Job Title: Elementary Guidance Counselor
Location: Assigned Elementary School
Job Group: Educator
Pay Level: Exempt
Reports to: Elementary School Principal
Summary: Collaborates with colleagues to design and deliver a comprehensive program of preventative and
responsive services to address student academic, personal, social, and career development needs. Contributes to
the efficacy of the school by helping to create and sustain an inclusionary environment that motivates learners,
provides personal growth, allows for individuality, and enhances effective relationships.
Essential Duties and Responsibilities:
1. Develops and manages a developmentally-appropriate, comprehensive, school counseling program designed
in collaboration with administrators and staff.
a. Adheres to practices defined in the American School Counselor Association (ASCA) ethical code.
b. Contributes, though our leadership, content expertise, organizational and problem solving skills, to the
systems for student and staff support within the school.
c. Increases awareness through incorporation of multicultural materials and activities to promote schoolwide cultural competency.
d. Fosters a constructive and respectful climate within the school.
e. Collaborates with school administration to provide school and community-based crisis supports.
f. Assists in the registration, orientation, and transition of students entering and leaving the school.
g. Maintains appropriate, accurate, and complete student records as required by law, district policy, and
administrative regulations.
2. Plans and facilitates guidance curriculum in a systematic way to enhance student skill development both in the
classroom and in small group settings.
a. Develops meaningful lesson plans, units of study, and instructional materials that engage students,
increase knowledge and skills, and is consistent with state and district standards for expected learning
outcomes.
b. Adapts the curriculum to the needs of the student.
3. Addresses the immediate needs of individual students through prevention programs, designed interventions,
and referrals as needed.
a. Establishes parental connections through communication and collaboration to meet student needs.
b. Confers with colleagues, counselors, and administrators, when needed, to resolve student behavioral,
academic, and other concerns.
c. Observes and evaluates student performance, behavior, social development, and physical health. Acts
on situations involving domestic abuse or other family problems affecting student development.
d. Provides crisis intervention to students when difficult situations occur at school. May provide training
on related topics, as requested.
4. Actively participates in professional development opportunities related to school counseling.
a. May serve as a mentor, teacher leader, or provide training to others.
b. Remains current on best practices and engages in learning opportunities (i.e.: scheduled faculty
meetings and in-service meetings, conferences, and seminars)
5. May perform other responsibilities as assigned.
General Responsibilities: Assists administration in establishing and maintaining school-based discipline and a
positive-learning environment. Regular attendance in accordance with established work schedule. Demonstrated
ongoing commitment to workplace diversity, sustainability, and delivering exceptional customer service.
Qualification Requirements: To perform this job successfully, an individual must be able to perform each
essential duty satisfactorily. The requirements listed below represent the knowledge, skill, and/or ability required.
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience: Master's Degree in counseling.
Certificates, Licenses, Registrations: Valid Vermont Teaching License with appropriate endorsement for
assignment and/or level of assignment as school counselor.
Emotional Demands: The individual must be able to work with others in a collegial and cooperative manner, model
best behavior, shows above average interpersonal skills, adaptability, and follow directions of school leadership.
Language Skills: Ability to read, analyze, and interpret general periodicals, professional journals, or regulations.
Ability to write reports and correspondence and demonstrate the ability to effectively present information and
respond to questions from students, parents, staff, and the greater school community is essential.
Mathematical Skills: Ability to work with basic math concepts as well as more advanced math concepts such as
probability and statistical inference. Must apply math concepts such as fractions, percentages, ratios, and
proportions to practical situations such as annual departmental budget preparation.
Reasoning Ability: Ability to solve problems with a high level of creative and flexible thinking and to manage a
variety of situations where limited standardization exists. Ability to interpret a variety of instructions furnished in
written, oral, diagram, or schedule form.
Other Skills and Abilities: Ability to apply knowledge of current research and theory. Knowledgeable of special
education regulations in order to participate in Instructional Educational Plans (IEP) teams and/or to assist in
carrying out student IEP accommodations and goals. Demonstrated skills in decision making, negotiations,
organization, and planning are required. Ability to perform duties with awareness of all district requirements and
Board policies. Cultural competency and passion for identifying barriers and developing plans to close the
achievement gaps.
Physical Demands The physical demands described here represent 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 job duties, the employee is frequently required to walk, stand, talk, and hear, and will occasionally
sit. While performing the duties of this job, the employee frequently lifts up to 10 lbs. such as books and materials.
Specific vision abilities required by the job include close vision such as to read handwritten or typed material, and
the ability to adjust focus. The position requires the individual to frequently meet multiple demands from several
people, within time constraints and interact with the public and other staff. The incumbent must frequently
demonstrate manual dexterity to perform technology related assignments.
Work Environment: The work environment characteristics described here represent 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 moderate to loud. Duties are primarily performed indoors and
occasionally outdoors. Occasional travel may be required to attend meetings and trainings.
Terms of Employment: Per Master Agreement
Evaluation: Per established guidelines
Date Approved June 1, 2016
The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and the ADA Amendments Act of 2008
(P.L. 110-325), which became effective on January 1, 2009 is not an exhaustive list of the duties performed for this position. Additional duties are
performed by the individual(s) currently holding this position and additional duties may be assigned. The Board reserves the right to waive the essential
requirements contained in this job description.