REPORTS TO: PrincipalSUPERVISES: May coordinate and direct the activities of teacher assistants.PURPOSE: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.DUTIES AND RESPONSIBILITIESA. MAJOR FUNCTION: Management of Instructional TimeThe teacher has materials, supplies, and equipment for each lesson ready at the start of the lesson or instructional activity; gets the class started quickly; gets students on task quickly at the beginning of each lesson; maintains a high level of student time-on-task.B. MAJOR FUNCTION: Management of Student BehaviorThe teacher has established a set of rules and procedures that govern the handling of routine administrative matters; has established a set of rules and procedures that govern student verbal participation and talk during different types of activities-whole-class instruction, small group instruction, etc.; has established a set of rules and procedures that govern student movement in the classroom during different types of instructional and non- instructional activities; frequently monitors the behavior of all students during whole-class, small group, and seat work activities and during transitions between instructional activities; stops inappropriate behavior promptly and consistently, yet maintains the dignity of the student.C. MAJOR FUNCTION: Instructional PresentationThe teacher begins lesson or instructional activity with a review of previous materials; introduces the lesson or instructional activity and specific learning objectives when appropriate; speaks fluently and precisely; presents the lesson or instructional activity using concepts and language understandable to the students; provides relevant examples and demonstrations to illustrate concepts and skills; assigns tasks that students handle with a high rate of success; asks appropriate levels of questions that students handle with a high rate of success; conducts lesson or instructional activity at a brisk pace, slowing presentations when necessary for student understanding but avoiding slowdowns; makes transitions between lessons and between instructional activities within lessons efficiently and smoothly; makes sure that the assignment is clear; summarizes the main point(s) of the lesson at the end of the lesson or instructional activity.D. MAJOR FUNCTION: Instructional Monitoring of Student PerformanceThe teacher maintains clear, firm and reasonable work standards and due dates; circulates during class work to check all students' performance; routinely uses oral, written, and other work products to check student progress; poses questions clearly and one at a time.E. MAJOR FUNCTION: Instructional FeedbackThe teacher provides feedback on the correctness or incorrectness of in-class work to encourage student growth; regularly provides prompt feedback on assigned out-of-class work; affirms a correct oral response appropriately, and moves on; provides sustaining feedback after an incorrect response or no response by probing, repeating the question, giving a clue, or allowing more time.F. MAJOR FUNCTION: Facilitating InstructionThe teacher has an instructional plan which is compatible with the school and system- wide curricular goals; uses diagnostic information obtained from tests and other assessment procedures to develop and revise objectives and/or tasks; maintains accurate records to document student performance; has instructional plan that matches/aligns objectives, learning strategies, assessment and student needs at the appropriate level of difficulty; uses available human and material resources to support the instructional program.G. MAJOR FUNCTION: Interacting Within the Educational EnvironmentThe teacher treats all students in a fair and equitable manner; interacts effectively with students, co-workers, parents, and community.H. MAJOR FUNCTION: Performing Non-Instructional DutiesThe teacher carries out non-instructional duties as assigned and/or as need is perceived; adheres to established laws, policies, rules, and regulations; follows a plan for professional development and demonstrates evidence of growth.ADDITIONAL JOB FUNCTIONSPerforms other related work as required.MINIMUM TRAINING AND EXPERIENCEDegree in education or in a related area that will qualify for licensure as a teacher by the North Carolina Department of Public Instruction.MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.Intelligence: Requires the ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of technical instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in variety of technical or professional languages including medical, legal and counseling terminology.Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of descriptive statistics, statistical inference and statistical theory.Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.Manual Dexterity: Requires the ability to handle a variety of items such as office equipment and hand tools. Must have minimal levels of eye/hand/foot coordination.Color Discrimination: Requires the ability to differentiate between colors and shades of color.Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with emergency situations.Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.KNOWLEDGE, SKILLS AND ABILITIESAbility to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.Ability to motivate students.Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.Ability to maintain order and discipline in a classroom. Ability to operate common office machines.Ability to maintain basic files and records.Ability to understand and follow oral and written instructions.Ability to establish and maintain effective working relationships as necessitates by work assignments.DISCLAIMERThe preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.;NREUM.info = { beacon : bam.nr-data.net , errorBeacon : bam.nr-data.net , licenseKey : 72f53cf60c , applicationID : 7588392,272702034,311486589 , transactionName : MVEHZ0BUX0sDABULWQgbJGBiGkdRBxQLDVQ5UABAUUdYSBYKDgwYB0cVSw== , queueTime :0, applicationTime :3, agent : , atts : } Caswell County Schools Job Description: School CounselorJOB TITLE: School CounselorREPORTS TO: PrincipalSALARY: Based on State and Local Salary ScheduleSTATUS: 10 months SUMMARY: The job of School Counselor was established to promote student success, provide preventive services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students. The School Counselor incorporates the North Carolina State Board of Education's guiding mission that every public school student will graduate from high school globally competitive for work and post-secondary education and prepared for life in the twenty-first century.RESPONSIBILITIES & DUTIES:Development and Management of a Comprehensive School Counseling Program
- Discusses the comprehensive school counseling program with school administrator
- Develops and maintains a written plan for effective delivery of the school counseling program based on the NC Comprehensive School counseling Standard Course of Study
- Communicates the goals of the comprehensive school counseling program to education stakeholders (i.e., administrators, teachers, students, parents, and community/business leaders)
- Maintains current and appropriate resources for education stakeholders
- Uses the majority of time providing direct services through the Guidance Curriculum, Individual Student Planning and Preventative and Responsive Services, and most of the remaining time in program management, system support and accountability (National standards recommend 80% of time in Guidance Curriculum, Individual Student Planning and Preventive and Responsive Services and 20% of time in program management, system support, and accountability(American School Counselor Association, 2005)
- Uses data to develop comprehensive programs that meet student needs
Guidance Curriculum
- Provides leadership and collaborates with other educators in the school-wide integration of the State Guidance Curriculum Standard Course of Study
- Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals
- Incorporates into their programs the life skills that students need to be successful in the twenty-first century.
Individual Student Planning
- Assists all students, individually or in groups, with developing academic, career and personal/social skills, goals, and plans
- Accurately and appropriately interprets and utilizes student data
- Collaborates with parents/guardians and educators to assist students with educational, care, and life planning
Preventive and Responsive Services
- Provides individual and group counseling to students with identified concerns and needs
- Consults and collaborates with parents/guardians, teachers, administrators, and other educational/community resources reg students with identified concerns and needs
- Implements an effective referral and follow-up process as needed
- Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services
System Support
- Provides appropriate information to school personnel related to the comprehensive school counseling program
- Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data
- Participates in professional development activities to improve knowledge and skills
- Uses available technology resources to enhance the school counseling program
- Adheres to laws, policies, procedures, and ethical standards of the school counseling profession
Accountability
- Conducts a yearly program audit to review the extent of program implementation and effectiveness
- Collects and analyzes data to guide program direction and emphasis
- Measures results of the comprehensive school counseling program activities and shares results as appropriate interventions
MINIMUM EDUCATION, EXPERIENCE AND REQUIREMENTS:
- Master's Degree from an accredited College or University in School Guidance & Counseling or working towards receiving one
KNOWLEDGE, SKILLS AND ABILITIES:
- Passionate about closing the achievement gap and ensuring that every child, regardless of circumstance or background, receives a high quality education
- Coaches, mentors, and challenges others to excel despite challenging situations and obstacles
- Relentlessly pursues the improvement of Central Office performance and school leadership, instruction, and operations, and is motivated by a desire to produce fathomable student achievement gains.
- Advance toward work with a sense of possibility and sees challenges as opportunities for creative problem-solving; takes initiative to explore issues and find potential creative solutions.
- 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
- 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
- Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed work plans, and balancing of multiple priorities.
- Convey clearly and compellingly with sundry stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner
PHYSICAL REQUIREMENTS:While performing the duties of this job, the employee is frequently required to stand, walk, sit, talk and listen. The employee is occasionally required to use their hands, fingers, or feet: reach with hands and arms; and stoop, kneel, crouch or crawl. The employee must occasionally lift and/or move up to 15 pounds or more at times.DISCLAIMER:Statements in the job descriptions are intended to describe the general nature and level of work performed by an employee in this category. The description does not contain an exhaustive list of all responsibilities, duties, skills and other requirements necessary for employees to perform in this position.