Primary Purpose

 

Clear Creek ISD counselors design and deliver school counseling programs that improve student outcomes. They lead, advocate, and collaborate to promote success for all stakeholders while following the Texas Model for Comprehensive School Counseling Programs and contributing to Clear Creek ISD’s mission and strategic plan. This is accomplished through a variety of approaches including guidance curriculum, individual planning, responsive services, and system support.

 

Qualifications

 

Education/Certification/Licensure

Master’s degree in counseling from an accredited college or university, preference, or Master’s degree with an approved certification from an EPP

Valid Texas counseling certificate

Special Knowledge/Skills

Knowledge of the Texas Model for Comprehensive School Counseling Program

Effective communication, public relations, and interpersonal skills

Strong organizational skills

Ability to develop, implement, and evaluate guidance curriculum

Demonstration of leadership skills

        Computer skills consistent with district expectations

Experience

Minimum of 3 years of teaching experience

 

 

Major Responsibilities and Duties

Guidance Curriculum

1. Develop, implement, and evaluate classroom guidance lessons by teaching the Texas Comprehensive School Counseling Program guidance curriculum components including Intrapersonal Skills, Interpersonal Skills, Personal Health and Safety, and Post-Secondary Education and Career Readiness.
2. Consult with staff to schedule guidance curriculum based on developmental needs and needs identified through district requirements and campus data.
3. Follow district processes and procedures for guidance curriculum implementation as established by the Counseling and Student Services department.
4. Attend district guidance curriculum updates provided by the Counseling and Student Services Department in order to effectively facilitate district-required guidance lessons.

 

Individual Planning

1. Consider development, interest, academic performance, and assessment outcomes in goal setting with students.
2. Implement the individual student planning component by guiding individuals and groups of students, and parents or guardians, through the development of educational, career, personal, or social plans.
3. Support and communicate with 5^th-grade students and parents regarding secondary courses, programs, and opportunities during the annual CCISD course selection process.
4. Collaborate with intermediate campuses to ensure a successful transition to intermediate school, which may include coordination of campus tours, course selection presentations, course selection materials, program application processes, and KidTalk.
5. Attend the annual course selection update provided by the Counseling and Student Services Department to effectively support the district course selection process.
6. Follow district processes and procedures established by the Assessment and Evaluation Department for the administration of district Credit by Examinations (CBE).
7. Serve as a member of the campus multi-tiered system of support (MTSS) in order to advocate for the needs of students.

 

Responsive Services

1. Intervene on behalf of students whose immediate personal concerns or circumstances put their continued educational, personal, and social development at risk.
2. Consult with campus staff and parents/guardians regarding students who need continuing support toward their educational, personal, and social development.
3. Provide short-term skills-based individual and small group counseling services to students.
4. Identify and provide community resources for stakeholders as needed.
5. Guide and support the campus during a critical incident while following the district’s critical incident response team protocol.
6. Conduct Columbia Suicide Severity Rating Scale and the district’s Violence Risk Interview according to procedures established by the Counseling and Student Services Department.
7. Collaborate with the counselor on the DAEP campus and support students when returning to campus from DAEP.

 

System Support

1. Ensure all counseling-related service interactions with students (i.e., guidance lessons, groups, parent conferences, consultations, and meetings) are entered into the district-approved tracking system.
2. Utilize district-developed materials to train campus staff regarding Child Abuse, Trafficking, Maltreatment, Suicide Prevention, and Trauma-Informed/Sensitive Care.
3. Assist other campus staff in making referrals to the Texas Department of Family and Protective Services.
4. Develop and conduct yearly needs assessments and evaluate data to determine campus counseling program needs.
5. Annually complete the district Comprehensive School Counseling Program document which highlights the manner in which your campus follows the four components of The Texas Model for Comprehensive School Counseling Programs and submit it to the Counseling and Student Services Department.
6. Annually create and share with parents/guardians, a campus-specific Comprehensive School Counseling Program document highlighting the four program components of The Texas Model for Comprehensive School Counseling Programs and all materials, including curriculum to be used during the year.
7. Work with all stakeholders, including administrators, nurses, support specialists, other personnel, community volunteers, and agencies for the benefit of students.
8. Stay up-to-date professionally through the selection of quality professional learning opportunities for personal growth.

 

Additional Responsibilities and Duties

1. Demonstrate ethical and professional behaviors and standards as set forth by The Texas Model for Comprehensive School Counseling Programs.
2. Exhibit CCISD Core Values of trustworthiness, respect, responsibility, fairness, caring, and citizenship.
3. Collaborate and consult with all stakeholders to foster student educational, career, personal, and social development.
4. Maintain a positive and professional tone in all communication (i.e., email, written, and verbal).
5. Participate as an effective team member who contributes to district, department, and campus goals.

1. Ability to interpret and demonstrate knowledge of district and campus processes and procedures.

7. Demonstrate proficient levels of technology applications.
8. Perform other duties and accept other responsibilities as assigned.

 

Working Conditions

                                                                       

Mental Demands

Promote a positive and caring environment; Effective verbal and written communication; concentration while performing duties; ability to maintain professional and emotional control under stress; occasional prolonged and irregular hours; ability to work with frequent interruptions

Physical Demands/Environmental Factors

Moderate standing, walking, bending, lifting; prolonged use of computer; repetitive hand motions

 

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