Mingo County Schools

MINGO COUNTY SCHOOLS

JOB DESCRIPTION

THE ROLE OF THE SECONDARY SCHOOL COUNSELOR

The purposes of this document are to identify and to clarify the role of the secondary school counselor, as perceived by the membership of the American School Counselor Association, and to commit to public record certain philosophic tenets and essential operational conditions entailed.

“Copyright 194 American Personnel and Guidance Association, Reprinted with permission.” Additional copies available from West Virginia Department of Education.

Professional Rationale

As members of the educational team, secondary school counselors believe that each child possesses intrinsic worth and inherent and inalienable rights, and that each child is the focus of the educational process. No other country in the world devotes so much attention to the individual student. Schools in all societies are concerned with the transmission of cultural heritages and with the socialization of youth. In the United States there is the additional emphasis on the individual and on his needs and desires. Guidance in schools is an American phenomenon, and is as one phase of pupil personnel services, a unique and integral part of the total school program.

The counselor believes that most students, given the experience of accepting, nonevaluating relationship, will make intelligent decisions.

When effective, school counseling functions as a continuous process to assist the student through identifying and meeting his needs in the educational, vocational, and personal-social domains. Although personal counseling is a major function of the guidance staff, other responsibilities and involvements include, but are not limited to, staff consultation, parental assistance, student self-appraisal, educational-vocational information and planning, referral to allied community agencies, and public relations.

Guidance is a function of every member of the educational team, but the responsibility for leadership is one of the primary functions of the school counselor. It assists the student to understand himself by focusing attention on his interests, abilities, and needs in relation to his

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home, school, and environment. Counseling assists the student in developing decisions making competence and in formulating future plans. The school counselor is the person on the staff who has special training for assessing the specific needs of each student and for planning an appropriate guidance program in the educational, vocational, and personal-social domains.

The continual changes in society bring new and different challenges to schools. New knowledge is constantly available. The effective school counselor, through training and retraining, remains informed and approaches each counseling situation realistically.

Professional Relationships:

Counseling Relationships:

Counseling Relationships are based on the following principles:

1. The counselor’s obligation respects the integrity of the counselee and promotes the welfare of the student with whom he is working.

2. Before entering the counseling relationship, the counselee should be informed of the conditions under which he may receive assistance.

3. The counselor shall decline to initiate or shall terminate a counseling relationship when he cannot be of professional assistance.

4. The counseling relationship and information resulting therefrom must be kept confidential and consistent with the rights of the individual and the obligations of the counselor as a professional person.

5. The counselor reserves the right to consult with other professionally competent persons about his counselee.

6. In the event that the counselee’s condition is such as to endanger the health welfare and/or safety of self or others, the counselor is expected to consult the appropriate responsible person. In some instances, referral to a specialist may be desirable.

The Counselor’s Relationship with The Student:

Through the counseling relationships, the counselor seeks to help each student to understand himself in relation to the world in which he lives. He helps the student to know himself and to make realistic and positive decisions. To accomplish these goals in the high school environment, the secondary school counselor:

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1. Sees the student as an individual and acknowledge his rights to acceptance as a human being.

2. Recognizes that each student’s behavior is meaningful and represents his attempt to develop within his environment as he perceives it.

3. Is available to all students and works with them in relation to their educational, vocational, and personal-social needs.

4. Creates an atmosphere in which mutual confidence, understanding, and respect results in a helping relationship.

The Counselor’s Relationship with The Parent or Guardian:

The school counselor serves as consultant to parents or guardians regarding the growth, educational and career planning, and development of the counselee. To accomplish this goal, the secondary school counselor:

1. Accepts the parent as an individual and acknowledge his right to uniqueness.

2. Approaches the conference in a courteous, professional, sincere, nonjudgmental, and respectful manner.

3. Respects the basic right and responsibility of parents to assist their children in decision making.

4. Conveys a sincere interest in establishing a helpful and cooperative relationship.

5. Assures parents of confidentiality of information received.

The Counselor’s Relationship with The Teacher:

The counselor assists teachers to better understand the plan for the educational, career, and personal-social development of the students. to accomplish this goal, the secondary school counselor:

1. Views the teacher as a member of the guidance team.

2. Serves as interpreter of the school’s guidance program to teachers and familiarizes them with the guidance services available.

3. Shares appropriate individua student data with the teacher, with due regard for confidentiality, and assists the teacher in recognizing individual differences in students, as well as their needs in the classroom.

4. Assists the teacher in making referrals to other appropriate school personnel, such as the remedial reading teacher, the school nurse, or the school’s learning disabilities specialist.

5. Supports teachers of vocational and/or cooperative programs offering students on-site work experience.

6. Cooperates with efforts of the middle school/junior high school and senior high school teachers to articulate academic course work for the benefit of the student entering the senior high school.

7. Maintains an objective and impartial view in teacher-student relationships, endeavoring to understand the problems in which may exist and to assist in their solution.

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8. Assists in the planning of classroom guidance activities and acts as a resource person for obtaining appropriate up-to-date materials and information.

9. Makes current information available to the teacher about the myriad of careers and job opportunities during and beyond high school.

10. Involves the teacher in conferences with students and parents, promoting a better understanding of the student and his development.

11. Develops a teacher consultation program to help teachers with students who show discipline and learning problems in the classroom.

The Counselor’s Relationship with The Administration:

The work of the school counselor should contribute directly to the purpose of the school. To accomplish this goal, the secondary school counselor:

1. Recognizes that the administrator is the major member of the guidance team whose outlook, leadership, and support create the atmosphere for success in his important school services.

2. Serves as interpreter of the guidance program to the administration, familiarizing it with the guidance services available.

3. Works closely with the administration in planning, implementing, and participating in in-service training and other programs designed to maintain and promote the professional competency of the entire staff in curriculum development, in adapting learning activities to pupil needs, and in effecting positive student behavior.

4. Serves as liaison between the guidance staff and the school administration by preparing pertinent information regarding student needs and abilities or other data related to the guidance program and curriculum development.

5. Is aware that any statement on role and function of the secondary school counselor does not supersede nor is it in direct conflict with legislation dealing with confidentiality, privileged communication, or contract agreements between counselor and the Board of Education.

The Counselor’s Relationship with Significant Others:

The counselor has professional responsibilities to a number of significant others as he makes an effort to utilize all available community resources to assist the student. It is essential that a good working relationship be established and maintained with these community and area resources. To assure ongoing rapport with community and area resources, the secondary school counselor:

1. Maintains good communication with the office of the probate judge and with law enforcement agencies.

2. Retains a cooperative working relationship with community and social agencies.

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3. Consults with student’s previous counselors in order to utilize valuable knowledge and expertise of former counselors.

4. Maintains a close and cooperative relationship with the admission counselors of post-high school institutions.

Professional Responsibilities

The Counselor’s Responsibility to The Student

In addition to specifying the counselor’s professional relationships with the student, it is important to consider his responsibilities to the student. In a counseling relationship, the secondary school counselor.

1. Demonstrates respect for the worth, dignity, and quality of the student’s human rights.

2. Shows concern for and assists in the planning of the student’s education, career, personal, social development.

3. Aids the student in self-evaluation, self-understanding, and self-direction, enabling him to make decisions consistent with his immediate and long-range goals.

4. Assists the student in developing healthy habits and positive attitudes and values.

5. Encourages the student to participate in appropriate school activities with a view toward increasing his effectiveness in personal and social activities.

6. Participates in the planning and designing of research that may result in beneficial effects to the counselee.

7. Assists the student in development of an awareness of the world of work and in the utilization of the school and community resources to that end.

8. Helps the student to acquire a better understanding of the world of work through the acquisition of skills and attitudes and/or participation in work-related programs.

9. Encourages the student to plan and utilize leisure time activities and to increase his personal satisfaction.

10. Assists in the student’s adjustment to senior high school, evaluates his academic progress, and reviews graduation requirements.

11. Makes referral to appropriate resources whenever his professional or role limitations limit his assistance.

12. Assists the student in understanding his strengths, weaknesses, interests, values, potentialities, and limitations.

The Counselor’s Responsibility to the Parent or Guardian

The counselor holds conferences with parents or guardians about the student’s growth and development. Through individual group conferences, the secondary school counselor:

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1. Provides the parent/guardian with accurate information about school policies and procedures, course offerings, educational and career opportunities, course or program requirements, and resources that will contribute to the continuing development of the counselee.

2. Makes discreet and professional use of information shared during conferences.

3. Shares with the parent/guardian information and interprets pertinent data about the counselee’s academic record and progress.

4. Assists the parents/guardian in forming realistic perceptions of the student’s aptitudes, abilities, interests, and attitudes as related to educational and career planning, academics

achievement, personal-social development, and total school progress.

5. Interprets the guidance program of the school to the parent/guardian and familiarizes him with the guidance services available.

6. Involves himself and the school’s guidance staff with parent/guardian groups.

7. Involves the parent/guardian in the guidance activities within the school.

The Counselor’s Responsibility to the Staff

In a democratic society, the school’s basic purpose is the education and development of all students toward individual fulfillment. To contribute toward this important responsibility, the secondary school counselor:

1. Works with all members of the school staff by providing appropriate information, materials, and consultative assistance in supporting teacher efforts to understand better the individuality of each pupil.

2. Contributes to curriculum development and cooperates with administrators and teachers in the refinement of methods for individualized learning.

3. Contributes to the development of a flexible curriculum to provide a meaningful education for each student.

4. Acts as the coordinator in the school’s program of student appraisal by accumulating meaningful information and interpreting this to students, parents, and the professional staff.

5. Utilizes modern technology, techniques, and paraprofessional personnel to disseminate educational and career information.

6. Assists in research related to pupil needs by conducting studies related to the improvement of educational programs and services.

7. Assists students in planning programs of educational and vocational training consistent with their goals.

8. Coordinates the use of services available beyond those he can provide by making appropriate referrals and by maintaining a cooperative working relationship with community specialists.

9. Serves the school’s program of public relations by participating in community groups and by furnishing information regarding the guidance programs to the communications media.

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10. Acts as a consultant to administrators, to teachers, and to significant others, sharing appropriate individual student data, identifying students with special needs, suggesting materials and procedures for a variety of group guidance experiences, and participation in in-service training programs.

11. Implements student articulation between junior high school and high school and high school and post-high school experiences.

12. Accepts professional obligations related to school policies and programs.

13. Participates in the planning, development, and evaluation of the guidance program.

The Counselor’s Responsibility Regarding the Community

The secondary school counselor has a professional responsibility to have accurate information about current programs in operation in the community, including knowledge of such services as health clinics, planned parenthood clinics, volunteer programs, cooperative programs, apprenticeship of labor organizations, Chamber of Commerce, and other community agencies.

The Counselor’s Responsibility to His Profession

The American School Counselor Association presumes that the professional identity of the school counselor must be derived from his unique training and service. To assure his continued professional growth and contribution to his profession, the secondary school counselor:

1. Has an understanding of his own personal characteristics and their effect on counseling relationships and personal-social encounters.

2. Is aware of his level of professional competency and presents it accurately to others.

3. Continues to develop professional competence and maintains an awareness of contemporary trends inside and outside the school community.

4. Fosters the development and improvement of the counseling profession by assisting with appropriate research and participating in professional association activities at the local, state and national levels.

5. Discusses with related professional associates (counselors, teachers, administrators) practices which may be implemented to strengthen and improve standards or conditions of employment.

6. Prepares meaningful, objective, and succinct case reports for the other professional personnel who are assisting the student.

7. with other professionals’ situations related to his respective discipline in an effort to share unique understandings and to elicit recommendations to further assist the counselee.

8. Enhances the image of counselors and of other related professions by positive references in communicating with students, parents, and the community.

9. Maintains constant effort Discusses to adhere to strict confidentiality of information concerning counselees and releases such information only upon the signed release of the counselee and/or parent/guardian.

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10. Becomes an active member of the American School Counselor Association and state and local counselor associations in order to enhance his professional growth.

The Counselor’s Responsibility to Self

Beyond the counselor’s responsibility to his profession is a further responsibility to himself. To meet the significant responsibilities to self, the secondary school counselor is expected to:

1. Maintain a strict adherence to the concept and practice of confidentiality and recognize the right to share such information only with a signed release.

2. Be well informed on current theories, practices, developments, and trends.

3. Use time primarily for guidance and counseling and constantly strive to reduce demands of clerical or administrative duties.

4. Become a professional individual and in so doing develop and maintain a well-rounded educational, social, and professional attitude.

Applications due

July 30, 2024 at 4:00 pm

Supervisor

Principal, Mingo Central Comprehensive High School

Endorsement(s)

Counselor ()

Contract length

210 days

Compensation

Salary based on experience and education level per Mingo County salary schedule. Expected range: $46,783 - $79,251.

Health and basic life insurance provided through West Virginia's Public Employees Insurance Agency. Health insurance premiums, which vary by plan and coverage level, split 80/20 between employer and employee. Basic life insurance provided at no cost to the employee.

Position requires enrollment in the Teachers Retirement System through West Virginia Consolidated Public Retirement Board. New enrollees contribute 6% of gross salary with a matching contribution by the Board of 7.5%. Vestment requires 10 years of qualified service. Withdraw of employee contributions available upon leaving employment with a WV county board of education if deisred.

15.75 annual days of personal leave provided, pro-rated for those hired after the start of the current employment term. Up to 4 days may be used each school year without cause pursuant to state and local policies.

State attendance incentive ($500) provided for those who use 4 or fewer days of personal leave each school year.

Additional benefits at the employee's expense.