district-wide Civil Rights Policy
• Attend district wide, school-based meetings, training and professional development.
• Assist in school–wide community service learning projects.
• Liaison to DCF, Human Services & Mental Health providers; McKinney Vento.
• Team member of monthly students-at-risk meetings; attend Instructional Support Team (IST), Individual Education Plan (IEP) and 504 meetings as appropriate.
• Provide Crisis Intervention Services for school based and district wide situations.
• Design and administer assessments and/or collects data to measure student learning, growth, and/or development through a variety of methods, including informal and formal assessments and common interim assessments where applicable.
• Demonstrate sound judgment reflecting integrity, honesty, fairness, and trustworthiness and protects student confidentiality appropriately.
• Perform all other duties as assigned by building principal.

 

Qualifications Required:           

• Masters Degree in counseling, psychology or social work preferred
• DESE Massachusetts School Social Worker/School Adjustment Counselor license preferred
• Bilingual in Spanish or Portuguese preferred
• LISCW or LMHC preferred
• Successful experience as a counselor, school adjustment counselor or clinical social worker and involvement in providing direct therapeutic treatment.
• Excellent interpersonal skills
• Experience working collaboratively with teachers, administrators, support staff, parents/community and outside agencies.
• Flexible, timely and comfortable working in a fast-paced environment
• Ability to maintain confidentiality
• Demonstrate ability to communicate effectively, verbally and in writing
• Familiarity with Google Docs and Aspen is a plus
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

 

Skills and Abilities Necessary:

• Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
• Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
• Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.
• Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made and asking questions as appropriate.
• Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
• Service Orientation — Actively looking for ways to help people
• Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solving problems.
• Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job
• Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations

An Equal Opportunity Employer:
It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, and sexual orientation, gender identity, age or disability in its education programs, services, activities or employment practices.