Guidance Counselor – Alternative Education Program

Title of Position:                                

Guidance Counselor – Alternative Education Program                                                 

Work Year: 

2026-2027 School Year

Location/Program:

Hildreth School – Marlborough Evening Teams Accelerated (METAS) Academy & Advanced Learning Academy (ALA)

Compensation: 

$50.00 per hour, up to 180 hours

Work Hours:

This is a part-time position for two hours per night of the program up to 180 hours total for the year.

Program hours are Tuesday and Thursday, 4pm – 9pm, and every other Wednesday 4pm – 9pm. Specific hours within that timeframe are to be mutually determined between the guidance counselor and the METAS/ALA administration.

Organizational Relationship or Line of Authority:                         

Works under the High School Principal and Director of Alternative Education.

Job Summary:

School counselors excel in empowering students to achieve their fullest potential by encouraging ownership, self-advocacy, organization, and inquiry.  They utilize culturally proficient practices, respond to the personal, social-emotional, and mental health needs of students, and personalize the academic and post-secondary planning process for students.  They deliver counseling program objectives in individual meetings, small group sessions, classroom lessons and large audience presentations.  Counselors creatively problem solve and are eager to work collaboratively and constructively with parents, teachers, administrators, and other staff to support student learning and success. 

Duties & Responsibilities:

Participate in data driven best practices and using district/school data, design a measurable, strategic plan for the systemic delivery of a comprehensive school counseling program, including targeted interventions designed to address inequities and close achievement gaps.

• Contribute to a college and career ready culture within the school by providing classroom activities, group counseling, or individual sessions that promote equity and access by supporting all students to prepare for, participate in, and succeed in rigorous academic programs.
• Provide all students with timely exposure to a wide range of post-secondary options; regularly provide feedback on all students' post-secondary plans; and utilizes various career assessment techniques to assist students in understanding and developing their career abilities and interests.
• Contribute to the development, coordination, and implementation of effective strategies for school-to-post-secondary transitions for all students. Assess the effectiveness of transition planning in positively impacting student achievement.
• Provide timely assistance to all students in understanding the college and career application and admissions processes, including information about college costs, financial aid, scholarships, and/or internship/apprenticeship processes and opportunities.
• Provide assistance in applying for post-secondary opportunities, such as college applications, financial aid and scholarship forms, and/or employment applications. Help student evaluate their post-secondary options.
• Assess student academic and/or social-emotional functioning and consult with support staff and teachers.
• Track, monitor and counsel students in course selection to align with graduation requirements and post-secondary plans.
• Develop and deliver a standards-based counseling curriculum that supports all students in developing academic/technical competencies, career/workplace readiness, and the personal/social skills necessary for success in higher education, the workplace, and other post-secondary options.
• Attend Individual Education Plan (IEP), 504 and students-at-risk meetings and manage cases.
• Participate in the District’s Multi-Tiered Support Systems.
• Foster schoolwide involvement in the design, planning, and advancement of the school counseling program to ensure coherent delivery through the coordination of school counseling activities with academic curricula, classroom instruction, and services.
• Develop and deliver guidance presentations/workshops for students, parents, and teachers.
• Advocate for students and families.
• Respond appropriately to building or district crisis as designated by office of Student Support Services.
• Seek out and implement evidence-based counseling theories and techniques to deliver short term counseling interventions to resolve immediate conflicts/problems, intervene in school-specific situations that disrupt learning, and respond to crisis events. Assess the effectiveness of interventions and responses in positively impacting student achievement.
• Maintain the temporary records of all students on assigned caseload and ensure confidentiality of student records as specified by the regulations of the Marlborough School Committee.
• Perform such other duties as are deemed necessary by the High School Principal and/or METAS/ALA administration

Qualifications:

• A Master’s degree or equivalent in school counseling preferred
• Valid licensure as a high school guidance counselor (9-12) by the Massachusetts Department of Elementary and Secondary Education preferred.
• Previous experience as a High School Guidance Counselor highly preferred
• Bilingual (Spanish and/or Portuguese) preferred.
• SEI Endorsement preferred.
• Familiarity with Google Docs, Naviance and Aspen preferred.
• Experience supporting students in the academic, social/emotional and career domains.
• Excellent interpersonal skills
• Experience working collaboratively with teachers, administrators, support staff, patents/community and outside agencies.
• Flexible, timely and comfortable working in a fast-paced environment.
• Ability to maintain confidentiality.
• Demonstrate ability to communicate effectively verbally and in writing.
• Such alternatives to the above qualifications as the Superintendent of Schools may find appropriate and acceptable.

Skills and Abilities Necessary:

• Technology Use – School System Data base, standard Microsoft and Google products and web-based sites.
• Written and Oral Comprehension and Expression — Read and understand information in writing and listen to and understand spoken information and ideas. Able to communicate information and ideas in speaking and writing so others will understand.
• Team Player— Being respectful as part of a team and displaying constructive, collaborative behaviors.
• Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made and asking questions as appropriate.
• Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
• Service Orientation — Actively looking for ways to help people
• Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solving problems.
• Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job
• Self-Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations

An Equal Opportunity Employer It is the policy of the Marlborough Public Schools not to discriminate on the basis of race, gender, religion, national origin, color, homelessness, sexual orientation, gender identity, age or disability in its education program, services, activities or employment practices.