Elementary School Counselors

Job | Posted 20 days ago
Favorite
Share
Apply

Description

The Steamboat Springs School District is seeking qualified candidates for a 1 year, long-term substitute, Elementary School Counselor to be assigned, one at each elementary school, Strawberry Park Elementary, and Soda Creek Elementary.  Qualified candidates would preferably have previous elementary school counseling experience.  Candidates will need to have or be eligible to secure the CDE Special Service provider (SSP) license by August 30, 2020.  These postiions are grant funded for a 3 year program and will end June 2023.   

These 1 year long-term substitute positions are eligible for insurance with the District contribution and accrued sick/personal days (ALD).  Salary is based on the 20/21 licensed salary schedule at MA30 step 0. 


PRIMARY RESPONSIBILITIES:

1. Provides direct services.

  • Advocates for students with parents, teachers, school administrators, and other governmental agencies using a working knowledge of human development.

  • Teaches, facilitates and promotes such life skills as problem-solving, decision-making, conflict resolution, goal setting and respect for individual differences.

  • Provides counseling and guidance to students which may include evaluating career interests/choices and post secondary planning as per ASCA national model. 

  • Plans learning, including selection of content, instructional strategies, and assessments, appropriate for all learners and aligned with District outcomes and State standards.

  • Serves as a resource regarding academic, social and emotional needs of the children including crisis intervention.

  • Meets with assigned students at scheduled location and time and supports systems for communicating student goals and successes to the community and parents.

  • Provides individual and group counseling. 

 

2.  Participates and collaborates.

  • Serves as a resource to special education staff including attending child studies and student staffings when appropriate.

  • Contributes to the decisions made by the District and School regarding school student achievement goals, budget, facility allocation, curriculum revision, and extracurricular activities

  • Collaborates with district wide counseling team on counseling initiatives

 

3. Designs coherent instruction

  • Designs instruction that is aligned to SSSD Curriculum and the ASCA national model. 

  • Provides opportunities for students to develop declarative, procedural and conceptual understandings through varied instructional activities. 

  • Designs instruction so that authentic application and cross-curricular integration is evident.    

 

4. Reflects on teaching and potential adjustments for future instruction.

  • Accurately determines the extent to which instructional activities achieved learning goals and enduring understandings.  Cites specific evidence to support this judgment.  

  • Analyzes the relationship between the instructional activities and individual students’ level of success. 

  • Provides specific suggestions with rationale on how the lesson can be improved for whole class and individual students.

 

5. Provides instruction that is clear and accurate.

  • Provides instruction that is clear and accurate and supports the development of procedural and/or declarative as well as conceptual understanding. 

  • Shares learning goals and/or essential questions with students. 

  • Paces lessons appropriately for grade level and content area and adjusts for particular class and individual students’ needs.

 

6. Provides instruction that includes multiple teaching strategies.

  • Provides instruction utilizing multiple teaching strategies, aligned to SSSD Curriculum Frameworks.  

  • Uses differentiated teaching strategies for particular class, content area and individual students.

 

7. Establishes an environment of learning as evidenced by students explaining their thinking.

  • Establishes an environment where students are expected to explain their thinking in regards to procedural and declarative understanding as well as conceptual understanding and engage in discourse in ways that help them learn.

 

8. Provides feedback during instruction.

  • Provides feedback on strengths and needs that is timely, accurate, specific, constructive and substantive. 

  • Makes provisions for whole class and individual students to use feedback in their learning.

 

9. Establishes and maintains effective classroom management for learning.

  • Establishes and maintains a classroom environment in which students are engaged in learning opportunities and are supporting other students’ opportunities to learn.

 

10. Assesses and provides feedback to students regarding their learning.

  • Uses formative and summative assessments based on clear criteria tied to SSSD Curriculum Frameworks.  

  • Shares criteria with students at an appropriate time prior to assessment.  

  • Designs assessments to include evaluation of procedural and/or declarative as well as conceptual understanding and opportunities for students to explain their thinking.  

  • Designs assessments to provide opportunities for students to demonstrate their understanding in varying ways. 

  • Provides feedback that is timely, accurate and specific in referencing strengths and weaknesses. 

  • Makes provisions for students to use feedback in their learning.  

 

11.  Adjusts ongoing instruction based on assessment data. 

  • Uses formative and summative assessments based on clear criteria tied to SSSD Curriculum Frameworks.

  • Shares criteria with students at an appropriate time prior to assessment.  

  • Designs assessments to include evaluation of procedural and/or declarative as well as conceptual understanding and opportunities for students to explain their thinking.  

  • Designs assessments to provide opportunities for students to demonstrate their understanding in varying ways. 

  • Provides feedback that is timely, accurate and specific in referencing strengths and weaknesses. 

  • Makes provisions for students to use feedback in their learning.  

 

12. Exhibits Professional Citizenship

  • Actively contributes to and supports school and/or district goals and priorities.  

  • Supports and cooperates with colleagues.  

  • Assumes leadership roles.   

 

13. Demonstrates Professional Growth.

  • Actively seeks out opportunities for professional development and growth. 

  • Shares and applies learning.  

  • Assumes leadership roles.

  • Provides support and knowledge that inspires and encourages the professional growth of teachers as resources are utilized for the enhancement of student learning.

  • Contributes to the professional development of other teachers including but not limited to modeling the use and application of exemplary practices regarding affective needs of students, peer support with lesson planning and designing consistent with state standards and district goals.

 

14.  Other

  • Complies with district and school policies and procedures

  • Ensures the accuracy, completeness, confidentiality, and security of all student information.

  • Performs other duties as assigned.



 

QUALIFICATIONS:

 
  • Master's degree from an accredited institution in school counseling.

  • Valid Colorado counselor or special services license/certificate.  

  • Possess excellent interpersonal and communication skills for interacting with administrators, teachers, students and families, and community members.

  • Ability to conduct studies, prepare reports and make oral presentations.

  • Computer knowledge required in computer-related subjects, and computer literacy preferred for other content areas.

  • Ability to maintain individual student records and class files.

  • Ability to compile statistics for research and reports.

  • Ability to discipline students in keeping with school and district procedures.

  • Ability to maintain confidentiality.

 

ESSENTIAL JOB FUNCTIONS:

 

Decision Making:  An example of a typical decision made by an individual in this position is to interpret policies/procedures and best practice.  An incorrect decision made by this position could impact the district legally causing the financial condition of the district to be effected. Errors made in decision-making could potentially result in substantial cost to the District or damage the credibility of the District.

Language Skills:  Ability to read, analyze, and interpret general professional journals, technical procedures and governmental regulations.  Ability to write reports, business correspondence, and procedural manuals. Ability to effectively present information and respond professionally to questions from groups of parents, community members, commissions, colleagues and Board of Education.

Mathematical Skills: Ability to calculate figures and amounts such as interest, discounts, commissions, propertions, percentage, circumference and colume. Ability to apply concepts of basic algebra and geometry.

Reasoning Ability:  Ability to define problems, collect data, establish facts, and draw valid conclusions.  Ability to interpret an extensive variety of technical instructions in mathematical or diagram form, and deal with several abstract concrete variables. Ability to analyze and use data to supervise the delivery of instruction and the school improvement process.

Technology Skills:  Proficient use of technology which includes: basic operations and concepts, word processing, spreadsheets, internet usage, critical evaluation of information, data analysis, email, integration of technology.

Other Skills and Abilities:  Ability to apply knowledge of current research and theory in education.  Ability to establish and maintain effective working relationships with staff and community.  Ability to communicate clearly and concisely both in oral and written form. Ability to copy, coordinate, instruct, evaluate and negotiate.  Ability to perform duties with awareness of all district requirements and Board of Education policies. Ability to discipline students consistent with district procedures.  Ability to maintain confidentiality.

Physical Demands:  While performing the duties of this job, the employee is frequently required to sit, talk, or hear.  The employee is continuously required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms.  The employee must occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision and 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 this environment is quiet to loud depending on the activity in the particular part of the day. 

 

 

This information contained in this job description is for compliance with the American with Disabilities Act. (A.D.A.) and is not an exhaustive list of the duties performed for this position.

EOE. All offers of employment are contingent upon completion of a successful CBI/FBI background check. 

Posted By

Steamboat Springs School District RE-2

325 7TH STREET, STEAMBOAT SPRINGS, CO 80487
 
Insights
Compare with State

Amount per Student

$11,499 (USD)

State Average: $10,278 (USD)

% ELL Students

6%

State Average: 12%

Student Teacher Ratio

14.93

State Average: 17.36

% IEP Students

State Average: 11%

FTE

318

State Average: 415