POSITION SUMMARY:
Under the direction of the Instructional Supervisor – Guidance &
Counseling Services, the Instructional Specialist - Counselor is responsible
for acting as a change agent towards ensuring equity and access for all
students by assisting in planning, developing and monitoring the implementation
of K-12 guidance and counseling services and initiatives and executing
administrative responsibilities, as required.
The incumbent’s primary focus is to assist the Instructional Supervisor
– Guidance & Counseling Services in developing an aligned counseling
curriculum, program standards and providing technical assistance through
modeling of critical components of an exemplar comprehensive school counseling
program. They must also assist in
providing professional development to school counselors, observe and evaluate
staff upon principal’s request.
DUTIES and RESPONSIBILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Assists the Instructional Supervisor in establishing and providing
systemic oversight of comprehensive data-driven school-counseling programs that
are aligned with the mission and vision of our school district;
Assists in establishing and providing leadership in the
implementation of the system’s Naviance initiatives, career and college readiness program
strategies, goals and measurable targets (i.e. dual enrollment, college aspirations, academic planning, student enrichment,
college and career exploration and selection processes, assessments, college
affordability planning, admissions and postsecondary transition);
Assist in establishing and maintaining leadership in the implementation
of the system’s goals to provide social emotional learning and mental health
awareness tools;
Collects, analyzes and uses data to identify systemic
achievement gaps, recommend systemic school counseling programs and to evaluate
our progress in achieving the district and office goals;
Conducts in person or virtual site visits as a coach to
demonstrate essential counseling components (i.e. program planning, service
delivery, classroom guidance lessons, groups and individual counseling
strategies);
Provides formal and informal counselor observations with
meaningful feedback to counselors;
Engages in collaborative planning with other disciplines,
serving as counseling representative on systemize initiatives at the central
office level;
Assesses in-service needs and provides leadership in
development and implementation of ongoing staff development for counselors;
Coordinates ongoing curriculum writing and program document
updates impactful for comprehensive school counseling services grades K-12;
Serves as liaison between counseling office and all
stakeholders (internal and external);
Assists with community outreach and public relations
strategies; and
Assists with recruitment and interviewing applicants for
counseling placements
PREVENTIVE AND RESPONSIVE SERVICES;
Increases school counselors' awareness of evidence-based
counseling strategies to promote students' academic, personal/social,
behavioral and career success in order to provide preventive and responsive
services to support culturally diverse student populations;
Provides protocols for the early identification and
execution of redemptive action for students in danger of failing through the
utilization of data systems, strategic planning, monitoring and documentation
of services to increase promotion, attendance, student-school connectivity,
post-secondary action, parental involvement and linkages of appropriate
resources;
Provides technical assistance and ensures the proper
utilization of the School Instructional Team, Response to Intervention and the
Student Services Team to identify students in at-risk situations and
proactively implements positive strategies to increase school success;
Collaborates with the 504 Program Coordinator to ensure
school counselors' compliance in case management including student
identification, documentation, plan writing, articulation, annual review and
implementation of 504 services; and
Provides leadership to ensure district-wide compliance with
MSDE's requirements for service delivery and documentation into Maryland Online
IEP for all students who receive counseling as a related service.
SYSTEM SUPPORT;
Ensures system of effective crisis response exists
district-wide through the establishment of trained service providers,
administrative procedures, evidence-based practices and resources, method of
contact, consultation to counselors and principals and process evaluation;
Works with all central office and community stakeholders to
conduct parent programs/informational sessions on topics that support student
achievement, provide awareness of available counseling services, systemic
programs, etc.;
Establishes and strengthens county-wide partnerships (i.e.
schools, family and community agencies, universities, employers, organizations
and associations) to increase resources for students towards graduation and
college and career readiness; and
Provides consultation on appropriate school and/or community
based referral resources to school counselors in assisting students, parents
and families to address barriers to thriving and/or accelerate learning
opportunities.
ACCOUNTABILITY;
Establishes and communicates deadlines for counselors to upload counseling documents in to the employee evaluation database
(i.e. Student Outcome
goals, Administrative Agreement, Student
Outcome Results, Yearly Calendar). Monitors
completion of task.
Provides accurate academic advisement to counselors (i.e.
courses needed for graduation, danger of not graduating, early graduation,
advanced placement, etc.);
and
Collects and submits district-wide quarterly data program reports in a timely
fashion in accordance with systemic and departmental goals (i.e., personal
education plan, naviance usage, scholarship
reports).
PROFESSIONAL DEVELOPMENT;
Develops and conducts professional development for school
counselors, administrators and other stakeholders through workshops, conferences
and monthly meetings on best practices, trends and program standards of the
counseling office; and
Performs other duties as assigned.
QUALIFICATIONS:The requirements listed below are representative of the knowledge, skill, and/or ability required.
Demonstrated knowledge of national, state and local school
counseling standards and the ASCA Model;
Demonstrated integrity in professional and ethical standards
of the American School Counselor Association (ASCA);
Thorough knowledge of all current Prince George’s County
Policies and Procedures, initiatives, programs, resources, and student
offerings;
Demonstrated leadership and expertise in the range of
issues, programs, professional associations, journals, research and resources
relevant to School Counseling;
Excellent oral and written communication skills with the
ability to speak effectively to counselors, parents, administrators and
students individually and in large or small forums;
Excellent human relations skills with the ability to establish
good relationships with counselors, principals, administrators, parents and
community stakeholders;
Effective interpersonal, problem solving and mediation
skills;
Capacity to work with a diverse culture competently; and
Ability to use a technological program to retrieve,
disaggregate and report data to include Word, Excel, PowerPoint, Google Survey,
SchoolMax, and other system specific platforms.
EDUCATION and/or EXPERIENCE REQUIREMENTS:
Master’s degree in School Counseling from an
accredited college or university required. A minimum of five (5) successful
years as a practicing school counselor at the elementary, middle school or high
school level.
CERTIFICATION REQUIREMENTS:
Advanced Professional Certificate in
School Counseling and Administration I Certificate required. National Board
Certified Counselor recommended (NCC or NCSC).
SUPERVISORY RESPONSIBILITIES:
No direct supervisory responsibilities.
PHYSICAL DEMANDS:
The physical demands 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 stand, talk, hear, walk, sit, and use fingers, tools or controls. The employee is occasionally required to reach with hands and arms and stoop, kneel, crouch, or crawl. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus, and depth perception. While performing the duties of this job, the employee may occasionally push or lift up to 25 lbs.
WORKING ENVIRONMENT:
The work environment characteristics are representative of those an employee encounters while performing the essential functions of the job.
ADDITIONAL INFORMATION:
None.