Guidance Counselor - Elementary - Lebanon R-III School District

Job Title:                   Guidance Counselor, Elementary

Department:             Guidance

Reports to:                Principal

Classification:           Certified / Exempt

This position is split between Esther and Maplecrest

Summary

Promote successful schooling by assisting students in learning the skills and attitude necessary to be successful.  It emphasizes exploring the information of self and others and applying appropriate social skills; exploring and planning for careers or post-secondary education; improving study skills, and demonstrating the ability to make appropriate decisions.

Time Distribution for Elementary Counselors

In order to carry out a comprehensive developmental guidance program the following allocations of time are suggested:

                        Guidance Curriculum             35%-45%

                        Individual Planning                 5%-10%

                        Responsive Services              30%-40%

                        System Support                    10%-15%

                        Non-Guidance                         0%

Essential Duties and Responsibilities

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, skills and abilities required.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

1. Implement the elementary guidance curriculum.  Conduct guidance learning activities in the classroom as planned in conjunction with school administration and teachers; consult with and/or be a resource person for teachers to facilitate the infusion of guidance learning activities into the regular education curricula.
2. Guide and counsel groups and individual students through the development of educational and career plans.  Participate in orientation programs for parents and students; assist students in the transition from elementary to junior high school; inform students and their parents of test results and their implication for education planning; provide resources and information to assist in career awareness and career exploration activities.
3. Counsel small groups and individual students with problems:  Conduct structured, goal-oriented counseling sessions to meet the identified needs of individuals or groups of students.  Session topics at the elementary level may include self-awareness, self-identity, academic problems, behavior problems, peer problems, family issues, child abuse and substance abuse.
4. Consult with teachers, staff, and parents regarding meeting the developmental needs of students.  Participate in staffing, conduct in-service programs for faculty; conduct and facilitate a conference with teachers, students, and parents; conduct or provide opportunities for parent education programs; assist families with school-related problems.
5. Refer students with severe problems to appropriate community agencies in consultation with their parents.  Consult and coordinate with in-district and community agencies, such as nurses, school-based social worker, administrators; community-based psychologists, service agencies and physicians.
6. Coordinate, conduct or participate in activities which contribute to the effective operation of the school.  Interpret group test results to faculty and staff; establish liaisons with all grade levels; act as an advocate for students as appropriate in conjunction with other staff; participate with the administration and faculty as a team member in the implementation of the district testing program.
7. Evaluate and revise the building guidance program.  Review periodically with staff and administration the guidance program using the program evaluation self-study; review and modify the program calendar and evaluate guidance learning activities.
8. Pursue professional growth.  Attend state and local staff development programs; join professional associations; read professional journals; attend relevant workshops and conferences sponsored by professional organizations.
9. Other duties as they may be assigned by the administrator.

Supervisory Duties

Supervises students at all times.

Qualifications

Education/Experience/Certificates

• Bachelors Degree and valid Missouri certification required
• Such an alternative to these qualifications that the Board may find appropriate and acceptable.

Skills and Abilities  

Language

Must have the ability to read, analyze and interpret professional journals, board policy, administrative procedures/forms, and government regulations and guidelines. Must be able to complete forms, write reports, and engage in written correspondence with parents. Must have the ability to write clearly and complete lesson plans.

Computation

The individual must have the ability to work with mathematical concepts such as probability and statistical inference; and apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Reasoning

Must have the ability to define problems, collect data, establish facts, and draw valid conclusions. Must be able to apply knowledge of current educational theory and instructional techniques while presenting the subject matter to students.

Technology

The individual must understand basic computer functions such as word processing and internet use. Will be using district software for recording and finding student information.

Additional Skill and Abilities

The individual must be organized, honest, and educationally grounded.  Good communication and interpersonal skills are essential.  Also, must be able to keep the information confidential when required by law, policy, or a particular situation.

Physical Demands

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The individual who holds this position must have the ability to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; must be able to move around the classroom; must be able to read handwritten and printed materials.

Attendance

Consistent and regular attendance is an essential job function of this position.

Conditions and Environment

The work conditions and environment described here are representative of those that an individual will encounter while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The individual who holds this position will regularly work in a school environment that is noisy and active. Occasionally the individual will be required to work outdoors for short periods of time to perform such tasks as loading and unloading buses, supervise safety drills, and other duties as they may be assigned.

Terms of Employment                     

10 months.  Salary and work year to be established by the Board.

Evaluation                 

Performance of this job will be evaluated in accordance with provisions of the Board

Policy on Evaluation of Professional Staff.