Counselor; AHS; 1.0 FTE; Probationary (3 Open Positions)

JobID: 989 Position Type: High School Teaching/School Counselor Date Posted: 3/22/2024 Location: Ashland High School Date Available: 08/19/2024 Closing Date: open until filled 2023-2024 School Year POSITION TITLE: School Counselor; Ashland High School, 1.
0 FTE; Probationary (3 Open Positions) TARGET START DATE: 08/19/2024 FLSA: Exempt SALARY: Salary based on certified salary schedule *2023-24 salary schedule* Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society.
It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity, or sexual orientation in any educational programs, activities or employment.
Family and Medical Leave Rights: English: https://www.
dol.
gov/whd/regs/compliance/posters/fmlaen.
pdf Spanish: https://www.
dol.
gov/whd/regs/compliance/posters/fmlasp.
pdf QUALIFICATIONS: 1.
Successful experience in teaching (preferred).
2.
A bachelor’s degree or higher (Master Degree preferred).
3.
An Oregon teaching certificate (TSPC approved) with endorsement in subject matter being taught.
4.
A belief perspective that includes the notion that all students can learn at high levels.
5.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
6.
Bilingual preferred.
7.
Demonstrated effectiveness in counseling high school students.
8.
Extensive knowledge regarding college and career paths.
9.
Requires strong communication skills and technological proficiency.
10.
Ability to work with students of varying backgrounds.
11.
Ability to meet job description requirements and district standards for teachers.
REPORTS TO: Principal SUPERVISES: N/A JOB GOAL: To lead students toward fulfillment of their potential for intellectual, emotional and psychological growth and maturation.
PERFORMANCE RESPONSIBILITIES: 1.
Works with students on an individual basis in the solution of personal problems related to such areas as home and family relations, health, and emotional adjustment; confers with parents when necessary and appropriate.
2.
Remains readily available to students to provide counseling that will lead to increased personal growth, self-understanding and maturity; protects confidentiality of the counselor-client relationship.
3.
Works to discover and develop special abilities of students; works to resolve students' educational handicaps; works to prevent students from dropping out of school.
4.
Assists students in evaluating their aptitudes and abilities through the interpretation of individual standardized test scores and other pertinent data, and works with students in evolving education and occupation plans in terms of such evaluation.
5.
Helps students in course and subject selection, assists in semi-annual registration and orientation; registers students new to the school and orients them to school procedures.
6.
Coordinates the review of students records and established procedures to notify students of alternatives available if the students have deficiencies in meeting graduation requirements.
7.
Acquaints students (and their parents) with college entrance requirements, and helps them to make a realistic comparison between the student's record and abilities and the specific entrance requirements of the college in which the student is interested.
8.
Aids students with all of the processes of college application, including application for financial aid; prepares and supervises the processing of evaluations, recommendations, and other forms as required in connection with college applications.
9.
Keeps up-to-date library of catalogs, college profiles, scholarship information, and post-secondary vocational education materials; obtains and disseminates information about financial aid programs.
10.
Maintains a supply of current application forms and information booklets for College Entrance Examination Board Tests and for the American College Testing Program.
11.
Coordinates senior visitations to college campuses and the calendar for College, Industrial, and Military representatives on campus.
12.
Advises administrators and faculty on student problems; helps teachers work with student problems, coordinates parent teacher conferences, and cooperates with outside agencies.
13.
Works with teachers and other staff members to familiarize them with the general range of services offered by the student personnel services program and to improve the educational prospects of individual students being served.
14.
Interprets health, attendance, cumulative progress, activity, and transcript records; protects confidentiality of these files.
15.
Assumes responsibility for own professional development; for keeping current with the literature, new research findings, and improved techniques in student guidance services; and for attending appropriate professional meetings.
16.
Performs such other related tasks and assumes such other related responsibilities as may be required from time-to-time.
EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.
PHYSICAL DEMANDS: 1.
Stand while teaching classes.
2.
Use hands to handle, control or feel objects, tools, or controls.
3.
Speak clearly so listeners can understand.
4.
Understand the speech of another person.
5.
See details of objects whether they are nearby or far away.
6.
Hear sounds and recognize the difference between them.
7.
Focus on one source of sound and ignore others.
8.
See differences between colors, shades and brightness.
9.
Use fingers or hands to grasp, move or assemble very small objects.
10.
Hold the arm and hand in one position or hold the hand steady while moving the arm.
11.
Be physically active for long periods without getting tired or out of breath.
12.
Use stomach and lower back muscles to support the body for long periods without getting tired.
13.
Move two or more limbs together (for example, two arms, two legs, or one leg and one arm) while remaining in place.
14.
Coordinate movement of several parts of the body, such as arms and legs, while the body is moving.
15.
Determine the distance between objects.
16.
Use muscles to lift, push, pull or carry heavy objects.
17.
Use muscles for extended periods without getting tired.
18.
Keep or regain the body’s balance or stay upright when in an unstable position.
19.
Bend, stretch, twist or reach out.
20.
Move arms and legs quickly.
MENTAL DEMANDS: 1.
Assess baseline academic levels, learning abilities, needs and styles of students of significantly different capabilities.
2.
Exercise creativity and mental flexibility in presenting instructional material to accommodate students of widely varying learning styles and intellectual levels.
3.
Develop a curriculum sequence which allows for adequate coverage of all required academic subjects during the school year.
4.
Facilitate the development of student self-esteem, trust and respect through positive, constructive, student-teacher interaction in both group and individual settings.
5.
Understand and carry out the selection, implementation and maintenance of current teaching support technology and materials.
6.
Create opportunities for students to receive personalized assistance through use of support services (e.
g.
, volunteers, teacher aides, support technologies).
7.
Determine how to fulfill curricula to maximize students’ acquisition of mastery skills.
8.
Create teaching processes which maximize relevance and student involvement in authentic tasks which facilitate learning.
9.
Manage the distraction of interruptions without losing concentration or unduly disrupting class work.
10.
Keep current with the best teaching processes, instructional resources and materials.
EMOTIONAL DEMANDS: 1.
Possess the motivation and self-discipline to maintain currency with professional literature, teaching techniques, technology and instructional materials.
2.
Detect and understand the unique roadblocks individual students have in learning and demonstrate patience by persevering with traditional or alternative learning processes.
3.
Manage the repetitive instructional preparation, review and grading of student assignments without experiencing undue stress (which leads to emotional detachment from the teaching process and to ineffectiveness in the classroom).
4.
Maintain high emotional energy and display enthusiasm for the subject matter and individual student effort.
5.
Develop effective coping strategies for dealing with the fatigue and stress of ongoing involvement in teaching, supervising and monitoring of students.
6.
Take the appropriate emotional risk to implement new teaching techniques and instructional technology and materials.
QUALIFICATIONS DESIRED: Candidate will have rich content knowledge and the ability to develop positive rapport with high school students.
JobID: 989 Position Type: High School Teaching/School Counselor Date Posted: 3/22/2024 Location: Ashland High School Date Available: 08/19/2024 Closing Date: open until filled 2023-2024 School Year POSITION TITLE: School Counselor; Ashland High School, 1.
0 FTE; Probationary (3 Open Positions) TARGET START DATE: 08/19/2024 FLSA: Exempt SALARY: Salary based on certified salary schedule *2023-24 salary schedule* Ashland School District appreciates the diversity and worth of all individuals and groups and their roles in society.
It is the policy of the Ashland School District Board of Education that there will be no discrimination or harassment of individuals or groups on the grounds of age, color, creed, disability, marital status, national origin, race, religion, sex, gender identity, or sexual orientation in any educational programs, activities or employment.
Family and Medical Leave Rights: English: https://www.
dol.
gov/whd/regs/compliance/posters/fmlaen.
pdf Spanish: https://www.
dol.
gov/whd/regs/compliance/posters/fmlasp.
pdf QUALIFICATIONS: 1.
Successful experience in teaching (preferred).
2.
A bachelor’s degree or higher (Master Degree preferred).
3.
An Oregon teaching certificate (TSPC approved) with endorsement in subject matter being taught.
4.
A belief perspective that includes the notion that all students can learn at high levels.
5.
Such alternatives to the above qualifications as the Board may find appropriate and acceptable.
6.
Bilingual preferred.
7.
Demonstrated effectiveness in counseling high school students.
8.
Extensive knowledge regarding college and career paths.
9.
Requires strong communication skills and technological proficiency.
10.
Ability to work with students of varying backgrounds.
11.
Ability to meet job description requirements and district standards for teachers.
REPORTS TO: Principal SUPERVISES: N/A JOB GOAL: To lead students toward fulfillment of their potential for intellectual, emotional and psychological growth and maturation.
PERFORMANCE RESPONSIBILITIES: 1.
Works with students on an individual basis in the solution of personal problems related to such areas as home and family relations, health, and emotional adjustment; confers with parents when necessary and appropriate.
2.
Remains readily available to students to provide counseling that will lead to increased personal growth, self-understanding and maturity; protects confidentiality of the counselor-client relationship.
3.
Works to discover and develop special abilities of students; works to resolve students' educational handicaps; works to prevent students from dropping out of school.
4.
Assists students in evaluating their aptitudes and abilities through the interpretation of individual standardized test scores and other pertinent data, and works with students in evolving education and occupation plans in terms of such evaluation.
5.
Helps students in course and subject selection, assists in semi-annual registration and orientation; registers students new to the school and orients them to school procedures.
6.
Coordinates the review of students records and established procedures to notify students of alternatives available if the students have deficiencies in meeting graduation requirements.
7.
Acquaints students (and their parents) with college entrance requirements, and helps them to make a realistic comparison between the student's record and abilities and the specific entrance requirements of the college in which the student is interested.
8.
Aids students with all of the processes of college application, including application for financial aid; prepares and supervises the processing of evaluations, recommendations, and other forms as required in connection with college applications.
9.
Keeps up-to-date library of catalogs, college profiles, scholarship information, and post-secondary vocational education materials; obtains and disseminates information about financial aid programs.
10.
Maintains a supply of current application forms and information booklets for College Entrance Examination Board Tests and for the American College Testing Program.
11.
Coordinates senior visitations to college campuses and the calendar for College, Industrial, and Military representatives on campus.
12.
Advises administrators and faculty on student problems; helps teachers work with student problems, coordinates parent teacher conferences, and cooperates with outside agencies.
13.
Works with teachers and other staff members to familiarize them with the general range of services offered by the student personnel services program and to improve the educational prospects of individual students being served.
14.
Interprets health, attendance, cumulative progress, activity, and transcript records; protects confidentiality of these files.
15.
Assumes responsibility for own professional development; for keeping current with the literature, new research findings, and improved techniques in student guidance services; and for attending appropriate professional meetings.
16.
Performs such other related tasks and assumes such other related responsibilities as may be required from time-to-time.
EVALUATION: Performance of this job will be evaluated annually in accordance with provisions of the Board’s policy on Evaluation of Professional Personnel.
PHYSICAL DEMANDS: 1.
Stand while teaching classes.
2.
Use hands to handle, control or feel objects, tools, or controls.
3.
Speak clearly so listeners can understand.
4.
Understand the speech of another person.
5.
See details of objects whether they are nearby or far away.
6.
Hear sounds and recognize the difference between them.
7.
Focus on one source of sound and ignore others.
8.
See differences between colors, shades and brightness.
9.
Use fingers or hands to grasp, move or assemble very small objects.
10.
Hold the arm and hand in one position or hold the hand steady while moving the arm.
11.
Be physically active for long periods without getting tired or out of breath.
12.
Use stomach and lower back muscles to support the body for long periods without getting tired.
13.
Move two or more limbs together (for example, two arms, two legs, or one leg and one arm) while remaining in place.
14.
Coordinate movement of several parts of the body, such as arms and legs, while the body is moving.
15.
Determine the distance between objects.
16.
Use muscles to lift, push, pull or carry heavy objects.
17.
Use muscles for extended periods without getting tired.
18.
Keep or regain the body’s balance or stay upright when in an unstable position.
19.
Bend, stretch, twist or reach out.
20.
Move arms and legs quickly.
MENTAL DEMANDS: 1.
Assess baseline academic levels, learning abilities, needs and styles of students of significantly different capabilities.
2.
Exercise creativity and mental flexibility in presenting instructional material to accommodate students of widely varying learning styles and intellectual levels.
3.
Develop a curriculum sequence which allows for adequate coverage of all required academic subjects during the school year.
4.
Facilitate the development of student self-esteem, trust and respect through positive, constructive, student-teacher interaction in both group and individual settings.
5.
Understand and carry out the selection, implementation and maintenance of current teaching support technology and materials.
6.
Create opportunities for students to receive personalized assistance through use of support services (e.
g.
, volunteers, teacher aides, support technologies).
7.
Determine how to fulfill curricula to maximize students’ acquisition of mastery skills.
8.
Create teaching processes which maximize relevance and student involvement in authentic tasks which facilitate learning.
9.
Manage the distraction of interruptions without losing concentration or unduly disrupting class work.
10.
Keep current with the best teaching processes, instructional resources and materials.
EMOTIONAL DEMANDS: 1.
Possess the motivation and self-discipline to maintain currency with professional literature, teaching techniques, technology and instructional materials.
2.
Detect and understand the unique roadblocks individual students have in learning and demonstrate patience by persevering with traditional or alternative learning processes.
3.
Manage the repetitive instructional preparation, review and grading of student assignments without experiencing undue stress (which leads to emotional detachment from the teaching process and to ineffectiveness in the classroom).
4.
Maintain high emotional energy and display enthusiasm for the subject matter and individual student effort.
5.
Develop effective coping strategies for dealing with the fatigue and stress of ongoing involvement in teaching, supervising and monitoring of students.
6.
Take the appropriate emotional risk to implement new teaching techniques and instructional technology and materials.
QUALIFICATIONS DESIRED: Candidate will have rich content knowledge and the ability to develop positive rapport with high school students.