The Elementary Counselor works under the direction of the school principal and Directors of Student Services. Elementary counselors implement a comprehensive elementary counseling program and carry out the core counseling competencies (described below). Elementary Counselors provide support for systems of intervention at the elementary level. The counselor contract is 195 days at 8 hours/day. Elementary Counselors attend monthly district and counselor PLC meetings.
School Counselor Competencies (Defined by Utah Board Rule R277-464, adapted from USBE Implementation Guide, and from ASCA “The Role of a School Counselor” Elementary, Middle School, High School)
Collaborative Classroom Instruction - Teaching classroom lessons based on the Utah College and Career Readiness Mindsets and competencies, the District SEW Framework, and District supported solutions for Social Emotional Well-Being (Mind Up, Pure Edge, RULER).
Systemic Approach to Dropout Prevention - Collaborating with families, teachers, administrators, and the community for student success, advocating for all students at student-focused meetings (SST, IEP, 504, etc.). Analyzing data to identify student needs, issues, and challenges and working under the direction of administrators to improve equity and access, attainment, achievement and opportunities for all students.
Social and Emotional Supports - short term individual counseling, small group counseling, and crisis response, as well as implementation of suicide prevention programs.
Career Exploration and Development - At the elementary level, school counselors provide opportunities for students to establish a foundation in college and career readiness. This includes student development in early awareness, exploration, knowledge, and skills necessary to fully participate in a K-12 Plan for College and Career Readiness (CCR) process.
Duties and Responsibilities
Collaborative Classroom Instruction
Provide classroom lessons to support social and emotional well-being based on:
District frameworks
Climate, Culture, and Connection Survey
School improvement plan & needs (Coherence Map)
District supported solutions for SEW
Specific classroom lessons (usually at the request of principal or teacher)
Tiered instruction based on school-wide data
Implement appropriate interventions and extensions such as:
Dropout Prevention
Participate and provide support with school-wide teams directed by administration
Intervention teams (SIT, SST, PBIS etc.)
Suicide prevention team
SEW Team
Service provider PLC
Social And Emotional Supports
Provide professional assistance and counseling support to students or small groups of students during times of transition, heightened stress, critical change or other situations impeding student success (school counselors do not provide therapy or long-term counseling in schools).
Recognize and respond to student mental health needs and assist students and families seeking resources.
Implement schoolwide suicide prevention group (Stand4Kind, Hope Squad)
Crisis response support
Career Exploration and Development
Fosters a college and career readiness culture for students by planning career exploration activities.
In the elementary setting, counselors provide opportunities for career exploration through Tier 1 instruction.
Qualifications
Master’s Degree in School Counseling with current USBE professional license in school counseling
High levels of confidence in interpersonal skills, collaboration, coaching and mentoring
Ability and experience consulting with administrators, teachers, parents, and other professionals about student concerns, prevention and intervention strategies
Experience facilitating groups, public speaking, and conflict resolution
Experience in working with students directly in addressing a wide range of student behaviors
Knowledge and expertise in implementing a high functioning counseling program in an elementary setting
Seniority level
Entry level
Employment type
Part-time
Job function
Other
Industries
Primary and Secondary Education
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