Closing Date:
3/21 or open until filled Description:
Counselor on Special Assignment - Social Emotional Learning
Job Summary:
Operating under the general direction of the assigned building leader and the Coordinator of School Counselors this position functions as a District representative working to empower all students to acquire academic and social/emotional skills within the D51 Learning Model. Social Emotional Learning (SEL) School Counselors provide supports that include education, prevention, and intervention activities guiding students through important developmental periods. Employee conducts school-based, group, and individual assessments identifying gaps in achievement, attendance, and through discipline records, yellow-zone students that will benefit from direct counseling opportunities and resources. In addition, this position will also oversee a variety of applicable operational duties including developing supporting materials and resources, managing record keeping and reporting obligations, overseeing student support wrap-around efforts, and collaborating with site leaders on Teacher support needs.
Direct Services

• Counseling – Overall student counseling needs are growing and the SEL School Counselor has an important role working to provide a blend of prevention and intervention services. Secondary Counselors design, develop, and deliver focused counseling services whereby students can maximize skills and functioning in scheduling, truancy, study habits, and life adjustments. They also provide short-term professional solution oriented and focused counseling support to students in classrooms, large and small groups, or individually to students overcoming social, emotional, behavioral, or other personal issues affecting their educational or vocational performance. Responding to student mental health needs and assisting students and families seeking mental health resources are services increasingly with High School Counselors and accessing the District’s Multi-Tiered Support Services (MTSS) as appropriate is an expectation.

Indirect Services

• Consultation – Using emerging evidence-based counseling theories curricula and activities to accomplish objectives, the School Counselor shares current strategies that support students with parents, staff, administrators, and other educators. These activities may include for example – in-service trainings or family workshops on a trending topic.
• Collaboration – HS School Counselors collaborate and work within teams with staff, family, and community agencies all working to support student achievement and their social/emotional learning. Counselors work directly with parents/guardians and administrative staff to resolve a students’ behavioral, academic, and other challenges. Working with Crisis Response Teams to provide appropriate intervention strategies, including Suicide Risk assessments to meet the emergent needs of individuals, a group, or the school community.
• Referrals – Employees in this position have an active role in the development and implementation of age appropriate Professional Learning for SEL in collaboration with other staff. They collaborate to support students and families with links to district or community resources for additional information or assistance and in understanding the limits of school counseling and how district services are provided. Counselor’s may facilitate meetings with parents and guardians to determine students’ individual needs, progress and/or to access additional counseling supports. In addition, this role serves as the school’s primary point person for a student’s wrap-around plan of services, the Counselor keeps the team informed of progress and needed changes as appropriate.

Planning and Assessment:
In addition to individual and small group assessments the School Counselor addresses the school’s needs more globally through the collection and analysis of data to identify gaps in achievement, attendance, and through discipline records those students that will benefit from school counseling opportunities and resources. In conjunction with peer staff, teachers, and building administrators this employee develops and communicates the baseline data collected and annual outcome goals for achievement, attendance, and discipline. Counselors also monitor the effectiveness of services and support the District’s unified curriculum plan. Expectations include implementing intervention actions plans that are aligned with the established goals, on-going student assessments, and aligned with school improvement plans as appropriate.
Administrative duties include creating and maintaining timely updates to student records such as the Suicide Risk Screener and work or participation in the MTSS efforts and according to federal, state, and District laws, policies, and procedures. Counselors hold an expectation to assist teachers to recognize the contributions of diverse groups and how to foster success for all students regardless of gender, sex, and/or disability. In addition, Employee provides reporting and data as requested leading and/or participating in meetings, workshops and seminars with responsibilities to remain up to date on research-based counseling best practices and current trends/research.
Other Duties
Additional tasks, duties, and responsibilities may be assigned as needed
Qualifications:

• Master’s degree in school counseling required including Council for Accreditation of Counseling & Related Educational Programs (CACREP) coursework required for certification or licensure*
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
• Individuals meeting all three of the following may qualify for an interim authorization with a school counselor endorsement:
  • Minimum of a Master’s degree in clinical counseling domain (e.g. mental health, clinical counseling, etc.),
  • Valid LPC counseling license issued by the Colorado Department of Regulatory Agencies (DORA),
  • Minimum of three years documented experience as a licensed clinical counselor.

• (Acceptable education and experience equivalent will be at the sole discretion of the District)

Working Conditions:
208 days / year
Application Procedure:
Apply Online
Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.
Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$46,743 - $97,600 based on one (1) FTE at one hundred eighty eight (188) days.
Hiring Range for External Candidates:
$46,743 - $80,240

• Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits

Closing Date:
3/21 or open until filled Description:
Counselor on Special Assignment - Social Emotional Learning
Job Summary:
Operating under the general direction of the assigned building leader and the Coordinator of School Counselors this position functions as a District representative working to empower all students to acquire academic and social/emotional skills within the D51 Learning Model. Social Emotional Learning (SEL) School Counselors provide supports that include education, prevention, and intervention activities guiding students through important developmental periods. Employee conducts school-based, group, and individual assessments identifying gaps in achievement, attendance, and through discipline records, yellow-zone students that will benefit from direct counseling opportunities and resources. In addition, this position will also oversee a variety of applicable operational duties including developing supporting materials and resources, managing record keeping and reporting obligations, overseeing student support wrap-around efforts, and collaborating with site leaders on Teacher support needs.
Direct Services

• Counseling – Overall student counseling needs are growing and the SEL School Counselor has an important role working to provide a blend of prevention and intervention services. Secondary Counselors design, develop, and deliver focused counseling services whereby students can maximize skills and functioning in scheduling, truancy, study habits, and life adjustments. They also provide short-term professional solution oriented and focused counseling support to students in classrooms, large and small groups, or individually to students overcoming social, emotional, behavioral, or other personal issues affecting their educational or vocational performance. Responding to student mental health needs and assisting students and families seeking mental health resources are services increasingly with High School Counselors and accessing the District’s Multi-Tiered Support Services (MTSS) as appropriate is an expectation.

Indirect Services

• Consultation – Using emerging evidence-based counseling theories curricula and activities to accomplish objectives, the School Counselor shares current strategies that support students with parents, staff, administrators, and other educators. These activities may include for example – in-service trainings or family workshops on a trending topic.
• Collaboration – HS School Counselors collaborate and work within teams with staff, family, and community agencies all working to support student achievement and their social/emotional learning. Counselors work directly with parents/guardians and administrative staff to resolve a students’ behavioral, academic, and other challenges. Working with Crisis Response Teams to provide appropriate intervention strategies, including Suicide Risk assessments to meet the emergent needs of individuals, a group, or the school community.
• Referrals – Employees in this position have an active role in the development and implementation of age appropriate Professional Learning for SEL in collaboration with other staff. They collaborate to support students and families with links to district or community resources for additional information or assistance and in understanding the limits of school counseling and how district services are provided. Counselor’s may facilitate meetings with parents and guardians to determine students’ individual needs, progress and/or to access additional counseling supports. In addition, this role serves as the school’s primary point person for a student’s wrap-around plan of services, the Counselor keeps the team informed of progress and needed changes as appropriate.

Planning and Assessment:
In addition to individual and small group assessments the School Counselor addresses the school’s needs more globally through the collection and analysis of data to identify gaps in achievement, attendance, and through discipline records those students that will benefit from school counseling opportunities and resources. In conjunction with peer staff, teachers, and building administrators this employee develops and communicates the baseline data collected and annual outcome goals for achievement, attendance, and discipline. Counselors also monitor the effectiveness of services and support the District’s unified curriculum plan. Expectations include implementing intervention actions plans that are aligned with the established goals, on-going student assessments, and aligned with school improvement plans as appropriate.
Administrative duties include creating and maintaining timely updates to student records such as the Suicide Risk Screener and work or participation in the MTSS efforts and according to federal, state, and District laws, policies, and procedures. Counselors hold an expectation to assist teachers to recognize the contributions of diverse groups and how to foster success for all students regardless of gender, sex, and/or disability. In addition, Employee provides reporting and data as requested leading and/or participating in meetings, workshops and seminars with responsibilities to remain up to date on research-based counseling best practices and current trends/research.
Other Duties
Additional tasks, duties, and responsibilities may be assigned as needed
Qualifications:

• Master’s degree in school counseling required including Council for Accreditation of Counseling & Related Educational Programs (CACREP) coursework required for certification or licensure*
• Attend and successfully complete all staff development training as required by state law or as directed by their Supervisor.
• Individuals meeting all three of the following may qualify for an interim authorization with a school counselor endorsement:
  • Minimum of a Master’s degree in clinical counseling domain (e.g. mental health, clinical counseling, etc.),
  • Valid LPC counseling license issued by the Colorado Department of Regulatory Agencies (DORA),
  • Minimum of three years documented experience as a licensed clinical counselor.

• (Acceptable education and experience equivalent will be at the sole discretion of the District)

Working Conditions:
208 days / year
Application Procedure:
Apply Online
Selection Procedure:
Position is posted to internal transfers for a minimum of seven (7) calendar days or open until filled.
Salary & Benefits:
Teacher Base Pay Salary Schedule Range:
$46,743 - $97,600 based on one (1) FTE at one hundred eighty eight (188) days.
Hiring Range for External Candidates:
$46,743 - $80,240

• Teachers are initially placed according to experience. Teachers new to the District may be granted up to 15 years of experience, provided the experience occurred within the last 20 years in accordance with the MVEA Agreement.

View all salary schedules for the current school year at: https://d51schools.org/employment/job_opportunities/salary_schedules
Information regarding D51 Benefits can be found here: https://www.d51schools.org/employment/current_employees/employee_benefits