Primary Purpose

Plan, implement, and evaluate a comprehensive program of guidance to school assigned, including counseling services.  Provide a proactive, developmental guidance program to encourage all students to maximize personal growth and development. Provide academic and social services support as required by administration to maximize learning, optimize school attendance and decrease barriers to school success. Serve as Co-Behavior Coordinator for assigned school along with the Assistant Principal.

Qualifications:

Education/Certification:

Master’s degree in guidance and counseling

Valid Texas counseling certificate

Special Knowledge/Skills:

Knowledge of counseling procedures, student appraisal, and career development

Excellent organizational, communication, and interpersonal skills

Ability to instruct students and manage their behavior

Excellent problem-solving abilities

Experience:

Three years teaching experience

Program Management:

Co-Behavior Coordinators work with principal to Plan, Implement, and Evaluate a Positive Behavior System across the campus, Including Teacher Training/Coaching and Student Counseling Services

1. After initial training Behavior Coordinator training; conducts a planning process to define needs, priorities and program objectives.
2. Implements a developmental and balanced program.
3. Collects data on positive behavior strategies and interventions and evaluates the effectiveness of individual activities and the overall program in meeting desired student outcomes.
4. Educates the school staff, parents and the community about the comprehensive Positive Behavior System including the Restorative Discipline and Guidance programs

Guidance:

Teaches the School Developmental Guidance Curriculum

5. Outlines, in writing, a campus guidance curriculum consistent with the district’s guidance program plan and tailored to campus needs.
6. Teaches guidance units effectively.

Assist Teachers

7. Consults with administrators and teachers regarding the teacher’s areas of responsibility in teaching the developmental guidance curriculum, positive behavior management, and restorative discipline.
8. Supports teachers in implementing positive behavior systems in their classrooms, providing effective interventions

Guides Individuals and Groups of Students Through the Development of Educational Plans and Career Awareness

9. Involves students in personalized behavior and educational plans and career awareness.
10. Presents relevant information accurately and without bias.

Counseling:

Counsels Individual Students with Presenting Needs/Concerns

11.        Provides counseling systematically.

12. Responds to students individually.

Counsels Small Groups of Students with Presenting Needs/Concerns

13. Provides counseling in groups as appropriate.
14. Provides group counseling systematically.

Uses Accepted Theories and Techniques Appropriate to School Counseling

15. Uses accepted theories.
16. Uses effective techniques.

Consultation:

Consults with Parents, Teachers, Administrators and Other Relevant Individuals to Enhance Their Work with Students

17. Using professional expertise, work collaboratively with school or district staff, families and community professionals to provide appropriate academic, social, or behavioral interventions. This may require home visitations.
18. Provide professional services directly to students as required; such as record management, academic planning and/or tutoring.
19. Advocates for students.

Coordination:

Coordinates with School and Community Personnel to Bring Together Resources for Students

20. Maintains a communication system that effectively collects and disseminates information about students to other professionals as appropriate.
21. Develops and maintains positive working relationships with other school professionals.
22. Develops and maintains positive working relationships with representatives of community resources.
23. Develop and maintain positive working relationships with students’ family, school professionals, governmental and community professionals to optimize school attendance.

Uses an Effective Referral Process for Assisting Students and Others to Use Special Programs and Services

24. Accurately assesses student’s and their families’ needs for referral.
25. Participates actively in the process for referral of students to school/ district special programs and/or services.
26. Uses an effective referral process for assisting students and others to use community agendas

            and services.

Assessment:

Participates in the Planning and Evaluation of the School Group Standardized Testing Program

26. Is knowledgeable in the principles of testing and measurement which underlie standardized

            testing program development.

27. Collaborates in the planning and evaluation of the group standardized testing program.

Interprets Test and Other Appraisal Results Appropriately

28. Correctly applies principles of testing and measurements to tests and other appraisal instruments. 29. Interprets test and other appraisal results to school personnel.
29. Interprets test and other appraisal results to students and their parents.
30. Uses other sources of student data as assessment tools for the purpose of educational planning.
31. Maintains the confidentiality of student assessment.
32. Ensures that the uses of student records are for the benefit of students and personnel working with those students.

Professionalism:

Adheres to Ethical and Legal Standards

34. Observes ethical standards of the Texas School Counselor Association.
35. Observes relevant legal standards.

Adheres to Professional District Standards

36. Pursues continuous professional growth and development; including training specific to NBISD.
37. Keeps abreast of current knowledge and innovative procedures and practices in the fields of

            Positive Behavior Systems, Restorative Discipline, guidance and counseling in education.

38. Selects counselor interventions appropriate to students’ issues and circumstances
39. Creates an atmosphere in which confidence, understanding and respect result in a helping

            Relationship; respects the integrity of the student.

40. Maintains positive working relationships.
41. Maintains professional records.

Other

42. Performs other duties as assigned by principal.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including personal computer and peripherals

Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting

Motion: Repetitive hand motions including frequent keyboarding and use of mouse; occasional reaching

Lifting: Occasional light lifting and carrying (less than 15 pounds)

Environment: May work prolonged or irregular hours; occasional districtwide travel

Mental Demands: Work with frequent interruptions; maintain emotional control under stress

Occasional districtwide and statewide travel; frequent prolonged and irregular hours.

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.