The following school is looking to hire a Bilingual School Counselor:
Powell Elementary is a joyful community school focused on academic success for all. We are the winners of the Fight for Children Rising Star Award and Dual Language School of the Year Award. Our mission is for every student to reach high levels of academic achievement through rigorous teaching and learning in a nurturing family-friendly school. Students demonstrate their learning through portfolios, investigations, performances, and ongoing assessments. All students take music, art, PE, Latin and library media classes. Our comprehensive prekindergarten-kindergarten program features Tools of the Mind Curriculum. Through our International Spanish Academy Dual Language program students have the opportunity to become biliterate/bilingual while acquiring the skills they need to succeed in a global society.
Learn more here: https://profiles.dcps.dc.gov/Powell+Elementary+School
Our public school students need your expertise, passion and leadership.
We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a signiﬁcant diﬀerence in the lives of public school students, parents, principals, teachers, and central oﬃce employees.
DCPS serves 51,000 students in the nation's capital through the eﬀorts of approximately 4,000 educators in 117 schools. As part of a comprehensive reform eﬀort to become the preeminent urban school system in America, DCPS intends to have the highest‐performing, best paid, most satisﬁed, and most honored educator force in the nation and a distinctive central oﬃce staﬀ whose work supports and drives instructional excellence and signiﬁcant achievement gains for DCPS students.
The Counselor, Elementary School is responsible for providing a comprehensive school counseling program that is preventative in design, developmental in implementation, and supports DCPS students in the areas of academic achievement, individual student planning, and personal and social development. The Counselor also serves as a consultant to educators, families and community partners. The Counselor receives technical assistance, guidance and instruction from the Principal while working in coordination with the Director of Counseling/Supervisor of School Counseling Program. Additionally, Counselors works closely with faculty and staﬀ of local school, DCPS Central
Oﬃce, various social services agencies (i.e., D.C. Child and Family Services Agency (CFSA), the Superior Court, personnel from other public school systems and parents. This position is a safety‐sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
The Counselor (Elementary School) will report to the Principal.
Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
Working independently but under the supervision of the school Principal or his/her designee, the Counselor, Elementary School is responsible for developing, implementing and managing a comprehensive school counseling program to serve the academic, social and career development needs of students enrolled in DCPS. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of DCPS.
More speciﬁcally, the Counselor performs the following:
Development and Management
- Uses data to develop and inform the school counseling program and evaluates the program’s impact on the school’s instructional goals.
- Collaborates on the development and management of the comprehensive school counseling program with the school administrator or instructional leader.
- Communicates and shares the goals of the comprehensive school counseling program to stakeholders including students, families and community partners.
- Develops and maintains a written plan for eﬀective delivery of the school counseling programs based on the DCPS annual student achievement goals and aligned with the American School Counseling Association (ASCA) National Standards for School Counseling Programs.
- Uses the majority of the time (80%) to provide direct services to students through preventative and responsive services, including individual student planning, and uses the remaining time in development and management, system support and accountability.
Preventative and Responsive Services
- Designs, implements and assesses the guidance curriculum.
- Utilizes responsive counseling, initiating individual and group sessions for students’ personal, social and academic concerns.
- Consults with families and staﬀ to appraise student needs and interests and to discuss appropriate recommendations for educational options.
- Plans, coordinates and provides classroom group guidance sessions to meet the identiﬁed guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development.
- Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.
- Intervenes during crisis situations and participates on school crisis team.
Individual Student Planning
- Prepares students for the transition to the next level: middle school, activities and options.
- Plans and coordinates programs such as career fairs, test preparation, improved/perfect attendance celebrations and other extensions of the counseling program.
- Uses individual student planning activities and classroom guidance to assist students in navigating education and community experiences that support their needs and develop their potential.
- Collaborates with parents/guardians and educators to assist students with educational and career planning.
- Uses response counseling strategies to establish relationships and collaborate with educators, students, families and community partners; these strategies should reflect recognition of and respect for each individual and promote an understanding and appreciation of diverse population and cultures.
- Assists families in obtaining services for their children through an appropriate referral and follow-up process.
- Serves as liaison between the social services agencies (i.e., D.C. Child and Family Services Agency) and personnel from the various school systems where wards of the District of Columbia are attending school.
- Assists teachers in understanding their students, including providing and interpreting student data.
- Provides in-service training on topics related to the school counseling program and supporting student achievement.
- Conducts at minimum a yearly program audit to review the extent and qualify of program implementation.
- Prepares and submits a variety of reports and data, to ensure fulfillment of established program requirements.
- Uses all available data, including academic grades, discipline referrals and attendance data, to identify students in need and to deliver services.
- Interprets tests, student data and other assessment results appropriately within the counseling environment for the purpose of developing and implementing academic plans for individual students.
- Master’s Degree from an accredited college or university in school guidance and counseling.
- Meets the District of Columbia Oﬃce of the State Superintendent of Education (OSSE) certiﬁcation requirements for school guidance and counseling and retains a current and valid certiﬁcation as a professional school counselor.
- Ability to learn student information system (DC STARS).
- Familiarity with District of Columbia Municipal Regulations, Title 5 Education, The ASCA National Model: A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies, ASCA School Counselor Performance Standards, Carl Perkins Act of 2006.
- Ability to learn and follow Directives of the Chancellor, internal operating procedures and other guidelines established by the Office of the Chief Academic Officer.
- Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement.
Personal Qualities of Top Candidates
- Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
- Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
- Focus on Data‐Driven Results: Relentlessly pursues the improvement of central oﬃce performance and school leadership, instruction, and operations, and is driven by a desire to produce quantiﬁable student achievement gains.
- Innovative Problem‐Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and ﬁnd potential innovative solutions.
- Adaptability: Excels in constantly changing environments and adapts ﬂexibly in shifting projects or priorities to meet the needs of a dynamic transformation eﬀort; comfortable with ambiguity and non‐routine situations.
- Teamwork: Increases the eﬀectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
- Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities. Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high‐quality and courteous manner.