Elementary School Adjustment Counselor - Long Term Substitute

Woburn Public Schools

School Adjustment Counselor - Long Term Substitute

**Effective September 3, 2024 through December 4, 2024**

DEFINITION:

The Elementary Long Term Substitute School Adjustment Counselor (K – 5) shall be the employee member of the school staff designated by the Superintendent of Schools to work in partnership with families, school personnel and state and local agencies to promote the ongoing development of each student’s academic, personal/social, and career potential. 

GOAL:

Our goal is to provide individual, small group, classroom and school wide social emotional learning opportunities across the Woburn Public Schools. Using evidence-based approaches and collaboration with teachers, we aim to support students’ social-emotional well-being with the intent of improving their access to learning. In a safe and supportive environment, students are provided with opportunities to develop relationships and through guided practice, build skills that enhance their ability to be successful at school.

PREREQUISITE TRAINING AND EXPERIENCE:

1. Minimum: A Master's degree in Counseling, Social Work, or an equivalent from an accredited institution
2. Minimum: Massachusetts Educator Licensure as School Social Worker/Adjustment Counselor
3. Preferred: Experience delivering services under the Collaborative for Academic, Social, and Emotional Learning (CASEL) Model

 DUTIES:

1. Follows referral process as spelled out in Counseling Program Delivery Program Guide
2. Provide direct 1:1 and group, goals based counseling services to students who have been identified for services based on the counseling referral process
3. Oversee the reentry process for students returning to school from absences related to mental health, including but not limited to hospitalization
4. Serve a primary staff to administer and oversee student wellness screenings, risk assessments, and other individual student safety checks
5. Serve as conduit for students and parents to access outside support services such as the Children’s Behavioral Health Initiative (CBHI)
6. In cooperation with elementary and middle school classroom teachers, implement whole class Social Emotional Learning (SEL) lessons based on the DESE competencies of self-management, self-awareness, responsible decision making, relationship skills, and social awareness
7. Serve as primary contact to private therapists, mental health workers, and appropriate agencies, such as the Department of Child and Families (DCF)
8. Consult with administrators/principals, parents/guardians, classroom teachers, special educators, therapists, and teaching assistants regarding students’ social and behavioral needs
9. Assist staff in developing classroom and individual behavior plans, including observations, implementation, monitoring, and follow-up
10. Consult with administrators and faculty on matters related to student behavior and discipline, including issues related to the school’s Bullying Intervention and Prevention Plan
11. Collaborate with student’s special education Team to address transition related issues and skills to implement transition services according to Transition Planning Form (TPF)
12. Attend district-wide and specific program staff meetings, as scheduled by the Curriculum Coordinator for Guidance K – 12 and/or the Assistant Superintendent for Student Services
13. Participate in meetings/workshops for parents/guardians, building level staff meetings, and professional development opportunities, as appropriate
14. Participate in appropriate professional development opportunities to increase knowledge base and skills and to maintain licensure
15. Maintain a high level of confidentiality and professionalism, as expected of all faculty and staff in the Woburn Public Schools
16. If invited, participate in annual review and reevaluation Team meetings and write social/emotional/behavioral components, including counseling goals, for students’ IEPs

At the Woburn Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, Woburn Public Schools continues to be an Equal Opportunity Employer  and a

 district member of Mass Partnership for Diversity in Education