Muscatine Community School District

Job Requirements Analysis

POSTION TITLE: School Guidance Counselor

EMPLOYEE UNIT: Muscatine Education Association

FUNDING SOURCE: General Operating

FUNCTIONAL AREA: Instruction

REPORTS TO: Principal

STATUS: Contract

FLSA STATUS: Exempt

NORMAL WORK DAY: All members of the unit work an 8 hour work day which includes 25 minute duty free lunch. 

CERTIFICATION REQUIREMENTS: The State of Iowa Department of Education sets certification requirements and such licenses are issued through the Board of Educational Examiners. Persons must hold an appropriate license to be employed.

OBJECTIVE: To provide grade appropriate counseling services to our students.

Job Duties:

PK- 5 Counselors, Middle School Counselors and High School Counselors all provide counseling services in an age appropriate manner throughout the 8 hour day. Small group, classroom size groups and programs all vary by building but come under the district wide standards as approved for the school year and grade level.

The following 8 standards and 43 criteria are the basis for evaluation of all Iowa school counselors.

1. DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT’S STUDENT ACHIEVMENT GOALS.

The school counselor:

1. Shares performance/progress information with parents, students, teachers as needed.
2. Initiates and/or participates in the development of student intervention plans.
3. Counsels students regarding behavior, academics, work completion, classroom procedures and personal concerns.
4. Collaborates in the implementation of accommodations for specific students.
5. Facilitates social skills development.
6. Participates on planning teams that develops strategies that help students.
7. Communicates with students, families, colleagues, and communities effectively and accurately.

1. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. The school counselor/social worker:
   1. Understands and uses key concepts, underlying themes, relationships, and

different perspectives related to the content area.

1. Participates in development of learning/behavior plans for staff, parents, students, agencies.
2. Refers parents to appropriate outside community resources.
3. Uses strategies/lessons that meet the needs of students through individual, small group or large group sessions.

1. DEMONSTRATES COMPETENCE IN PLANNING FOR INSTRUCTION.

The school counselor/social worker:

1. Uses student data, local standards and the district curriculum in

planning for instruction.

1. Participates in the development of social, behavioral and academic success of all students.
2. Uses student developmental needs, background, and interests in planning for intervention.
3. Uses strategies/interventions that benefit all students.
4. Refers students/families to supportive outside programs. Collaborates with teachers in panning career programs, field trips, exposing students to a variety of career/work areas.

1. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE

LEARNING NEEDS OF STUDENTS.

The school counselor:

1. Utilizes district standards to develop curriculum and/or activities.
2. Exposes students to materials that promote career awareness. Uses research-based instructional strategies in individual/small group and/or large group counseling.
3. Strategizes with parents and staff in developing individual plans.
4. Provides multiple types of activities that provide varied experiences to meet diverse needs and promotes social, emotional and academic growth.
5. Communicates special needs concerns regarding student/family with staff where circumstances are likely to affect academic/school performance.
6. Facilitates referrals to various youth organizations such as YM/YWCA, New Horizons, Community Health, and Family Resources.

1. USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING.

The school counselor:

1. Demonstrates understanding of and uses assessment data to develop effective intervention.
2. Communicates assessment criteria and standards to all students and parents.
3. Collaborates with staff and parents in using multiple assessments to guide planning and instruction.
4. Guides students in goal setting and assessing in their own learning.
5. Advises parents and staff regarding student behavior, social interaction skills and emotional well-being.
6. Collaborates with staff and other district leadership in analysis of student progress.

1. DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT.

The school counselor:

1. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
2. Establishes, communicates, models and maintains standards of responsible student behavior.
3. Develops and implements classroom procedures and routine that support high expectations for learning.
4. Uses instructional time effectively to maximize student achievement.
5. Creates a safe and purposeful learning environment.

1. ENGAGES IN PROFESSIONAL GROWTH

The school counselor:

1. Demonstrates habits and skills of continuous inquiry and learning.
2. Works collaboratively to improve professional practice and learning.
3. Applies research, knowledge, and skills from professional development opportunities to improve practice.
4. Establishes and implements professional developmental plans based upon the teacher needs to the Iowa Teaching Standards and district/building student achievement goals.

1. FULFILLS PROFESSIONAL RESPONSIBILITEIS ESTABLISHED BY THE SCHOOL DISTRICT.

The school counselor:

1. Adheres to board policies, district procedures, and contractual obligations.
2. Demonstrates professional and ethical conduct as defined by state law and individual district policy.
3. Contributes to efforts to achieve district and building goals.
4. Demonstrates an understanding of and respect for all learners and staff.
5. Collaborates with students, families, colleagues, and communities to enhance student learning.

1. OTHER DUTIES:

1. Assist with annual building-wide goal development.
2. Provide student supervision (duty time) as grade level appropriate.
3. Actively participate in parent conferences and district in-services.
4. Other duties as assigned.

MINIMUM QUALIFICATIONS:

We require appropriate State of Iowa counselor certification from BOEE prior to the start of each contract year. 

LOCATION: 9 schools in the district

American Disability Act Statement

Employee must be capable of working under stress with large numbers of students, parents and co-workers. Lack of mobility may limit assigned locations. Mental acuity is required and mental and physical ability to manage workload is essential.

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 the essential functions.

While performing the duties of this job, the employee is frequently required to stand; walk; use hands and fingers to handle and/or feel objects, tools or controls; talk and hear. The employee frequently must squat, stoop or kneel, reach above the head and forward 0 to 24 inches and on occasion up to 36 inches. The employee continuously uses hand strength to grasp items. The employee will frequently bend or twist at the neck and trunk more than the average person while performing the duties of this job. The employee must frequently lift and/or move up to 50 pounds 0 to 12 feet and occasionally up to 20 feet, such as curriculum materials, desks, chairs, and boxes. The employee will sometimes push/pull items such as tables and carts. Specific vision abilities required by this job include close vision, color vision and the ability to adjust focus while supervising students and working with computers, written materials, reports, assessment data, etc.

WORKING ENVIRONMENT:

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually quiet. The position requires the commitment of professional working hours that may require the employee to extend beyond a typical 8:00 a.m. to 4:00 p.m. workday. The employee will frequently work in different areas of the classroom including in/at desks, on or near the floor, standing, in movement while supervising indoor and outdoor activities, etc. The employee will usually work in indoor temperatures but will work outdoors when supervising students outside of the classroom.

The information contained in this job description is in compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individual holding this position and additional duties may be assigned.

Knowledge, skills and abilities required to carry out the job satisfactorily.

1. Communication Skills:
2. Oral XX Instructional XX Students XX Staff XX Public XX
3. Writing XX Lesson Plans XX  Students XX Staff XX  Public XX

1. Content expertise:
2. Courses available and appropriate course loads for advancement and retention.

III. Supervisory/Management skills:

Number of people reporting to you: secretary or clerk

Directly: 1 Ultimately: None

Decision impact: Employee XX  Department XX  Building XX District XX

1. Specific skill expertise:
2. Knowledge of student’s needs in your classes.
3. Able to work well with students, teachers, counselors, parents and other job-related persons.
4. Ability to work within the job description with independence and to make judgments and decisions.
5. Ability to collect and analyze student achievement data and have constructive conversations with students, parents, building administrators, and/or teachers about said student data.

1. Equipment proficiencies required:
2. Audio equipment including projectors and video equipment
3. Basic understanding of the operation of building systems including security, intercom, telephone, fire and alarm systems
4. Operation of a personal computer that is linked to network so that the teacher can access student data, enters grades, performs on-line IEPS and receives email.

1. Other factors:
2. Human relations skills are essential.

The statements contained herein describe the scope of the responsibilities, essential functions, physical requirements, and working conditions of the Guidance Counselor position, but should not be considered to be an all-inclusive list. An employee serving in the Guidance Counselor position may perform other duties as assigned. Nothing in this job description restricts the District’s right to assign or reassign duties and responsibilities to the Guidance Counselor position at any time. A copy of this job description will be given to the employee serving as a Guidance Counselor and a copy of this job description will be placed in that employee’s personnel file. The employee understands the responsibilities, essential functions, physical requirements, and working conditions of the Guidance Counselor position and affirms the employee can perform the essential functions of the Guidance Counselor position without accommodations or with the following accommodations: