Guidance Counselor Job Description

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We are looking to hire a Guidance Counselor with outstanding
assessment and listening skills. Guidance Counselors are
expected to display empathy and sound decision-making with
great organizational and motivational skills.

To ensure success, Guidance Counselors should be accessible

and authentic with excellent communication skills and a profound
interest in helping students to attain their academic and career
goals. Top candidates will display natural leadership qualities
with remarkable problem-solving and conflict resolution skills.

Guidance Counselor Responsibilities:

 Conduct individual and group counseling sessions to advise
and assist students with academic and vocational
development.
 Evaluate students’ attributes and assist them in realizing
their objectives.
 Develop and implement counseling strategies with
contemporary methods of mentoring.
 Identify behavioral problems and act appropriately to
remedy the situation.
 Pay attention to societal and cultural differences in all
student matters.
 Assess the development of students and highlight the sense
of accomplishment.
 Complete evaluations, analyze results and provide
purposeful feedback.
  Cooperate with parents, academic staff and external
partners.
 Arrange and schedule orientation programs and internships.
 Advertise facilities and study programs to potential students.
 Implement and facilitate educational and training workshops
for academic staff.

Guidance Counselor Requirements:

 Bachelors degree in Counseling or related (essential).
 Two years of work experience as a counselor in an
academic environment.
 Analytical thinker with strong problem-solving and conflict-
resolution skills.
 Motivational leader who displays sound judgment and
attention to detail.
 Detail-oriented with excellent time-management skills.
 Confident interpersonal, verbal and written communication
skills.
 Perceptive intuition and decision-making skills.
 Remarkable professionalism and solid work ethic.
 Intermediate IT skills.
 LOS ANGELES UNIFIED SCHOOL DISTRICT CLASS DESCRIPTION
 PERSONNEL COMMISSION Class Code 2092
 Unit D


 ADOPT-A-SCHOOL COORDINATOR

 DEFINITION


 Performs a variety of coordination, liaison, and public relations activities for

the purpose of involving business, industry, and community institutions in the
support of District goals by adopting one or more schools to assist with
educational and related programs.


 TYPICAL DUTIES


 Makes presentations to and solicits business, industry, and community

institutions to support District goals by adopting one or more schools to assist
with the educational programs at the school; and assists in determining
compatible matches of schools with companies and community institutions.
 Coordinates company efforts with the needs of schools to assist in creating,
collecting, and compiling methods by which companies can augment school
resources and programs.
 Contacts, develops, and maintains positive relations with corporate officials in
order to provide activities that will prove mutually beneficial to business and
industry and the District adopt-a-school program.
 Provides liaison and coordinates the efforts of business and industry
representatives with school personnel to review the needs of a school and helps
them prepare a plan of action to meet those needs.
 Communicates with school personnel, corporate sponsors, and others to
evaluate and assess the effectiveness of program activities such as tutoring,
career counseling, career exploration, staff development, special projects, and
job placement.
 Receives, evaluates, edits, and distributes brochures, newsletters, and other
materials to publicize information regarding the District's Partnerships and
Adopt-A-School Program.
 Assists business and industry representatives and school personnel to evaluate a
school's programs on an annual basis and makes changes and adjustments to
programs as needed.
 Performs related duties as assigned.


 DISTINGUISHING CHARACTERISTICS AMONG RELATED CLASSES



 The Adopt-A-School Coordinator performs coordination, liaison, and public

relations activities to involve business, industry, and community institutions in
the support of District educational goals by adopting one or more schools to
assist with educational and related school programs.


 An Administrative Analyst performs a variety of journey-level duties that are

oriented primarily towards the analysis of systems and procedures, organization
and management, work-flow and distribution, work simplification, and
improvement in efficiency.


 SUPERVISION


 General supervision is received from the certificated Director of the

Partnerships and Adopt-A-School Program. No supervision is exercised.


 CLASS QUALIFICATIONS


 Knowledge of:

 Business, industry, and community involvement in educational programs and
public education
 Educational programs and other activities at schools that can be sponsored,
augmented, or in some way assisted by corporate participation
 Various techniques and methods of making presentations and soliciting
cooperation
 Curricular and instructional materials used in the District
 Current trends in joint projects between public schools, the private sector,
and/or nonprofit organizations
 Safety rules related to instructional activities
 Correct punctuation, spelling, grammatical usage, and syntax
 Fundamentals of writing, composition, layout, and production for brochures,
newsletters, and other publications
 Ability to:


 Coordinate efforts of business and industry with schools regarding sponsorship

of school programs and augmentation of school resources
 Anticipate needs and initiate activities to implement and improve the
Partnerships and Adopt-A- School Program
 Interpret and explain policies, procedures, and recommendations as they relate
to the District Adopt-A-School and Partnerships Program
 Develop and maintain effective and harmonious relationships with
representatives of business and industry and nonprofit organizations, school
personnel and other District employees, community representatives, and
students
 Exercise initiative and judgment and make sound decisions
 Speak clearly, effectively, and persuasively
 Prepare clear, concise reports and informational materials
 Evaluate and edit a variety of materials


 ENTRANCE QUALIFICATIONS


 Education:
 

 Graduation from a recognized college or university, preferably with a major in

psychology, education, or a related field. A valid California teaching credential
is desirable.


 Experience:


 Two years of professional experience maintaining public relations programs

and performing liaison activities in the public sector, preferably in an
educational setting.
 or


 Two years of teaching experience at the K-12 level.



 Special:


 A valid California Driver License.

 Use of an automobile.

Job Description
“Cardno is seeking applications from suitable candidates to support the upcoming
development initiatives in Basic Education Sector Transformation Program (BEST). The
positions are tentative and recruitment is contingent on approval of final Activity Design.”
The Basic Education Sector Transformation (BEST) program is one of three key
investments supporting Australia’s and the Philippines’ shared commitment to reduce
poverty through improved service delivery. BEST is designed as a national program with
implementation differentiated across six target area regions including the National Capital
Region that are proposed to receive intensive support.
DepED’s organisation transformation program aims to better align and further strengthen
the entire bureaucracy to effectively implement the K–12 program and its other strategic
priorities, especially the school based management system. The objective translates the
BESRA key reform thrust 5: Change institutional culture of DepED to better support the
other key reform thrusts; and the strategic priorities of the current administration on
strengthening school based management.
BEST are seeking a School Based Management (SBM) Specialist who will provide technical
advice, research, integration and coordination support for the implementation of various
capacity building activities aimed at strengthening the implementation and management of
SBM policies, processes and systems at DepED. As technical specialist he/she will
collaboratively engage DepED and other internal and external stakeholders in determining
critical strategies and activities to strengthen the implementation and management of SBM
policies, processes and systems at DepED. He/ She will also provide research and overall
integration and coordination support to the Policy and Planning Senior Specialist of the
various activities implemented under the BEST program for strengthening the
implementation and management of SBM policies, processes and systems at DepED.

Roles and Responsibilities:

A complete list of the Roles and Responsibilities are contained in the Terms of Reference
but these may include:

 Conduct an inventory, analysis and synthesis of existing school based management

policies, research outputs, other documents and practices including frameworks,
processes, tools, mechanisms and structures at DepED and lead the presentation of
this information using various communications and knowledge management
products such as, but not limited, to case studies, infographics and information
videos;
 Manage, coordinate, administer and monitor and evaluate, in collaboration with
DepED and the Planning and Policy Senior Specialist of BEST, all activities
implemented under the BEST Program necessary for the development of SBM
Guidelines (including SBM Grant Guidelines), policies to strengthen school
governance and development of a draft strategic plan for school based
management;
 Manage, coordinate, administer and monitor and evaluate, in collaboration with
DepED and the Planning and Policy Senior Specialist of BEST, the various contracts
and engagements of contractors engaged by the BEST Program to help support the
various activities related to School Based Management at DepED;

Key Selection Criteria:

A complete list of the Key Selection Criteria is contained in the Terms of Reference but
these include:

 Formal qualifications in fields closely related to research, social development and/or

development communications;
  Demonstrated experience in conducting research and converting the information into
knowledge management (KM) and communications products. Preference will be for
those with demonstrated experience in performing these tasks in the context of
programs implemented by development partner organisations or programs funded by
development partner organisations;
 Demonstrated experience in providing technical support for project implementation
and monitoring and evaluation (M&E); Preference will be for those with
demonstrated experience in working for development partner organisations or
programs funded by development partner organisations and for programs related to
the development and implementation of education policies in the Philippines;
 Demonstrated experience in developing and/or implementing M&E, communications
and/or KM strategies; Preference will be for those with extensive experience in
developing and implementing these strategies for programs funded by the
Department of Foreign Affairs and Trade of the Australian Embassy;
The Terms of reference can be found here: Terms of Reference - SBMS
Employee Benefits
This is a locally engaged position and Cardno strongly encourages applications from
qualified Philippines nationals and women. Please note that the rate of pay will be based on
local labour standards.
Contact
To apply please send an email containing a resume and cover letter answering the key
selection criteria to recruitment@best.org.ph with the position and job number
EMR/JS/BEST/SBMS in the subject line.
o establish accurate and reliable registries of learners and schools which will ensure
availability of data and information needed for planning and budgeting, allocation of
resources and setting operational targets to provide access to complete quality basic
education, Schools Division Office thru the School Governance Operations Division –
Planning and Research Unit has created Schools and Districts LIS and E-BEIS coordinators
with the following duties and responsibilities based from DepEd Order 26, s. 2015
and DepEd Order No. 45, s. 2017:
Roles and Duties of the School and District Learner
Information System (LIS) and Enhanced Basic
Education Information System (E-BEIS) Coordinator
School LIS/E-BEIS Coordinator with the school head:

a. Shall issue the user accounts to all homeroom advisers and shall give them appropriate
access rights to their specific homeroom sections;
b. Shall ensure that the homeroom advisers shall update all required learners data for
Beginning of School Year (BOSY);

c. Shall update and submit all required school data for BOSY in the EBEIS;

d. Shall ensure that the basis of the homeroom advisers in enrolling their learners into their
section must be the School Form 1 (School Register);

e. Shall see to it that the homeroom adviser had registered transferees from private schools
and Balik Aral learners who were enrolled in public schools in the previous years but do not
have any LRNs yet after ensuring a thorough search in the system has been conducted
f. Shall check the learner’s supporting documents (without LRNs) to the SDO, through the
division Planning Officer III.

District LIS/E-BEIS Coordinator and PSDS/DIC:

a. Shall serve as the LIS/E-BEIS monitoring team for updating and submitting data on LIS/E-
BEIS for Beginning of School Year and End of School Year statuses;

b. Shall provide technical assistance to school head and/or school LIS/E-BEIS Coordinators in
relation to LIS and E-BEIS concerns with the assistance of the Planning Officer III of the
Division office;

c. Shall seek technical assistance from the Planning Officer III for concerns on LIS/E-BEIS;

d. Shall update enrolment data of learners and define and maintain classes for given school
year and class adviser’s data in the LIS; and,

e. Shall provide updates to the Planning Officer on the BOSY and EOSY statuses of the
schools within their respective district.

Today is Sunday, May 02, 2021

   Constitution
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Eighth Congress

REPUBLIC ACT No. 7079             July 5, 1991

AN ACT PROVIDING FOR THE DEVELOPMENT AND PROMOTION OF CAMPUS JOURNALISM AND FOR
PURPOSES

Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled:

Section 1. Title. – This Act shall be known and referred to as the "Campus Journalism Act of 1991."

Section 2. Declaration of Policy. – It is the declared policy of the State to uphold and protect the freedom of the pre
the campus level and to promote the development and growth of campus journalism as a means of strengthening eth
encouraging critical and creative thinking, and developing moral character and personal discipline of the Filipino yout
furtherance of this policy, the State shall undertake various programs and projects aimed at improving the journalistic
students concerned and promoting responsible and free journalism.

Section 3. Definition of Terms. –

(a) School. – An institution for learning in the elementary, secondary or tertiary level comprised of the
administration, faculty and non-faculty personnel;

(b) Student Publication. – The issue of any printed material that is independently published by, and wh
the needs and interests of, the studentry;

(c) Student Journalist. – Any bona fide student enrolled for the current semester or term, who was pas
the qualification and standards of the editorial board.He must likewise maintain a satisfactory academ
 (d) Editorial Board. – In the tertiary level, the editorial board shall be composed of student journalists w
qualified in placement examinations.In the case of elementary and high school levels, the editorial boa
composed of a duly appointed faculty adviser, the editor who qualified and a representative of the Par
Teachers' Association, who will determine the editorial policies to be implemented by the editor and s
members of the student publication concerned.

At the tertiary level, the editorial board may include a publication adviser at the option of its members.

(e) Editorial Policies. – A set of guidelines by which a student publication is operated and managed, ta
account pertinent laws as well as the school administration's policies.Said guidelines shall determine
frequency of the publication, the manner of selecting articles and features and other similar matters.

Section 4. Student Publication. – A student publication is published by the student body through an editorial board
publication staff composed of students selected but fair and competitive examinations.

Once the publication is established, its editorial board shall freely determine its editorial policies and manage the pub
funds.

Section 5. Funding of Student Publication. – Funding for the student publication may include the savings of the re
school's appropriations, student subscriptions, donations, and other sources of funds.

In no instance shall the Department of Education, Culture and Sports or the school administration concerned withhold
of funds sourced from the savings of the appropriations of the respective schools and other sources intended for the
publication. Subscription fees collected by the school administration shall be released automatically to the student pu
concerned.

Section 6. Publication Adviser. – The publication adviser shall be selected by the school administration from a list o
recommendees submitted by the publication staff.The function of the adviser shall be limited to one of technical guida

Section 7. Security of Tenure. – A member of the publication staff must maintain his or her status as student in orde
membership in the publication staff.A student shall not be expelled or suspended solely on the basis of articles he or
written, or on the basis of the performance of his or her duties in the student publication.

Section 8. Press Conferences and Training Seminar. – The Department of Education, Culture and Sports shall sp
periodic competitions, press conferences and training seminars in which student-editors/writers and teacher-adviser o
publications in the elementary, secondary and tertiary levels shall participate. Such competitions, conferences and se
be held at the institutional, divisional, and regional levels, culminating with the holding of the annual national elementa
secondary or tertiary School Press Conferences in places of historical and/or cultural interest in the country.

Section 9. Rules and Regulations. – The Department of Education, Culture and Sports, in coordination with the offi
national elementary, secondary or tertiary organizations or official advisers of student publications, together with stud
journalists at the tertiary level and existing organizations of student journalists, shall promulgate the rules and regulat
necessary for the effective implementation of this Act.

Section 10. Tax Exemption. – Pursuant to paragraph 4, Section 4, Article XIV of the Constitution, all grants, endowm
donations, or contributions used actually, directly and exclusively for the promotion of campus journalism as provided
Act shall be exempt from donor's or gift tax.

Section 11. Appropriations. – For the initial year of implementation, the sum of Five million pesos (P5,000,000.00) i
authorized to be charged against the savings from the current appropriations of the Department of Education, Culture
Sports. Thereafter, such amount as may be necessary shall be included in the General Appropriations Act.

Section 12. Effectivity. – This Act shall take effect after fifteen (15) days following the completion of its publication in
Gazette or in at least two (2) newspapers of general circulation.

Approved: July 5, 1991.

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