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

JOB FUNCTION

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

appropriate.

QUALIFICATIONS

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

JOB RESPONSIBILITIES

 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

meetings

 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

applicable.

 Perform related duties as assigned

KNOWLEDGE OF

 Principles and practices of management and supervision, including planning,

organizing, selecting staff and reviewing work performance, appraisal, and

discipline;

 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

procedures;

 Decision-making modules and their utilization.

ABILITY TO

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.

PHYSICAL REQUIREMENTS

 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

overhead.

 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

job.

Adopted: 4/16/2015