Contract Days: 193

Pay Grade: Administrative Level 3

Primary Purpose:

Advocate for and support all students in their personal, social, academic and career development through a variety of approaches including, but not limited to, delivery of guidance curriculum in various group sizes to support student development; individual and group counseling; individual student planning and goal­ setting activities; consultation and coordination activities to support student success, and effective interpretation of student assessment data. Serve on the campus Response to Intervention (Rtl) team to plan, implement, and evaluate a comprehensive program of services including counseling services for students identified at risk.

Qualifications: 

Education/Certification Requirements*:

Master's Degree in Counseling

Valid Texas School Counselor Certification

Minimum of two creditable years of teaching experience

* Interested applicants not yet meeting the above requirements must provide proofof the following:

-completion of a minimum of 24 graduate-level hours with 12 hours in guidance and counseling,

-ability to earn a master's degree in counseling (as demonstrated by a Certification Deficiency Plan) and SBEC school counselor certification within one calendar year, and

-fall eligibility for an emergency permit from TEA.

Special Knowledge/Skills:

Able to:

Communicate effectively (verbal and written)

Demonstrate organizational adeptness

Maintain professional and emotional composure

Promote a positive, caring environment

Interpret policies and procedures

Support expectations consistent with district counseling program objectives

Knowledge of:

Appropriate interventions to meet the needs of at-risk students

State identified at-risk criteria

Community agencies and support services for at-risk students

Major Responsibilities and Duties:

Guidance

1. Provide small group and individual guidance for at-risk students.
2. Teach school developmental guidance curriculum to students
3. Help teachers incorporate guidance-related information and specific interventions for at-risk students into existing curriculum
4. Provide guidance to individuals and groups of students to develop education plans and career awareness.

Consultation

1. Consult with parents, teachers, administrators, community members and other relevant agencies and individuals to assist in the identification of and services needed by at-risk students.

1. Work with campus and district personnel to obtain resources.
2. Use an effective referral process to provide the help students need in a timely manner as well as seek out additional special programs and services as needed.

Assessment

1. Participate in planning and evaluating the campus testing program
2. Evaluate students as referred to determine need
3. Interpret tests and other appraisal results appropriately to identify students most at-risk.
4. Assist in the development of appropriate intervention plans for the identified students.

Program Management

1. Plan school guidance and counseling programs that target at-risk criteria to ensure that at-risk students are receiving assistance based on areas of need.
2. Develop, coordinate and evaluate the campus guidance program and work with campus administration to make changes based on findings.
3. Compile, maintain, and file all required physical and computerized reports, records, and other documents.

Professional

1. Model behavior that is professional, ethical, and responsible at all times.
2. Use an effective referral process to help students and others use special programs and services.
3. Maintain confidentiality.
4. Comply with federal and state laws, State Board of Education rule, and district policies and regulations.
5. Maintain a positive and effective relationship with supervisor and colleagues.
6. Communicate effectively with colleagues, students, and parents.
7. Maintain a schedule of services for assigned job duties and record of completion and adhere to timelines and procedures.
8. Assist with campus requirements related to timely coding and submission of student/staff data for PEIMS accountability.
9. Seek community resources for at-risk students.
10. Participate in professional development and meetings to improve skills related to job assignment
11. Maintain student data records including Medicaid reporting as required.
12. Understand state and federal regulations relative to social, emotional and behavioral needs.
13. Other duties as assigned.

Supervisory Responsibilities:

None

Mental Demands/Physical Demands/Environmental Factors:

Maintain emotional control under stress; May be required to control student behavior through the use of physical restraint; Communicate effectively and professionally at all time; Travel throughout the district and on occasion to conferences outside the district; Allow for irregular work hours.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

The Victoria Independent School District does not discriminate against any person on the basis of race, color, national origin, gender, disability, or age fur admission, treatment, or participation in its educational programs, services and activities, or employment.

El distrito escolar de Victoria no discrimina contra ninguna persona por motivos de raza, color, origen nacional, sexo, discapacidad o edad de admisi6n, tratamiento, o la participaci6n en los programas educativos, servicios y actividades, o empleo.