Job Details

SAN DIEGO MISSION ACADEMY

Full-Time, Monday - Friday

This position offers a hybrid work arrangement, with in-person responsibilities determined according to program and school needs.

What We Do

Providing a safe, flexible and supportive educational experience for students is what we do best. Founded and led by educators, Elev8 Online Schools fosters student success in fully virtual, tuition-free public schools across California. Serving students in grades 6-12, our schools are accredited, NCAA eligible and offer a high-quality online education and valid California high school diplomas. Remember the person who made a difference in your life? Now it's your turn.
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How You Will Make an Impact

The School Counselor is responsible for enhancing student success by developing, implementing, evaluating, and continuously improving a comprehensive school counseling program. Utilizing a Multi-Tiered, Multi-Domain System of Supports (MTMDSS), the school counselor promotes academic achievement, college and career readiness, and social-emotional development for all students. The school counselor's time is primary dedicated to direct student services and advocacy through communication with staff, families, and community members on behalf of students. As a leader, advocate, and collaborator, the School Counselor works to drive positive systemic changes that ensure equity and access for every student. This position reports to the Principal or their designee

RESPONSIBILITIES/DUTIES: This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with this classification. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the job.

• Implement a school counseling program that is aligned to the American School Counselor Association (ASCA) National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidencebased practices and systems that have been shown to promote student success.
• Abide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards and Competencies to guide professional growth and development.
• Conduct regular reviews of school and student data to inform student outcomes through program SMART goals, tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.
• Evaluate and share the results of the school counseling program's impact and effectiveness with key stakeholders. Provide recommendations for improving the school counseling program.
• Spend their time in alignment with ASCA's recommendation that 80% or more of the school counselor's time is spent providing direct student services (instruction, appraisal, advisement, and counseling with students) and indirect student services (collaboration, consultation, and referrals with families, teachers, administrators, school staff, and community stakeholders).
• Implement comprehensive Tier 1 school counseling support that reaches ALL students.
• Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as deserving of additional support.
• Provide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis situations, as well as those whose needs remain unmet after receiving Tier 2 support.
• Consult, collaboration, and team with key stakeholders to support student success.
• Promote equity, access for all students, and make a significant impact in creating a school culture free from racism and bias in all forms.
• Engage in high-quality school counseling system support, including, but not limited to the development of action plans, lesson plans, annual planning calendars, annual administrator conferences, needs assessments, results reports, data-sharing presentations, progress monitoring of school counseling interventions and activities, planning time for the creation and improvement of data-driven school counseling interventions, regular meetings with other school counselors, etc.
• Utilize technology and other virtual tools to support efficient and effective program delivery and communication with the school community.
• Actively pursue and participate in professional learning, to stay current with evidence-based practices in the field. Examples: Maintaining membership in state and national professional organizations (i.e., American School Counselor Association), reading professional journals, attending local, state, and national workshops and conferences, engaging in continuing education coursework as appropriate.

• Knowledge of Federal and State Education Codes, including K-12 and Public Charter School laws and governance.
• Understanding of Independent Study, Personalized Learning, and Distance Learning models.
• Knowledge of high school credits, graduation requirements, academic interventions, and alternative education programs.
• Ability to design and manage student-centered programs.
• Strong collaboration, communication, and problem-solving skills.
• Skilled in working with diverse learners, including students with special needs.
• Ability to adapt to change and manage multiple priorities.
• Proficient in using data to guide decisions and improve practices.

• Bachelor's degree or higher from a regionally accredited college or university.
• Valid California Clear Pupil Personnel Services Credential in School Counseling.
• Experience in individual and group counseling, crisis intervention, and working with at-risk youth.
• Familiarity with community resources and support networks.
• Proficient level in MS Office (Word, Excel, PowerPoint, Outlook) and Education and Student Information Systems.
• Ability to travel in performance of the job duties.

• Vision: Ability to read small prints and view a computer screen for prolong periods, prepare, or inspect documents and operate office equipment.
• Hearing: Ability to hear average or typical conversations and receive ordinary information.
• Speech: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of proficiency and volume to be understood over a telephone or computer.
• Mental Demands: Ability to read, write, understand, interpret, and apply information at a moderately complex level essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank tasks in order of importance; copy, compare, compile and coordinate information and records. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress in a medium workflow management, low project coordination, and high people engagement.
• Upper Body Mobility: Ability to use fingers to make small movements such as typing, picking up small objects, or pinching fingers together, use hands to grasp, and manipulate small objects; twist and bend at wrist and elbow; extend arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.
• Strength: Ability to lift, carry, push, and pull objects weighing up to 10 pounds.
• Environmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to moderate noise environment with frequent deadline pressures.