Job Title: Guidance Counselor,Middle School

Department: Guidance

Reports to: Principal

Classification: Certified / Exempt

Summary

Focus on the rapidly changing needs of pre- and young adolescents. It is especially sensitive to the struggles of junior high students for identity, for balancing the demands of academic, career and social competence. An interest inventory is completed with students in the eighth grade, and the information is shared with parents. The A+ Program is introduced to eighth graders as well, in preparation for educational and occupational planning. Counselors work with the students and their parents to develop a four-year plan that covers graduation requirements and their individual post-secondary goals.

Time Distribution for Junior High Counselors

In order to carry out comprehensive developmental guidance program the following allocations of time are suggested:

Guidance Curriculum 25%-35%

Individual Planning 15%-25%

Responsive Services 30%-40%

System Support 10%-15%

Non-Guidance 0%

Essential Duties and Responsibilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

1. Implement the middle school guidance curriculum: Conduct guidance learning activities in the classroom as planned in conjunction with school administration and teachers; consult with and be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curricula.
2. Guide and counsel groups and individual students through the development of education and career plans. Provide orientation activities for students new to the school; participate in orientation programs for incoming parents and students; assist students in the transition from junior high to high school; inform students and their parents of test results and their implication for education and career planning; provide resources and information to assist in further career awareness and career exploration, administer an interest inventory in the eighth grade and share results with students and parents.
3. Counsel small groups and individual students with problems. Conduct structured, goal-oriented counseling sessions to meet the identified needs of individuals or groups of students. Session topics at the junior high level may include self-awareness, self-identity, academic problems, behavior problems, peer problems, family issues, child abuse, substance abuse, suicide threats and attempts, and sexuality issues.
4. Consult with teachers, staff, and parents regarding meeting the developmental needs of students. Participate in staffing; conduct in-service programs for faculty; conduct and facilitate conferences with teachers, students, and parents; conduct or provide opportunities for parent education programs; assist families with school-related problems.
5. Refer students with severe problems to appropriate community resources in consultation with their parents. Consult and coordinate with in-district and community agencies, such as nurses, school-based social worker, administrators; community-based psychologists, service agencies, and physicians.
6. Coordinate, conduct or participate in activities which contribute to the effective operation of the school. Interpret group test results to faculty and staff; establish liaisons with all grade levels or instructional departments; act as an advocate for students as appropriate in conjunction with other staff; participate with the administration and faculty as a team member in the implementation of the district testing program.
7. Evaluate and revise the building guidance program. Review p riodically with staff and administration the guidance program using the program evaluation self-study; review and modify the program calendar and evaluate guidance learning activities.
8. Pursue professional growth: Attend state, district and local staff development programs; join professional associations; read professional journals; attend relevant workshops and conferences sponsored by professional organizations.
9. Other duties as they may be assigned by the administrator.

Supervisory Duties

Supervises students at all times.

Qualifications

Education/Experience/Certificates

• Masters Degree and valid Missouri certification required
• Such alternative to these qualifications that the Board may find appropriate and acceptable.

Skills and Abilities

Language

Must have the ability to read, analyze and interpret professional journals, board policy, administrative procedures/forms, and government regulations and guidelines. Must be able to complete forms, write reports, and engage in written correspondence with parents. Must have the ability to write clearly and complete lesson plans.

Computation

The individual must have the ability to work with mathematical concepts such as probability and statistical inference; and apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Reasoning

Must have the ability to define problems, collect data, establish facts, and draw valid conclusions. Must be able to apply knowledge of current educational theory and instructional techniques while presenting subject matter to students.

Technology

The individual must understand basic computer functions such as word processing and internet use. Will be using district software for recording and finding student information.

Additional Skill and Abilities

The individual must be organized, honest, and educationally grounded. Good communication and interpersonal skills are essential. Also, must be able to keep information confidential when required by law, policy, or a particular situation.

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 essential functions.

The individual who holds this position must have the ability to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; must be able to move around the classroom; must be able to read handwritten and printed materials.

Attendance

Consistent and regular attendance is an essential job function of this position.

Conditions and Environment