Middle School Bilingual Counselor

Communication

• Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Participate in parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals.
• Professional
• Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings Facilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting. Attend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor.
• Collaboration and
• Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment. Work collaboratively with school administration and leadership team Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Records and
• Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.
• Intended
• Outcomes
• AND
• SUCCESS
• MEASURES: Increase student academic performance and engagement as a result of counseling support. Reduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support. Reduce rate of chronic absenteeism among supported students. School survey data demonstrates growth in student self-regulation, empathy, and/or confidence. High participation rates in school-wide initiatives (Kindness Week, Upstander Week, etc) Survey data indicates students feel safe, welcome, and supported at school. Active participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective. Regular communication and coordination with families, teachers, school staff, and school administration regarding student needs. Timely and appropriate response to student crises, including documentation of intervention and follow-up. Effective and regular collaboration and communication with building and district administration to support school wide culture and wellness. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
• Knowledge,
• SKILLS,
• AND
• ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Master’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations. Deep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills. Demonstrated cultural competence and commitment to equity and inclusion. Able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must have a valid driver’s license and reliable transportation.
• Physical
• REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication.
• WORKING
• CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.