PRIMARY FUNCTION: Provide a comprehensive school counseling program to an identified at-risk population of students in grades 9-12. Assist identified students in areas of academic achievement, attendance, soft skills, educational decision making, college/career readiness, personal/social development, and conflict resolution. Provide consultation services to school staff, parents, and community members. Provide data reports and communicate program effectiveness to all stakeholders.

REPORTS TO: Principal

SALARY SCHEDULE: Teacher

WORK DAYS: 200

REQUIREMENTS:

• Education Level: Master's Degree from an accredited college or university
• Experience, Skill and Certification: Valid Georgia Service Certificate in the assigned service field School Counseling.

KNOWLEDGE, ABILITIES, AND SKILLS:

• 
  Resourceful, passionate, and self-motivated counselor with the energy to work effectively with at-risk student population.
• Thorough knowledge of the ASCA (American School Counselor Association) model, district policies and procedures, and Comprehensive Guidance and Counseling Program.
• Previous high school counseling experience preferred, but not required.
• Experience with collecting and analyzing data and record-keeping with the ability to meet deadlines.
• Ability to analyze existing processes and identify areas of improvement.
• Must exhibit strong oral and written communication skills that highlight the ability to speak persuasively and tactfully through multimedia texts.

DUTIES AND RESPONSIBILITIES:

• 
  Conduct in-depth school/student analyses to establish appropriate caseload and understand population needs.
• Design and implement data driven interventions and strategies, to address student learning barriers to close the achievement gap and advance student outcomes in areas of academic achievement, career/college readiness, and social emotional development.
• Develop and maintain a GRASP Comprehensive Action Plan and provide quantitative and qualitative data submissions.
• Provide intensive 1:1 student support and create individually tailored program plans.
• Conduct individual and small group counseling sessions with student caseload in areas of need.
• Promote the school-based guidance and counseling program to GRASP caseload, school staff, parents, and community.
• Establish a comprehensive team to provide student support to serve GRASP students.
• Engage GRASP caseload in discovering, examining, and exploring postsecondary options and possibilities.
• Promote the utilization of community resources, services and agencies and develop new school/community partnerships.
• Participate in district professional learning activities and GRASP professional development sessions.
• Flexible work schedule to total 40 hours a week.
• Evening seminars/workshops when necessary.
• Weekend work when needed.
• Summer support when applicable.
• Maintain a limited caseload of at-risk students. The number of students will be collaboratively determined with the GRASP program specialist.
• Coordinate with feeder schools to share resources and strategies to support at-risk students and reduce barriers to successfully transition to high school.

Non-Essential Responsibilities

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition. (NONE)

TERMS OF EMPLOYMENT

Incumbents will receive an annual contract. The work calendar will be 200 days. Salary will be determined based on level of certification and allowable experience.

Physical and Sensory Demands

OFFICE: Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.