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Elementary Counselor (K-8)(El Portal and Yosemite Valley Schools)

Elementary School Counselor
Reports to: Director of Special Services
Classification: Certificated
Time: 184
Salary: Placement on Certificated Salary Schedule
This position will provide support to at-risk students with social and emotional
needs throughout the school-year. Counselor will work directly with
students, staff, and families, to address student needs, and he/she will
also collaborate with outside agencies to support students as
Experience: A combination of relevant counseling and leadership experience
Education: California Pupil Personnel Services credential required. A Bachelor’s
Degree is required, with a Master’s Degree preferred.
Skills: Strong people, communication, and organizational skills preferred.
Licenses: Valid California driver’s license
 Assess student programs, keeping the students informed of their status
toward meeting graduation and/or promotion requirements and make
recommendations for improvement and counseling as needed.
 Assist pupils in defining long-range and short-range educational goals.
 Provide information and assistance to pupils and parents relating to social and
behavioral matters.
 Orient new students and parents to the school program and various guidance
services available.
 Consult with school personnel concerning special abilities or problems that
the pupils may have.
 Counsel with parents concerning pupil data and progress made.
 Assist administration with student interventions to help keep discipline
problems from continuing.
 Assist with campus control and supervision in emergencies.
 Performs other related duties as may be assigned by the supervisor. 
 Achieve positive staff relations by maintaining effective communication with
teachers, aides, clerks, and administrators.
 Perform adjunct duties as assigned (such as assemblies, parent nights, evening
programs, etc.)
 Promote positive image of public education.
 Continue planned professional self-improvement. Participate in staff
development workshops to implement District-adopted core and
intervention programs, use technology, and administer and analyze the
required State and District assessment
 Serve on school committees.
 Follow District and School policies.
 Work with students, individually and in groups, to help them cope with social
and emotional challenges and help them understand the importance of making
good choices and staying in school.
 Connect with students and parents dealing with a life crisis and make
referrals to outside community agencies as appropriate.
 Provide one on one and group intervention programs and
academic/behavioral counseling.
 Will keep statistics on each student and keep records of all student contacts.
These records are to be kept confidential and are for the sole purpose of
monitoring student's involvement.
 Will assist school personnel with assessment and progress monitoring to
assist with placement in site interventions.
 Will be available to the school staff for consultation and training.
 Will participate in SSTs, 504 Meetings, and IEPs. Will function as Section
504 coordinator.
 Will participate in school/district SARB process, and attend district SARB
 Will work with district leadership team to develop school-wide systems
of positive behavioral support.
 Coordinate after school and summer support program for students at risk, if
 Perform related duties as assigned
 Principles and practices of management and supervision, including planning,
organizing, selecting staff and reviewing work performance, appraisal, and
 Principles and practices of effective professional development and employee and
program evaluation;
 Principles and practices of program management and supervision, planning and
organizing of programs;
 Principles and practice of state & federal aid programs, including reporting to
State and Federal agencies;
 Principles and practices of personnel and risk management-related policies and
 Decision-making modules and their utilization.
Ability to concentrate on single task for up to two hours at a time; to learn quickly
and adapt to a variety of machinery, instructions, social demands, and task
demands; to meet deadlines in terms of work assignment schedules; effectively
communicate both in oral and written form; establish and maintain effective work
relationships with those contacted in the performance of required duties; and be a
good listener who works effectively in a collaborative fashion to form strong
working teams and build trust.
 Mental acuity to: manage educational program, interpret and implement rules
relating to these program, make policy decisions, evaluate results, and make
determinations relative to the effective performance of the tasks.
 Ability to sit at a desk, conference table or in meeting rooms of various
configurations for extended periods of time.
 Ability to see and read, with or without vision aids, laws and codes, rules and
policies and other printed matter.
 Ability to hear and understand speech at normal room levels and to hear and
understand speech on the telephone.
 Manual dexterity to dial a telephone and enter data into a computer.
 Ability to speak in audible tones so that others may understand clearly in normal
conversations, in training sessions and other meetings.
 Physical agility to lift up to 25 pounds to shoulder height, and up to 50 pounds to
waist height; and to bend, to stoop, to walk on uneven terrain, and to reach
 Ability to drive a car.
 Ability to move quickly to and from classrooms and around playground areas.
NOTE: This list of essential functions and physical requirements is not exhaustive
and may be supplemented as necessary in accordance with the requirements of the
Adopted: 4/16/2015