What are the responsibilities and job description for the College Pathway Counselor, High School position at Reading School District l Reading, Pa.?
Position Title: College Pathway Counselor (RHS Campuses and RVA)
Classification: REA
Reports To: Supervisor of College and Career Readiness
Position Goal: The goal of this position is to develop, implement and promote activities that support student participation in a high school pathway that leads them to post-secondary success in a career, military service or college post-secondary academic program, such as a trade school, 2 or 4 year college, or university.
ESSENTIAL FUNCTIONS: The essential functions of this position include, but are not limited to, the following fundamental duties:
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
EDUCATION And/or EXPERIENCE
Master's Degree in School Counseling or other relevant degree.
Experience working with post secondary planning.
Experience working with high school students in an urban setting.
CERTIFICATES, LICENSES, REGISTRATIONS Current Pennsylvania Certificate as a Secondary School Counselor or other relevant certificate and required professional development.
Language Skills
While performing the duties of this job, the employee is continuously required to sit and talk or hear. Occasionally the employee will repeat the same hand, arm or finger motion many times. The employee must be able to attend meetings in the evening and at other locations. Specific vision abilities required by this job include close vision such as ability to read handwritten or typed material, and the ability to adjust focus.
WORK 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 employee is frequently required to interact with the parents, public and other staff. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience. The employee is directly responsible for the safety, well-being and work output of students.
TERMS OF EMPLOYMENT: As per terms and conditions set forth in the contract between the Reading Education Association, PSEA/NEA and the Reading School District.
EVALUATION: The employee will be formally evaluated with regard to his/her duties on a regular basis by the immediate supervisor as required by Board Policy and Department of Education regulations.
The position holder must be able to perform the essential job functions with or without reasonable accommodations. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
The Reading School District is an equal opportunity employment, educational and service organization.
Classification: REA
Reports To: Supervisor of College and Career Readiness
Position Goal: The goal of this position is to develop, implement and promote activities that support student participation in a high school pathway that leads them to post-secondary success in a career, military service or college post-secondary academic program, such as a trade school, 2 or 4 year college, or university.
ESSENTIAL FUNCTIONS: The essential functions of this position include, but are not limited to, the following fundamental duties:
- Provides a system of counseling and management to help students make appropriate career and academic decisions.
- Works collaboratively with school counselors, social workers and all staff for post-secondary planning.
- Identifies high risk students and assesses potential barriers that could undermine their academic or career success.
- Works collaboratively with students and families to develop a comprehensive post-secondary plan that aligns with the identified college or career related interests.
- Establishing relationships and collaborating with local resources, businesses, post-secondary institutions and military school recruiters for the purposes of:
- dual enrollments,
- post-secondary applications
- financial aid applications
- scholarship applications
- Plans, recruits and coordinates post-secondary institution college visits, and career related field trips and college fairs.
- Creates and delivers professional development sessions for staff related to Career Readiness Indicators and platforms used to track the indicators.
- Prepares data reports as requested by administrators. These reports may include but are not exclusive to Career Readiness Indicators,
- FAFSA, scholarships
- post-secondary plans
- standardized testing, etc.
- Conducts workshops with students and parents on a variety of topics, including but not exclusive to:
- applying to college
- financial aid
- career/employment information
- military resources
- Conducts workshops and information sessions with students on a variety of topics, including but not limited to:
- FAFSA information sessions and helps students complete their
- Financial aid paperwork completion
- PSAT enrollment and results
- CLEP enrollment and results
- Dual enrollment
- Act 158 requirements
- Provides training to school counselors in FAFSA completion to ensure broader completion of FAFSA applications.
- Plans and publicizes the career center's programs and events such as workshops, job fairs, orientation sessions, parent informational sessions, etc.'
- Plans or collaborates in the planning of test administration as directed by administration. This may include, but is not exclusive to ASVAB, Pre-ACT, ACT, PSAT, SAT, CLEP.
- Collaborates with faculty, staff and other student services divisions to help achieve school-wide goals and contribute to its long-range planning.
- Collaborates with and takes appropriate direction from the Supervisor of Career and College Readiness to assist with:
- Contacting post-secondary institutions, military recruiters, and business partnerships.
- Promoting dual enrollment programs with local colleges.
- Participates in committee work for the School Counseling Department and Reading High School as directed by administrators.
- Attends or assist with scheduling student services meetings should it be deemed necessary (IEP, 504 and Core team meetings)
- Participates and performs SAP team duties
- Participates in assigned committee meetings
- Performs other duties as assigned by the supervising administrators Reading High School Principal.
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
EDUCATION And/or EXPERIENCE
Master's Degree in School Counseling or other relevant degree.
Experience working with post secondary planning.
Experience working with high school students in an urban setting.
CERTIFICATES, LICENSES, REGISTRATIONS Current Pennsylvania Certificate as a Secondary School Counselor or other relevant certificate and required professional development.
Language Skills
- Ability to read, analyze and interpret general business periodicals, professional journals, technical procedures, or governmental or PDE regulations.
- Ability to communicate clearly and concisely in written or oral formats.
- Ability to write comprehensive evaluative reports and correspondence.
- Ability to effectively present information and respond to questions from administration, teachers, parents, service providers and the general public.
- Ability to work mathematical concepts such as probability and statistical inference, and fundamentals of plane and solid geometry and trigonometry.
- Ability to apply concepts such as fractions, percentages, ratios and proportions to practical situations.
- Ability to define problems, collect data, establish facts and draw valid conclusions.
- Ability to interpret a variety of technical instructions in mathematical or diagram form and deal with several abstract and concrete variables.
- Ability to apply knowledge of current research and theory to the guidance program.
- Ability to apply advanced problem-solving skills.
- Ability to plan and implement conferences to discuss recommendations based on district and program objectives and the needs and abilities of students.
- Ability to establish and maintain effective working relationships with students, peers, parents and community.
- Ability to use appropriate language and accompanying techniques with adolescents on one to one bases as well as in groups.
- Ability to work in a demanding service oriented environment and deal with constant interruptions.
- Ability to work independently, prioritize tasks and make work related decisions.
- Ability to perform duties with awareness of all district requirements and Board of Education policies.
While performing the duties of this job, the employee is continuously required to sit and talk or hear. Occasionally the employee will repeat the same hand, arm or finger motion many times. The employee must be able to attend meetings in the evening and at other locations. Specific vision abilities required by this job include close vision such as ability to read handwritten or typed material, and the ability to adjust focus.
WORK 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 employee is frequently required to interact with the parents, public and other staff. The position requires the individual to meet multiple demands from several people and exhibit good human relation skills including courtesy, tact and patience. The employee is directly responsible for the safety, well-being and work output of students.
TERMS OF EMPLOYMENT: As per terms and conditions set forth in the contract between the Reading Education Association, PSEA/NEA and the Reading School District.
EVALUATION: The employee will be formally evaluated with regard to his/her duties on a regular basis by the immediate supervisor as required by Board Policy and Department of Education regulations.
The position holder must be able to perform the essential job functions with or without reasonable accommodations. It is the responsibility of the employee to inform the school district administrator designated as immediate supervisor of the position, of any and all reasonable accommodations that will be required. The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned.
The Reading School District is an equal opportunity employment, educational and service organization.