Job Goal: This position is a full-time position at the Benjamin G. Brown School. This educator will serve a dual capacity in the school, functioning half-time as a School Adjustment Counselor and half-time as a Dean of Students. The educator will follow the Dean of Students schedule as outlined in the SEU Unit A Contract.
School Adjustment Counselor Responsibilities:
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As a member of an evaluation team, writes measurable goals for IEP’s to address social or emotional issues that are affecting a student’s ability to access the general curriculum.
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Implements individual and group counseling and treatment services to pupils and parents as required by the IEP process.
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Conducts Functional Behavioral Assessment to aid in the development of a Behavior Intervention Plan for students who are experiencing difficulty meeting the behavioral expectations of the schools.
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Provides teacher consultation as necessary.
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Serves as a referral agent to obtain necessary aid from specialized public or private organizations.
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Provides pupil data and written reports as requested.
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Provides home assessment for Special Education evaluations as required.
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Attends staff meetings as requested.
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Supervises mental health-counseling interns as needed.
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Works to create a school climate of caring and mutual respect for all individuals.
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Works as a member of the school team that is available for crisis intervention to diffuse behavior problems.
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Performs other program-related duties as assigned.
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As per the Somerville Educators/Teachers Association, Unit A Collective Bargaining Agreement
Dean of Students Responsibilities:
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Work with Principal, Assistant Principal, Counselor Educator and Re-Direct teacher to develop and implement disciplinary procedures and guidelines which will foster a safe learning environment.
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To participate in and/or lead meetings related to students’ emerging or special needs or other difficulties.
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Act as a liaison between parents/custodians as well as the court system and human service providers as necessary.
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Work closely with teachers to recommend and assist with behavior modifications strategies in the classroom.
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Work with students regarding discipline and attendance issues and makes appropriate referrals.
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To collaborate with families to support student learning at school and at home.
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To contribute to the management of student behavior, in collaboration with such specialist personnel as may be necessary.
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To assist the Principal and Assistant Principal in addressing student conduct issues.
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Assist in collection of discipline data including but not limited to time-outs, detentions, suspensions and present this data at the weekly Student Support Team Meetings.
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To assess discipline data with the administrative team and develop strategies to reduce recidivism.
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To support the implementation of social curricula to provide students with instruction that results in students’ positive social, emotional and behavioral development.
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Per the Somerville Educators Union, Unit A, collective bargaining agreement
Teaching and Learning
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To support the Principal in ensuring that:
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Tier 1 instructional practices support students’ academic, social and emotional development.
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Instructional practices reflect high expectations regarding content and quality of effort and work, engage all students and are personalized to accommodate diverse learning styles, needs, interests and levels of readiness.
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Instructional time is maximized and used effectively.
School Environment
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To foster positive, collaborative relationships with staff, students and families and outside agencies involved in the work of the school in serving its students.
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To support the development and maintenance of a positive, personalized school environment.
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To support the development and implementation of effective plans, procedures, routines and operational systems to address the full range of safety, health and emotional and social needs of students.
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To support the implementation of school-wide behavior expectations.
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To respond to student issues that arise during the course of the school day and to help provide supervision of students where needed during transitions such as lunch/recess, entry and dismissal.
Professional Development
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To support and model a culture in which all staff are reflective about their practice and use data, current research, best practices and theory to continuously adapt instruction and practice to achieve improved results.
General
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To undertake such duties as may be assigned from time to time that lie within scope of the purpose of the position.
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To be a participating member of school’s student support teams and committees as requested by the principal.
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To support the Principal in fostering a shared commitment to high standards in all aspects of the life and work of the school and the students.
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To contribute to the development of a professional learning community which is characterized by shared purpose, data analysis, collaborative activity and collective responsibility.
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To behave an ethical, fair and culturally proficient manner at all times.
Attributes:
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Ability to apply knowledge of Positive Behavior Intervention Systems (PBIS) in an elementary school setting.
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Knowledge of tiered intervention practices and expertise in maintaining a positive classroom culture as an essential “Tier 1” practice.
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Leadership and management skills
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High level communication and interpersonal skills
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A commitment to collaborative practice within a professional learning community
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A strong focus on best practice in teaching, learning and assessment
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Detail oriented and good follow-through
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Ability to multi-task
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Ability to collaborate and build strong connections with families and community members
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Demonstrate strong cultural competencies and awareness practices to overcome barriers to student success.
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Strong organizational skills and ability to prioritize effectively.
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Commitment to equity and providing high quality educational experiences for all students.
Qualifications:
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At least five years successful experience teaching or related experience in public education at the K – 8 level
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A Master’s degree in relevant discipline from an accredited college or university
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Appropriate Department of Elementary and Secondary Education Educator's Licensure required (Adjustment Counseling)
Position Reports to: School Principal, Director of Special Education, and Director of Student Services
The Somerville Public Schools does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, religion, disability, pregnancy, home status, marital/civil union status, sex/gender, gender identity, sexual orientation, citizenship status, place of birth, national origin, ancestry, cultural identity, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.