Westborough High School seeks a School Counselor for the 2021-2022 school year.  

The Westborough Public Schools educate approximately 4,000 students from Pre-K through age 22. We are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families. We are home to families that speak almost 30 different languages and our student population is approximately 49% Students of Color and 51% White students. With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful citizens of a global world. We enthusiastically welcome educators to our district who seek and thrive in a diverse environment that focuses on the whole child in a strengths-based approach. 

At Westborough High School we take great pride in being a caring and comprehensive high school. We believe that the purpose of educating adolescents is to encourage a love for learning, foster growth and development of all, and instill high standards of conduct. The successful candidate will demonstrate a strong commitment to student success both within and beyond the classroom. 

Candidates must be licensed in school counseling or a related field and must have experience counseling at the high school level.  Experience and/or certification in adjustment counseling is preferred but not required.

The ideal candidate will excel in empowering students to achieve their fullest potential by encouraging ownership, self-advocacy, organization and inquiry.  In this role, he or she must:

• Utilize culturally proficient practices in order to personalize students’ academic & personal/social development and post-secondary planning
• Possess proactive and effective strategies for responding to the mental health needs of students
• Be skilled in delivering counseling program objectives in individual meetings, small group sessions, classroom lessons, and large-audience presentations
• Work regularly with various tools including Google Docs, Naviance, PowerSchool, eSped
• Apply creativity to problem-solving
• Have an eagerness to work collaboratively with teachers, administrators and other staff to support student learning and success

• Education: Master’s degree from an accredited college/university in Counseling, Social Work, or a related field

• Professional Certification: MA DESE license as a School Adjustment Counselor/Social Worker/School Psychologist or Licensed Mental Health Counselor; SEI Endorsement.

• Specialized Knowledge: child development, mental health, evidence-based practices/interventions, trauma-based care, wellness, inclusive practices, cultural proficiency, anti-racist instruction, social-emotional learning, CASEL (Collaborative for Academic, Social, and Emotional Learning), growth mindset, universal screening assessment/mental health screening, progress monitoring
• Bilingual skills, especially in Spanish and Portuguese, are highly desirable

• Preferred Experience:

• Experience working in a diverse public school setting 
• Experience supporting English Language Learners
• Experience supporting students with special needs, including students with emotional, behavioral, and/or learning challenges
• Experience supporting students with their mental health and wellness needs
• Experience delivering services consistent with MTSS (Multi-Tiered Systems of Support)
• Experience providing individual and small group instruction
• Highly desirable to have knowledge of and/or experience with some of the following:
• Using EBI (Evidence-Based Intervention) with students  
• Second Step SEL program
• PBS (Positive Behavioral Supports) using the FAIR system
• Zones of Regulation
• Social Thinking
• Mindfulness-Based Stress Reduction (MBSR)
• Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)
• Cognitive Behavioral Therapy (CBT) in Schools
• Dialectical Behavioral Therapy (DBT) in Schools
• Rational-Emotive Behavioral Therapy (REBT)
• Motivational Interviewing
• Acceptance and Commitment Therapy (ACT)
• Family Therapy
• Solution-Focused Brief Therapy
• Psychodynamic Psychotherapy
• Exposure Therapy
• Collaborative Problem Solving
• Behavior Activation Therapy (BAT)

• Skills and Abilities:

• Ability to establish and maintain effective relationships with students, colleagues, families/caregivers, outside providers, and community resources
• Ability to create a welcoming, supportive, creative, flexible learning environment that ensures equitable access to information and supports for all students
• Ability to apply knowledge of current research and theory to instructional/counseling design with a demonstrated commitment to remain current in content knowledge and instructional pedagogy
• Ability to apply skills and knowledge of child development and diverse counseling approaches that results in social-emotional growth for students
• Ability to plan and facilitate counseling services that are evidence-based: identification of students, goal-setting, progress-monitoring, and measured outcomes of progress.
• Ability to empower students to be critical thinkers who can reflect on their thoughts, feelings, and behaviors, and implement learned strategies
• Ability to effectively collaborate with colleagues to design and implement supports and instruction that enhance the social-emotional growth of students
• Ability to communicate clearly and effectively, both orally and in writing, with children and adults
• Skill in aligning the counseling  program with the mission, goals, and objectives of the school and school district 
• Demonstrated skills and knowledge of counseling and case management
• Demonstrated aptitude for work to be performed

• Candidates should have a passion for working with students, families/caregivers, and colleagues
• Candidates must be flexible and collaborative
• Candidates must demonstrate a belief in a growth mindset for students as well as for self
• Candidates must understand and conform to professional and ethical standards for school adjustment counselors/social workers
• Such alternatives to the above qualifications as the Superintendent may find appropriate and in conformity with state certification requirements.
• Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints

The essential functions or duties listed below are intended only as illustration of the various types of work that may be performed.  The omission of specific statements of duties does not exclude them from the position if work is similar, related, or a logical assignment to the position. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.

The School Adjustment Counselor/Social Worker/Licensed Mental Health Counselor/School Psychologist fosters the development of students’ self-awareness, self-regulation, and problem-solving skills in order to encourage and support students in their academic and social-emotional growth when he/she/they:

Environment

• Creates a welcoming and supportive environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membership
• Maintains a meeting space and resources that reflects the diversity of our community and affirms diverse identities
• Welcomes new students and their families, providing orientation and entry-support

Case Management and Counseling

• Identifies and assists students at risk in their social, emotional, behavioral, and academic adjustment to school
• Provides counseling experiences as guided by the Multi-Tiered System of Support, the Massachusetts Frameworks, and district standards and requirements, while creating an environment that is conducive to student learning and engagement. 
• Delivers and reinforces direct 1:1 and group, strategy-based/goals-based counseling services to students 
• Monitors students' understanding and adjusts instruction, materials, supports, or assessments when appropriate
• Evaluates, innovates, and refines practice to increase student learning, engagement, and confidence in social-emotional learning and growth
• Assists students in developing knowledge, skill and abilities to gain independence and fully utilize the targeted skills
• Collaborates with students and staff to design, teach, facilitate, and evaluate how to use knowledge meaningfully for self-assessment, critical thinking, problem-solving, and decision-making
• Provides crisis intervention and conflict resolution when needed 
• Serves as the liaison and facilitates supports for students students returning to school from absences related to mental health or behavior, including but not limited to hospitalization or juvenile justice facilities 
• Serves as primary staff to administer and oversee student wellness screenings, risk assessments, and other individual student safety checks
• Manages all aspects of cases for students on 504 plans

The School Adjustment Counselor/Social Worker/Licensed Mental Health Counselor/School Psychologistprovides leadership and fosters the development of others in their knowledge and use of best practices for students' social-emotional growth when he/she/they:

Consultation With Staff and Families/Caregivers

• Consults and collaborates with administrators/principals, families/caregivers, general education and special education staff, therapists, and paraeducators in gathering and giving information about students in the Counselor’s caseload
• Communicates to school personnel an understanding of the physical, social, emotional and psychological factors that strengthen or detract from a student’s academic achievement and/or social-emotional well-being
• Actively participates in Targeted Supported Teams at the school during which time teams of teachers, administrators, and service providers review strengths and challenges of struggling students and identify targeted interventions, with follow-up assessment on the success of the interventions
• Assists staff in developing classroom and individual behavior plans, including observations, implementation, monitoring, and follow-up

• Applies understanding of family dynamics, cultural proficiency, anti-racism, trauma history, and mental health challenges,  in order to best support all of the diverse families/caregivers in our community
• Performs casework services with families/caregivers to increase their understanding of the student’s needs, to facilitate their constructive participation in resolving their child’s challenges, and to broaden their knowledge and use of available resources 
• Makes home visits for the purpose of gathering helpful information on a student’s background
• Serves as the liaison between home and school
• Assists with obtaining translator/interpreter services when needed

Leadership/Collaboration

• Shares responsibility for accomplishing the goals and priorities of his/her/their department, school, and school district, and actively participates in all faculty and committee meetings as required, and district-wide committees as needed
• Models instructional strategies and coaches colleagues and families/caregivers in the integration of social-emotional learning practices within all aspects of the school and home experience 

• Maintains close working relationships with specialists and staff in the Student Services department, as well as with community agencies and outside resources

• Serve as primary contact to private therapists, mental health workers, and appropriate agencies, such as the Department of Child and Families (DCF)
• Provides input to school administrators regarding school climate, student social issues, and overall student concerns in the school.
• Assists in planning and implementing staff professional development programs related to students’ social and emotional development
• Supervises counseling/social-worker interns as needed
• Maintains and improves professional competence through active participation in professional development activities, and by self-generated activities that meet district expectations and the requirements for licensure recertification

The School Adjustment Counselor/Social Worker/Licensed Mental Health Counselor/School Psychologist establishes and coordinates efficient systems to enhance the collection and use of student information when he/she/they:

Records Management

• Assists with the accumulation of student records for new students
• Interprets temporary record information for students, families/caregivers, and colleagues
• Maintains records of student needs, interventions implemented, and the results of interventions
• Compiles, summarizes, maintains, and submits data or other records to appropriate school personnel
• Maintains confidentiality of students’ information
• Completes reports as needed for use within the schools as well as when requested/required by outside agencies
• Assists with coordination of furnishing data and records to receiving schools for students who transfer out of WPS

Secondary Responsibilities

• Provides support, if needed, with registration, enrollment, and placement of new students
• Provides support for course selection and changes for new and existing students
• Provides support/guidance with post-secondary schools, private schools, colleagues and universities, financial aid, and careers
• In cooperation with middle school classroom teachers, implement whole class Social Emotional Learning (SEL) lessons based on the DESE competencies of self-management, self-awareness, responsible decision making, relationship skills, and social awareness 

Any other relative duties as assigned.

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.

While performing the duties of this job, the employee is regularly required to: 

• move about an office, classroom, school, school grounds, and occasionally, off-site locations 
• on some occasions, it may be necessary to move quickly across even or uneven surfaces 
• remain in a stationary position, standing or sitting, for periods of time
• reach with hands and arms and sit, stoop, kneel, or crouch 
• frequently use hands to finger, handle, or feel; and use hand and arm strength to grasp tools 
• operate a computer and other school/office productivity machinery (i.e., a Ladybug projector, iPad, copy machine, computer printer) 
• input information into a computer 
• read material from a computer monitor as well as handwritten or printed matter with or without visual aids 
• see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction
• communicate effectively with students, parents, and other staff members in person, via video conference, and/or on the telephone
• multitask and meet multiple demands from several people 
• lift at least 20 lbs 
• the noise level in the work environment is moderate to loud.

The School Adjustment Counselor/Social Worker/Licensed Mental Health Counselor/School Psychologist does not have supervisory responsibilities, except to direct any paraeducators who may be working with a student and the Counselor, and to train and supervise interns as needed.

Salary, benefits, and responsibilities per contract between the Westborough School Committee and the Westborough Education Association.

The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.

Date Updated:  2/28/2021