School Counselor - Elementary

Openings as of 3/3/2025

School Counselor - Elementary
JobID: 9393


• Position Type:
  Elementary & Pre-K - School Certified Positions/Counselor
  
  
  
• Date Posted:
  3/1/2025
  
• Location:
  Padilla Elementary
  
• Date Available:
  August 2025
  
• Closing Date:
  03/08/2025

Responsible for the social emotional learning (SEL) and wellness of elementary school students. Implement district comprehensive counseling framework, based on SEL standards, to address social-emotional and self-regulation skills for individual students and groups of students. Will support the unique needs of culturally, economically and academically diverse student populations based on principles of multi-tiered system of support (MTSS), including prevention and intervention strategies, and data monitoring to inform progress toward student and school goals. The ability to collaboratively problem solve with staff, parents and agency partners is essential, as is having the flexibility to adjust and respond to unanticipated situations in an elementary setting.
DUTIES AND RESPONSIBILITIES:
• Facilitating strategies to support positive school climate, focused on social-emotional systems of support for individual students and groups of students. Utilize district endorsed SEL strategies as components of an overall, evolving district counseling framework. Support teachers and support staff through collaboration, modeling and professional development in implementing social emotional lessons in the classroom setting. Support students through individual and group.
• Leadership roles on collaborative teams. Examples include MTSS teams, student risk assessment teams, and crisis response planning groups.
• Responsible for frequent facilitation and participation in meetings with students, families and school staff to problem solve and to identify short and long term educational and intervention plans. Support the development and monitoring of individualized student learning support plans, including primary responsibility for Section 504 Plans. May participate in the development and implementation of Individual Education Plans. Providing transitional support of students who are new to the school, and/or students who are transitioning from elementary to middle school.
• Assist building leaders in preventing and providing early intervention for matters of student behavior and attendance, focusing on building developmentally appropriate problem solving skills, emotional regulation, conflict resolution, and time management. Assist building leaders in developing and utilizing restorative practices when appropriate. Facilitate individual or group sessions related to students’ educational or life issues.
• Embrace monitoring and adjusting based on data informed priority outcomes. Provide and model classroom lessons and support teachers in implementing social-emotional instruction.
• Assist families with accessing school, district and community support resources, including youth serving agencies, faith-based partners, and business partners.
• Other duties as assigned.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

CERTIFICATION:
Current Colorado Department of Education License with one or more of the following endorsements: school counselor, school social worker, school psychologist, or special services.

EDUCATION:
• Master's Degree in counseling, social work, education, psychology, or a related field with course emphasis and practical experience in social emotional learning preferred.
• Bachelor’s degree with required certification and relevant experience.
• Comprehensive knowledge, understanding of and commitment to social and emotional learning (SEL).
QUALIFICATIONS:
• Ability to communicate and develop effective relationships and function as an effective team member.
• Ability to demonstrate a solution-focused, problem-solving mindset.
• Willingness and flexibility to respond to changing needs of students, staff and parents.
• Ability to integrate professional theory, research and expertise into appropriate practices for both building and district contexts.
• Ability to lead and facilitate team processes in meeting and professional development settings.
• Ability and commitment to continuous improvement methodology, utilizing data to monitor progress toward individual, group, school and district goals.
• Ability to utilize and safeguard sensitive, confidential student information and familiarity with applicable educational law, including but not limited to FERPA information and unique considerations for special education, mental health and youth agency-provided information.
• Ability to develop and maintain strong rapport with children, young people, and adults.


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