Wellness Counselor

Amethod Public Schools (AMPS) is mission and values driven organization. Our mission is to provide a rigorous

college preparatory education and character development program that will prepare students from underserved

communities to succeed in college and beyond. Our day to day work is embodied with a set of core values:

Students First, Be Adaptable, Perseverance, Take Responsibility, and Commitment to Distinction. We are

looking for team members who exude these values and a passion for our mission.

JOB GOAL: The School Counselor will be responsible for providing services related to the delivery of mental

health care to assigned students and/or families at the designated school location and will provide consultation

services to the school staff to support the overall mental health goals of the school and contribute to overall student

success. The role requires that the individual understand the importance of social emotional well-being for students,

and adapt culturally responsive approaches when dealing with a diverse population. The counselor is required to

maintain professional standards and confidentiality of records relating to student treatment in accordance with the

varied state and federal laws, ACSA Standards, and AMPS policies.

ESSENTIAL DUTIES

1. Provide culturally appropriate and sensitive school-based mental health and substance abuse services in the

forms of individual, group, and family treatment, therapeutic case management, crisis intervention, intake

assessment, clinical evaluation, and consultation services for the school community.

2. The Middle School Counselor is responsible for developing, implementing and managing a comprehensive

school counseling program to serve the academic, social and career development needs of students enrolled

in AMPS. The primary purpose of the comprehensive school counseling program is the support of the

instructional and academic goals of AMPS.

3. Perform other duties as assigned (not to include non-counseling or other duties that could compromise

potential counseling relationships).

Development and Management

• Uses data to develop and inform the school counseling program and evaluates the program’s impact on the

school’s instructional goals.

• Collaborates on the development and management of the comprehensive school counseling program with

the school administrator or instructional leader.

• Communicates and shares the goals of the comprehensive school counseling program to stakeholders

including students, families and community partners.

• Develops and maintains a written plan for effective delivery of the school counseling programs based on

the AMPS annual student achievement goals and aligned with the American School Counseling

Association (ASCA) National Standards for School Counseling Programs.

• Uses the majority of the time (80%) to provide direct services to students through preventive and culturally

responsive services, including individual student planning, and uses the remaining time in development and

management, system support and accountability.

• Participate in internal and/or external training as required by the position, school administration, Director of

SPED, AMPS organization or Regional Superintendent

Preventative and Responsive Services

• Designs, implements and assesses the guidance curriculum.
• Utilizes responsive counseling, initiating individual and group sessions for students’ academic, social and personal concerns.
• Consults with families and staff to appraise student needs and interests and to discuss appropriate recommendations for educational options.
• Plans, coordinates and provides the classroom guidance sessions to meet the identified guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development to assist students in developing decision-making skills and identifying life goals.
• Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.
• Intervenes during crisis situations and participates on school crisis team.

Individual Student Planning

• Prepares students for the transition to the next level: high school and post high school activities/options.
• Plans and coordinates programs such as career and high school fairs, test skills preparation, improved/perfect attendance celebrations and other extensions of the counseling program to support students’ knowledge of post-secondary options.
• Assist students in navigating their academic, workplace and community experiences, through the use of individual student planning which includes individual graduation portfolios (IGP), student interviews and other planning tools.
• Collaborates with parents/guardians and educators to assist students with educational and career planning. Participates in school management teams in order to advocate for students needs and provide guidance for school staff.

System Support

• Work with Director or Special Education, Education Specialists and other members of the SPED team to assist with the identification and service process for identified student populations.
• Collaborate with and be part of any coordinated meetings (such as MTSS and SST meetings) as the mental health professional.
• Guides, coordinates and supports other school staff in implementing school wide advisory programs.
• Uses responsive counseling strategies to establish relationships and collaborate with educators, students, families, and community partners which reflect recognition of and respect for each individual. And promotes an understanding and appreciation of diverse population and cultures.
• Assists families in obtaining services for their children through an appropriate referral and follow-up process.
• Provide outreach information and education on mental health and substance abuse services and issues to students, families, community members, other professionals, school staff, and in community settings as necessary.
• Serves as liaison between the social services agencies (i.e., Child and Family Services Agency (CFSA)) and personnel from the various school systems where wards of the state are attending school.
• Assists teachers in understanding their students, including providing and interpreting student data.
• Provides in-service training on topics related to the school counseling program and supporting student achievement

Accountability

• Conducts at minimum a yearly program audit to review the extent and quality of program implementation.
• Prepares and submits a variety of requested reports and data, to ensure fulfillment of established program

requirements.

• Uses all available data, including academic grades, discipline referrals and attendance data, to identify students in need and to deliver services.
• Interprets tests, student data and other assessment results appropriately within the counseling environment for the purpose of developing and implementing academic plans for individual students.
• May provide on-site management of counseling intern(s).

Desired Qualities

• Professionalism: Presents a positive image of the school to parents, and convey to them the school's genuine concern with the education, growth and development of each student.
• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
• Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and establishes a cooperative partnership between home and school.
• Ethical & Legal: adhere to relevant laws, policies and lines of authority and maintains and updates knowledge and skills in school psychology and education. Shall maintain the confidentiality, both verbally and in written form, of each student's educational record.

REQUIRED QUALIFICATIONS:

Bachelor’s Degree

Pupil Personnel Service (PPS) credential: completed or in progress

Valid driver's license and reliable transportation

Understanding of ACSA Counseling standards

Great communication skills

Excellent knowledge of Google Classrooms (G Suite, Word, Dropbox, excel)

DESIRED QUALIFICATIONS

Graduate degree in counseling, MFT

Bilingual (Spanish)