What are the responsibilities and job description for the School Counselor for BRYT Program position at Plymouth Public Schools?
TITLE: Bridge for Resilient Youth in Transition (BRYT) School Counselor QUALIFICATIONS: 1. A Master's degree or higher from an accredited college or university in social work or counseling. 2. Maintains a valid Massachusetts license as a social worker/ adjustment counselor or school counselor per regulations of the Massachusetts Department of Education.
3. A minimum of three (3) years of successful experience as an adjustment counselor/social worker in a school, inpatient facility or outpatient facility is preferred but not required. 4. Proven ability to relate to a variety of constituencies, including but not limited to: administrators, parents, teachers, students, other school staff and visitors.
5. Possess good communication skills both verbal and written. 6. Demonstrated aptitude or competence for assigned responsibilities.
7. A sense of humor and a proven ability to work in a polite and friendly manner with all staff members, students, and with the larger educational community. 8. Such alternatives to the above qualifications as the School Department may find appropriate and acceptable.
REPORTS TO: Building Principal, Director of Student Support Services, and/or Guidance Department Head as appropriate. JOB GOAL: To develop and continuously improve a high-functioning BRYT program providing clinical and academic support to students returning to or transitioning into school after an experience that has had significant mental health impact in addition to resulting in loss of school time. BRYT is a program of The Brookline Center for Community Mental Health working to transform how schools support students who have experienced a mental health disruption, and these students families. In practice the term BRYT has several meanings: A model for intensive in-school mental health, academic, family, and care coordination support for students An intensive (Tier 3) intervention in schools based on the BRYT model A rapidly growing national network of districts and schools A team that supports schools in implementing the BRYT intervention, along with providing professional development and consultation to schools and districts related to school mental health PERFORMANCE RESPONSIBILITIES (include but are not limited to): 1.
Works with the Principal, other school leaders, and external support organizations to create a plan in order to ensure successful transition into school for students who have experienced significant mental health challenges and have missed extensive amounts of school time. 2. Develops and assures effective implementation of a comprehensive transition plan integrating clinical, care coordination, and academic supports for each student in the BRYT Program; is primarily responsible for implementation of the care coordination components of the overall plan. 3.
Organizes and facilitates meetings with staff of collateral support organizations prior to and during students participation in BRYT. 4. Develops and implements the clinical, care coordination, and family engagement components of the overall case management plan for each student in BRYT. 5.
Provides 1:1 and/or small-group clinical intervention to BRYT students on a flexible, as-needed basis, employing clinical methods that are most appropriate for meeting the goals in each students case management plan. 6. Pro-actively communicates with school staff regarding the progress and status of each student in BRYT, maintaining student confidentiality as appropriate. 7.
Maintains a program environment that is conducive to learning and appropriate to the maturity and interests of students. 8. Monitors progress of BRYT students who have transitioned out of the program. 9.
Provides functional support/supervision to all staff members and volunteers assigned to BRYT. 10. Assures that all required data is gathered and entered into data management systems according to program procedures. Participates in meetings with staff of collateral support organizations prior to and during students participation in BRYT.
11. Pro-actively communicates with educator colleagues and school administrators regarding the progress and status of each student in BRYT, maintaining student confidentiality as appropriate. 12. Engages in consistent two-way communication with the families of BRYT students to keep them apprised of student progress and gather feedback and information to support student learning and well-being, including making home visits to families where appropriate.
13. Maintains a program environment that is conducive to learning and appropriate to the maturity and interests of students. 14. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom, including addressing inappropriate student behaviors as needed.
15. Attends staff meetings and serves on staff and or school committees. 16. Participates in professional development.
17. Other duties as assigned. The above statements are intended to describe the general nature and level of work being performed by employees assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and duties required of those in this classification.
3. A minimum of three (3) years of successful experience as an adjustment counselor/social worker in a school, inpatient facility or outpatient facility is preferred but not required. 4. Proven ability to relate to a variety of constituencies, including but not limited to: administrators, parents, teachers, students, other school staff and visitors.
5. Possess good communication skills both verbal and written. 6. Demonstrated aptitude or competence for assigned responsibilities.
7. A sense of humor and a proven ability to work in a polite and friendly manner with all staff members, students, and with the larger educational community. 8. Such alternatives to the above qualifications as the School Department may find appropriate and acceptable.
REPORTS TO: Building Principal, Director of Student Support Services, and/or Guidance Department Head as appropriate. JOB GOAL: To develop and continuously improve a high-functioning BRYT program providing clinical and academic support to students returning to or transitioning into school after an experience that has had significant mental health impact in addition to resulting in loss of school time. BRYT is a program of The Brookline Center for Community Mental Health working to transform how schools support students who have experienced a mental health disruption, and these students families. In practice the term BRYT has several meanings: A model for intensive in-school mental health, academic, family, and care coordination support for students An intensive (Tier 3) intervention in schools based on the BRYT model A rapidly growing national network of districts and schools A team that supports schools in implementing the BRYT intervention, along with providing professional development and consultation to schools and districts related to school mental health PERFORMANCE RESPONSIBILITIES (include but are not limited to): 1.
Works with the Principal, other school leaders, and external support organizations to create a plan in order to ensure successful transition into school for students who have experienced significant mental health challenges and have missed extensive amounts of school time. 2. Develops and assures effective implementation of a comprehensive transition plan integrating clinical, care coordination, and academic supports for each student in the BRYT Program; is primarily responsible for implementation of the care coordination components of the overall plan. 3.
Organizes and facilitates meetings with staff of collateral support organizations prior to and during students participation in BRYT. 4. Develops and implements the clinical, care coordination, and family engagement components of the overall case management plan for each student in BRYT. 5.
Provides 1:1 and/or small-group clinical intervention to BRYT students on a flexible, as-needed basis, employing clinical methods that are most appropriate for meeting the goals in each students case management plan. 6. Pro-actively communicates with school staff regarding the progress and status of each student in BRYT, maintaining student confidentiality as appropriate. 7.
Maintains a program environment that is conducive to learning and appropriate to the maturity and interests of students. 8. Monitors progress of BRYT students who have transitioned out of the program. 9.
Provides functional support/supervision to all staff members and volunteers assigned to BRYT. 10. Assures that all required data is gathered and entered into data management systems according to program procedures. Participates in meetings with staff of collateral support organizations prior to and during students participation in BRYT.
11. Pro-actively communicates with educator colleagues and school administrators regarding the progress and status of each student in BRYT, maintaining student confidentiality as appropriate. 12. Engages in consistent two-way communication with the families of BRYT students to keep them apprised of student progress and gather feedback and information to support student learning and well-being, including making home visits to families where appropriate.
13. Maintains a program environment that is conducive to learning and appropriate to the maturity and interests of students. 14. Assists the administration in implementing all policies and/or rules governing student life and conduct, and for the classroom develops reasonable rules of classroom behavior and procedure, and maintains order in the classroom, including addressing inappropriate student behaviors as needed.
15. Attends staff meetings and serves on staff and or school committees. 16. Participates in professional development.
17. Other duties as assigned. The above statements are intended to describe the general nature and level of work being performed by employees assigned to this classification. They are not intended to be construed as an exhaustive list of all responsibilities and duties required of those in this classification.