ESSENTIAL FUNCTIONS

 

The essential functions or duties listed below are intended only as illustrations of the various type of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related, or a logical assignment to the position.

• Maintain building records and documentation for all students eligible under Section 504 in partnership with the LPS data team
• Ensure the implementation of Section 504 procedures in the school building, including: coordinating referrals, determining appropriate Section 504 team composition and facilitating Section 504 evaluations and development of Section 504 plans
• Provide notices and documenting parental consent
• Assess student needs and monitor progress through observations and data gathering
• Provide individual and group counseling
• Provide post-secondary counseling, academic advice, evening presentations/interventions with families
• Maintain a mindset that supports the social-emotional growth of all learners
• Provide crisis intervention, re-entry and transition support to students, families and staff in accordance with established LPS protocols 
• Partner with colleagues to support schoolwide prevention programming
• Consult and collaborate with administrators, teacher, staff, families and community-based providers in support of students’ social-emotional needs
• Serve as referral source and provide resources to students, families and staff 
• Provide academic advice and career counseling 
• Provide consultation and training for paraprofessionals and/or other support staff as needed
• Provide caregiver workshops and staff training and student lessons on social-emotional topics
• Participate in variety of teams and programs to identify student need and develop appropriate intervention plans, such as Professional Learning Communities, Student Support Teams, Child Study Teams, Mental Health Teams, Data Teams, Child Protection Teams, Section 504, Special Education, etc.
• Develop individual social emotional goals for student IEP and compare quarterly progress reports per IEP process
• Participate in professional learning to maintain current with counseling practices
• Participate in reentry for mental health and discipline/restorative justice
• Create and maintain student records, schedules, attendance, RTI interventions, etc. using electronic student information system
• Adhere to laws, policies, procedures and ethical standards of the field and contribute to a positive and safe school culture
• Serve as social-emotional representative to interdepartmental committees and teams to address school and district needs
• Support diversity, equity and inclusion for all students and families
• Participate in private school recommendation and application where necessary
• Other duties as assigned

 

Minimum Qualifications: 

Minimum of 1 year experience in a school-counseling preferred. • MA DESE School Counselor License required; MA DESE School Adjustment Counselor optional. Special Education experience preferred. Clinical Experience preferred.

 

The ability to work effectively in a team environment and the willingness and desire to support others in doing their best work. Demonstrated success in mediation and relationship building. Candidate must be organized, possess strong communication and writing skills, and be able to multitask in a fast paced environment. 

 

Must also possesses the knowledge, abilities, skills, and attitudes as outlined in the American School Counselor Association (ASCA) School Counselor Competencies that are necessary to plan, organize, implement, and evaluate the comprehensive, developmental, results-based school counseling program that aligns with the ASCA National Model.

 

 

PHYSICAL DEMANDS:

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to sit and talk or hear. The employee is occasionally required to walk; use hands to finger, handle, or feel objects, tools, or controls; and reach with hands or arms.

The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision and the ability to adjust focus.

 

Experience and commitment to working in a racially and culturally diverse teaching and learning community.

 

Applicants for employment are considered without regard to age, disability, race, religion, sexual orientation, gender identity, marital status, national origin, or military status.