COUNSELOR - ES

Metropolitan Nashville Public Schools, Nashville, Tennessee

Date PostedMay 15, 2019
IndustryK-12: Public Schools
Job StatusNot Specified
SalaryNot Specified
Description:
REPORTS TO: Executive Principal & Executive Director of School Counseling Services

GENERAL DESCRIPTION
The Elementary School Counselor holds a certified position that provides comprehensive counseling services in grades PreK-4 based on team/grade level as assigned by the principal. The ES counselor must manage, analyze, and utilize data from Infinite Campus, Data Warehouse, and other district SIS databases to meet school improvement goals and students’ academic, career and social-emotional needs. The job requires a person that is responsible, reliable, dependable and who understands the imperative to ensure that students’ transcripts, records, schedules, academic, college, and career plans are accurate and lead to successful transition to middle school. In addition, the ES counselor must have excellent customer service and communication skills.

PRIMARY DUTIES:This list represents the essential tasks performed by the position. Employees may be assigned additional duties by management as required.

Delivers comprehensive counseling services, activities, programs, and interventions critical to the academic, career, and personal/social development of all students.

Supports district and school improvement goals for student growth and achievement, and college and career readiness including the five characteristics of a elementary school student.

Knowledgeable in state and district graduation requirements.

Informed in the MNPS Academy structure at the high school level.

Develops a written, annual plan which is data driven and includes measurable goals which are appropriately scoped and sequenced based on the needs of the school and students.

Completes program accountability documents as assigned by the Office of School Counseling.

Utilizes the Early Warning Indicators to implement targeted interventions for at-risk students.

Administers needs assessments regularly to identify and prioritize school and student needs.

Advocates and intervenes on behalf of each student whose immediate needs, concerns, or problems are distracting or impeding his/her academic, career, and/or personal/social development.

Supports district strategic plan including initiatives and programs to address student needs (i.e. HERO liaison, SEL, PBL, Olweus, PBIS, cluster support meetings, etc.)

Enters data on the Supports and Intervention page after student contacts.

Consults and collaborates with school system specialists such as school psychologists, social workers, behavior analysts, truancy specialists and nurses; consults with and refers to community-based resources including psychologists, psychiatrists, physicians, service agencies, and others.

Actively increases student participation in advanced academic courses.

Aligns college and career readiness initiatives to the NOSCA college and career readiness competencies for the elementary tier.

Collaborates with early learning centers and middle school personnel to ensure a smooth transition from tier to tier.

Provides orientation activities for incoming students and parents.

Informs students and parents of tests results and their implications for educational and career planning.

Conducts structured, goal-oriented counseling sessions to meet the identified needs of individuals and groups of students.

Plans and conducts staff development programs and activities as well as educational programming for parents and community stakeholders.

Demonstrates program accountability using data to document the results of strategies and interventions that are used to improve student academic performance.

Partners with administrators, teachers, students, parents, and the community to remove barriers to student success and to close the achievement gap.

Uses the skills of leadership, advocacy and collaboration to create systemic change to improve the academic success of all students.

Protects confidentiality of records and information about students and staff. Must use discretion and adhere to all state laws and district policies when sharing any such information.

Understands and follows oral and written directives accurately, timely, and with a positive attitude.

Ensures accuracy of input and output data.

Always meet schedules and timelines.

Performs related duties as assigned for emergency and/or crisis procedures; serves on the district crisis team when needed.

Attends trainings as needed to learn new procedures or increase ability in use of data, technology, and other district initiatives.

Displays the highest ethical and professional behavior in working with students, parents, school staff, and outside agencies associated with the school. Serve as a role model for students and staff demonstrating positive attitudes, appropriate attire and grooming, arriving on-time to work/meetings and maintaining an effective work ethic.

Readily reacts to change in a positive manner.

Pursues professional growth by attending state and district workshops/conferences; keeps abreast of new information, innovative ideas and techniques.

Performs other duties as assigned by school administrator or Executive Director of School Counseling.


Tennessee State Law
[Acts 1984 (1st E.S.), ch. 1, § 1; 1999, ch. 367, § 1.]

GENERAL RESPONSIBILITIES, REQUIREMENTS, AND IMPACTS



DATA RESPONSIBILITY: “Data Responsibility” refers to information, knowledge, and conceptions obtained by observation, investigation, interpretation, visualization, and mental creation. Data are intangible and include numbers, words, symbols, ideas, concepts, and oral verbalizations.

School counselors will manage and analyze data from Infinite Campus, Data Warehouse, and other district data systems that provide information impacting student achievement and student success.

PEOPLE RESPONSIBILITY: “People Responsibility” refers to individuals who have contact with or are influenced by the position.

School counselors will exhibit a personality that demonstrates interpersonal skills to relate well with students, parents, and school staff in a friendly, professional manner.

MATHEMATICAL REQUIREMENTS: “Mathematics” deals with quantities, magnitudes, and forms and their relationships and attributes by the use of numbers and symbols.

School counselors will possess the ability to perform basic mathematical calculations. School counselors will possess the ability to analyze data looking for trends and patterns in relation to information, communication and achievement gaps.

COMMUNICATIONS REQUIREMENTS: “Communications” involves the ability to read, write, and speak.

School counselors will maintain effective communication with students, parents, teachers and administrators.

COMPLEXITY OF WORK: “Complexity of Work” addresses the analysis, initiative, ingenuity, creativity, and concentration required by the position and the presence of any unusual pressures.

School counselors will develop a school-counseling program that is comprehensive in scope, preventative in design and developmental in nature, aligned to district and school improvement goals.

IMPACT OF DECISIONS: “Impact of Decisions” refers to consequences such as damage to property, loss of data or property, exposure of the organization to legal liability, or injury or death to individuals.

School counselors make decisions with a high level of impact on promotion, graduation.

EQUIPMENT USAGE: “Equipment Usage” refers to inanimate objects such as substances, materials, machines, tools, equipment, work aids, or products. A thing is tangible and has shape, form, and other physical characteristics.

School counselors will use equipment and technology to access data necessary to perform their primary duties.

SAFETY OF OTHERS: “Safety of Others” refers to the responsibility for other people’s safety, either inherent in the job or to assure the safety of the general public.

School counselors will comply with MNPS safety rules and regulations.


EDUCATION AND EXPERIENCE REQUIREMENTS




EDUCATION REQUIREMENTS: “Education Requirements” refers to job specific training and education required for entry into the position.

This position requires Tennessee State Certification/License in school counseling.

EXPERIENCE REQUIREMENTS: “Experience Requirements” refers to the amount of work experience that is required for entry into the position that would result in reasonable expectation that the person can perform the tasks required by the position.

No experience is necessary for entry into the position.

More specific degree, certification, and experience requirements will be included in the position announcement as vacancies occur.

AMERICANS WITH DISABILITIES REQUIREMENTS



PHYSICAL DEMANDS: “Physical Demands” refers to the requirements for physical exertion and coordination of limb and body movement.

The physical demands are representative of those that must be met by any employee to successfully perform the essential functions of this position.

UNAVOIDABLE HAZARDS: “Unavoidable Hazards” refers to unusual conditions in the work environment that may cause illness or injury.

The position is exposed to no unusual environmental hazards.

SENSORY (ADA) REQUIREMENTS: “Sensory Requirements” refers to hearing, sight, touch, taste, and smell necessary to perform the tasks required by the position efficiently.

The position requires normal visual acuity and field of vision, hearing, and speaking.

AMERICANS WITH DISABILITIES ACT COMPLIANCE



Metropolitan Nashville Public Schools is an Equal Opportunity Employer. ADA requires MNPS to provide adequate accommodations to qualified persons with disabilities. Prospective and current employees are encouraged to discuss ADA accommodations with management.
Salary Range: See HR salary schedule.





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