Social Emotional Support Counselor Long-term Substitute - Walker Upper Elementary - Immediate Opening

Social and Emotional Support Counselor

LOCATION: Walker Upper Elementary School
Position: Long-term Substitute Teacher

Report to: Principal

QUALIFICATIONS:
Must Hold a Master's Degree in a Human Services related field.
School Counseling or School Social Work experience preferred.
Demonstrated success in restorative practices, relationship, and community building, and positive behavior intervention.
Knowledge and experience with Trauma Responsive School practices.
Knowledge of Culturally Responsive Best Practices.
VDOE endorsement as a School Counselor or School Social Worker is preferred.

REPORTS TO: Supervisor of Special Services

OVERVIEW: The Social and Emotional Support Counselor assists students and families with social, emotional, economic, and environmental barriers that may interfere with the student's academic success. The position collects, interprets, and synthesizes information about students’ attendance, community, environment, family dynamics, economic differences, mental wellness, and significant crises that influence academic and behavioral success to create intervention and support plans. This individual will serve as a link between the home, school, and the community. Professional development and clinical support are provided by Intervention and Supports staff and Mental Wellness staff.


ESSENTIAL JOB FUNCTIONS:
Supports the school’s mental wellness program, including providing targeted support at tiers 2 and 3 for social and emotional learning (SEL) intervention and consultation for tier I SEL instruction
Conducts specialized individual and group counseling sessions and casework to address specific emotional, social, and behavioral needs of students
Facilitates multi-disciplinary meetings
Serves as a resource to teachers, staff, and parents regarding family engagement, trauma support, and the academic/social needs of students, including recommendation of interventions
Facilitates workshops for families to enhance the home-school connection
Conducts classroom observations for students demonstrating difficulty in adjusting to the classroom and school environment
Participates in school-based tiered intervention meetings, monitor interventions, communicate progress, and contribute interventions that positively impact mental wellness
Coaches students on how to manage ongoing mental health conditions, and provide therapeutic support to help students make positive behavioral changes
Counsels and provides crisis intervention for students, including assessment and treatment of emotional and behavioral challenges
Serves as a liaison between the student, home, school, private counseling facilities, and community resources such as social services, court services, McKinney-Vento, and family service agencies.
Gathers background information on the student’s social history by conducting behavioral observations, making home visits, conducting interviews, and reviewing historical student data
Supports the district’s overall mental wellness and positive behavior support educational programs through general consultation activities
Assists with special education needs, including the placement of students in appropriate educational settings, as needed.

OTHER JOB FUNCTIONS:
Attend all meetings and training sessions as directed.
Duties as assigned by the building principal.

KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge and practice of Culturally and Trauma Responsive strategies and bilingual in English and another World Language preferred. In addition, knowledge, and experience in working and sustaining equitable services in the learning environment.

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS:
Duties performed typically in school settings to include: classroom; gym, cafeteria; auditorium; and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other limited physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Regular Instruction for special needs children may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Daily personal and close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, and parents is required. Occasional contact with medical professionals may be required. Frequent contact with parents by phone and in person is necessary.

Updated on 10/15/21