GDI-E1 - School Counsellor - Job Description

Immediate Supervisor: School Principal

Minimum Qualifications:

Education

• Valid Teaching Certificate

• Post Graduate Education:

o Master in Education-Specialization in Counselling 

o MB School Counsellor’s Certificate 

o Or into the process of completing either of the above 

• Such alternatives to the above qualifications as the Board may find appropriate and acceptable.

• Must have a valid Manitoba Class 5 Driver’s License (for share service role).

Experience

a. Successful teaching experience - minimum 3 years.

b. Experience as a school counsellor, or other areas that have emphasis related to at-risk student interventions and career development

Knowledge and Skills:

a. Must possess and demonstrate strong skills in:

• leadership

• communication/approachability and interpersonal relations.

• ability to form positive relationships with diverse individuals and grade levels.

• time management and organizational skills.

• cooperativeness;

• initiative;

• flexibility;

• empathy and listening skills.

• a sense of discretion that respects the privacy and integrity of those with whom he/she is associated.

• Ability to perform responsibilities with minimum supervision.

b. Must demonstrate knowledge of: 

• how students learn;

• stages of child development;

• child advocacy procedures;

• diagnostic learning assessment;

• program planning and evaluation;

• availability of school guidance and counselling evidence based resources ie: social emotional learning.;

• post-secondary requirements e.g. entrance requirements, costs, orientation programs, student assistance, etc.;

• job market trends/opportunities;

• must possess an ability to develop a systematic school career program for students;

• current trends in school guidance and counselling and career counselling.

Description of Duties

1. To create  and Provide direct/indirect educational counselling support services that facilitate student success in the areas of personal, social, academic development on an individual student basis, small group or classroom-wide.

Specifics:

• Design intervention programs through consultation and collaboration with teachers, administrators and other support personnel that are cognizant of the developmental level of the students

• Collaborate with Administration, teachers, and student services team members to determine student needs and appropriate intervention planning cognizant of the developmental level of the students.

• Collaborate with Administrator, teachers and student services team members to develop school wide social emotional learning strategies.

• Deliver social emotional learning lessons in classrooms as needed or provide support, resources and modelling opportunities for teachers to do so..

• Participate and support efforts at diversity and inclusion in the school.

• Coordinate referral of students to divisional school clinicians

• be an Active member of school crisis response teams

• Attend divisional student services team department meetings.

• Assist in the professional growth of colleagues through the sharing of materials, ideas, techniques and information.

• Provide evidence of continuing professional growth and upgrading.

• Comply with school, divisional and provincial policies, rules and regulations and to carry out assigned duties, responsibilities and obligations.

2. To assume responsibility for coordination with outside agencies in providing student support services.

Specifics:

a. To establish/maintain an inventory of all student agencies within the area and to establish contacts with such agencies on an as needs basis.

b. To work on the establishment of good working relations with the agencies that serve students.

c. Coordinate referral of students to community-based services as needed.

d. Wherever possible to coordinate the school’s service effort with that of outside agencies who may be working with the same students. 

e. To ensure that outside agencies have the opportunity to meet with the school team members, when outside agency presence may be advantageous to helping students.

3. To present to the Principal a proposal for a career education program at the Grade 9-12 levels and to implement such a program. 

Specifics:

a. Prepare a written proposal on specific programming for each grade level, along with an implementation plan.

b. To include within the career program a plan to implement a career aptitudes, skills and interests program such as MyBlueprint or an acceptable alternative.

c. To prepare and plan for student participation in appropriate career symposium activities, or other career development activities as assigned

d. To support a program of orientation for students transitioning to high school which may include a parent information component during the spring term of the Grade 8 and Grade 9 year.

e. To ensure the availability of current post-secondary information and support students in their course planning for post secondary education.  ie: course selection/credit checks.

f. To work closely with staff members so as to maximize opportunities for students in terms of career information and career job shadowing/work exposure experiences.

g. To encourage and support Classroom Teachers in relating career education within their regular curriculum.

h. To coordinate and oversee the development of S.I.P.’s.