Anticipated Adjustment Counselor [SY25-26]

Adjustment Counselor

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts. Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences. Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals.

Job Summary:

The School Adjustment Counselor is responsible for implementing the school-wide plan to create a safe, social-emotional environment for students. The Counselor helps children through individual casework, community resources, consultation with other school staff members, and continuous collaboration with parents, teachers, administration, and other non-instructional school staff members.

Responsibilities:

The successful candidate for this position will:

• Provide individual counseling to students in grades K-12 as assigned
• Screen students with emotional needs and related academic needs
• Facilitate groups specific to social skills for specific grades and gender-specific groups
• Recommend programs for school and home to meet identified needs while acting as liaison between home and school
• Demonstrate competencies in understanding of the psychology of learning, learning disorders, and the effects of disabilities on learning
• Assess behavior, including interpretation of testing, knowledge of diagnosis and treatment planning
• Demonstrate skills and techniques of consultation, referral, collaboration, crisis intervention, and working with interdisciplinary teams
• Provide preventive interventions to deal with emotional issues impacting student’s academic achievement, e.g., sexuality, drug and alcohol use, violence, physical abuse
• Demonstrate knowledge of federal and state laws related to schools, services to students, child abuse, and custody. Understand the implications of liability and requirements of due process
• Communicate in a clear,r direct, and responsive manner to the needs of students and families within the school community
• Provide clinical services that enable students and families to identify and change behaviors that interfere with student's academic, emotional, and social performance
• Ensure equity for all students and families and value diversity of school environment and community
• Engage in professional development activities and remain current on research
• Adhere to professional and ethical standards of professional behavior that contribute to addressing the needs of students and families
• Provide services to students as outlined in individual education plan (IEPs) or 504 plans

General Expectations:

• Manage oneself by being organized, prepared, and punctual
• Manage resources, meet deadlines, follow through on commitments
• Act in ways that directly support the mission and vision of FRCS
• Learn and grow as a professional
• Use clear verbal and written communication and active listening skills
• Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct
• Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making
• Maintain high ethical standards, legal responsibility, and confidentiality
• Demonstrated commitment to anti-bias, anti-racist education
• Attend building and district meetings to promote communication and mutual decision-making among the staff
• Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract
• Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards
• Responsible for implementing other job-related duties as needed

Qualifications- Required:

• Bachelor’s Degree in counseling, guidance, social work, psychology or related field
• At least one year of experience working with adolescents in a counseling capacity
• Ability to handle a multitude of varying and complex issues
• Understanding of special education regulations and laws
• Excellent oral and written communication skills
• Ability to collaborate and communicate effectively with numerous stakeholders
• Deep commitment to DEI and anti-bias, anti-racist approaches to education and service.
• Strong problem-solving skills and interpersonal abilities, and ability to use technology effectively
• Candidates are subject to background checks, including CORI Clearance and Fingerprinting.
• Current authorization to work in the United States
• Candidates must have such authorization by their first day of employment.

Qualifications- Preferred:

• Master’s degree in counseling, guidance, social work, psychology or a related field
• Appropriate DESE licensure (School Adjustment Counselor)

• Hold an appropriate DESE licensure (School Adjustment Counselor) and hold an SEI endorsement
• Experience working in an urban school district
• Ability to assist with student behavioral needs as necessary
• Ability to sit or stand for extended periods of time
• Sufficient mobility to navigate within a large school building
• Proficiency in multiple languages, reflecting our diverse student population

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary and essential; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch. The teacher is periodically required to stand while talking and listening. The teacher is occasionally required to sit, walk, lift, or carry.