Hallock

High School Counselor - Skyline High - 2022-2023 school year

Mesa Public Schools is seeking excellent candidates for High School Counselor
position at Skyline High for the 2022-2023 school year. Applicants must be
appropriately certified.

Candidates must complete an on-line application which requires appropriate Arizona

certification, valid Arizona fingerprint clearance card, three letters of recommendation,
and transcript of credits.

Mesa Public Schools offers competitive wages plus a comprehensive benefits package
including health, dental and vision insurance, AZ state retirement and paid sick leave.

JOB TITLE: School Counselor

REPORTS TO: School Administrator

OVERVIEW:
The position of school counselor prepares all students for high school graduation and
success through direct and indirect student services The position is responsible for
leadership, advocacy, and collaboration within and without the school to implement a
preventative, proactive school counseling program, using the American School
Counselor Association (ASCA) National Model (2012). The position will promote student
success through the implementation of a comprehensive school counseling program
which addresses academic, career, and social-emotional needs of students. The school
counselor also contributes to school wide college and career readiness efforts.

QUALIFICATIONS:

• Valid Arizona School Counselor Certification required. Applicants must have on

file in the Human Resources Department a copy of the appropriate valid
certificate or evidence of eligibility to be appropriately certified by the Arizona
Department of Education.
• Valid fingerprint clearance card from the Arizona Department of Public Safety.
• Master’s Degree in School Guidance and Counseling.
• Adherence to the American School Counselor Association (ASCA) standards for
school counselors.
• Ability to effectively communicate (verbal and written) with parents and district
personnel at all levels.
• Ability to develop and maintain cooperative and effective professional
relationships with teachers, administrators, parents, students.
• Ability to work with diverse populations and cultures.
• Thorough understanding of academic requirements that lead to high school
graduation.
• Knowledge of college and career readiness strategies and programs as well as
postsecondary options.

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• Willingness to adapt to change.

PREFERRED QUALIFICATIONS:

• Classroom teaching experience or demonstration of effective classroom

instructional practices.
• Prior experience as a school counselor.
• Knowledge of ASCA Mindsets and Behaviors for Student Success
• Experience in college and career readiness work including the knowledge of
academic, social emotional, and college and career development.
• Experience with use of technology in research, school counseling program
development, management, and delivery.
• Actively involved in school community.

DUTIES AND RESPONSIBILITIES:

• Develop and Manage a comprehensive school counseling program based on

the ASCA National Model: A Framework for School Counseling Programs
• Implement a comprehensive school counseling program based on the ASCA
National Model: A Framework for School Counseling Programs, which monitors
student progress and provides personalized support for students who are not on
track to graduate within four years.
• Maintain accountability within a comprehensive school counseling program based
on the ASCA National Model: A Framework for School Counseling
Programs, including collaboration with the administration and faculty members to
regularly make data-informed, evidence-based, counseling decisions.
• Serve as a systems change agent within a comprehensive school counseling
program based on the ASCA National Model: A Framework for School Counseling
Programs, including the development of evidence-based programming to address
the priority college and career readiness needs of the school.
• Spend 80% or more of documented time on direct and indirect services to
students. Direct services to students typically include: instruction of core
curriculum, group activities promoting academic and social/emotional
development, individual student college and career planning, responsive services
in individual or small group settings, and crisis response support. Indirect
services to students typically include: consultation with parents, teachers,
educators, and community organizations; collaboration with educators, parents,
and the community in regards to student achievement; and referrals for students
and families to school or community resources.
• Spend 20% or less of documented time on program planning and support.
• Support 504 referral, evaluation, and accommodation processes for students in
one’s caseload.
• Assist students in crisis situations and refer to district or community resources
when appropriate.
• Remain current with federal laws, state statutes, and district policies related to
college and career readiness.

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• Remain current with postsecondary college and career opportunities and best
practices, including changes to college admission and financial aid criteria
(especially, but not limited to FAFSA) if applicable.
• Support Special Education team on a case by case basis when needed, including
attendance at relevant IEP meetings.

AN EQUAL OPPORTUNITY ORGANIZATION: The district does not discriminate on the basis of
race, color, ethnicity, national origin, religion, sex or gender, sexual orientation, disability, age or
marital status.