Long-Term Substitute Lower School Counselor
hace 23 días
Greensboro
Job Description Long-Term Substitute Lower School Counselor REPORTS TO: Lower School Director FLSA JOB CLASSIFICATION: Exempt, Seasonal JOB PURPOSE: Greensboro Day School seeks an experienced counselor to fill a long-term substitute position in the lower school from mid-December, 2025, through March 6, 2026. The Long-Term Substitute Lower School Counselor works in coordination with the Division Director and division leadership team to support the well-being of individual students and the division as a whole. The Long-Term Substitute Lower School Counselor is responsible for implementing a comprehensive school counseling program that is proactive in design and developmental in implementation, promoting and enhancing the academic, personal, and social development of all students. The Long-Term Substitute Lower School Counselor also develops, organizes, promotes, and carries out both proactive and responsive professional development, parent education, and community events in the area of well-being. This is a seasonal, on-campus position, five days per week, Monday through Friday, and requires occasional evening and weekend work. PRIMARY RESPONSIBILITIES: * Builds meaningful relationships with the Lower School students, parents, faculty, and staff in order to cultivate a culture of well-being and a sense of community * Provides one-on-one and small group counseling to students in an effort to support their social and emotional needs in a confidential and supportive environment * Supports faculty with supporting the social and emotional development needs of their students * Provides employees and families recommendations for outside professional resources * In collaboration with Homeroom Teachers, plans and executes developmentally appropriate guidance lessons for students Kindergarten through 4th grade related to social-emotional learning, using varied methods of instruction and assessment, that are in accordance with the School’s mission, Statement of Community, educational philosophy, and departmental curriculum and competencies * Provides a safe, nurturing, caring educational environment in which every student sees the counselor as an ally and accessible advisor in the student’s quest for social and emotional well-being * Plays a key role in helping to create and cultivate a diverse and inclusive community * Maintains subject-area expertise including knowledge of national and local counseling trends and leading-edge pedagogical practices * Collaborates regularly with colleagues to ensure curricular alignment and consistent delivery of content and assessment * Supports teachers in implementing the social-emotional curriculum, and provides responsive or proactive lessons as needed * Serves on key task forces, committees, and groups in order to provide insight into the status of the well-being of the community * Maintains confidential records documenting contact with students and parents; develops procedures to ensure confidentiality * Collaborates with the Counseling Department to develop student, family, and faculty education programs that strengthen relationships and promote understanding of child development * Collaborates with faculty, school nurse, Learning Support Coordinators, Division Directors, and outside professionals in order to best support the social, emotional, and academic needs of students * Leads faculty professional development about child development and mental health * Participates in the Professional Growth and Development Program focusing on Planning and Preparation, Instruction, Classroom Environment, and Professional Responsibilities (Danielson Framework) as outlined in the Employee Handbook ADDITIONAL RESPONSIBILITIES: * Shares in the day-to-day life of the school community, which includes serving as an advisor, organizing clubs, attending assemblies, participating in committees as necessary (i.e., Grade Level Team, Student Support Team, division-based Leadership Team, Admission committee) in order to provide insight on the well-being of the student community, and fulfilling assigned duties (such as lunch supervision, carpool, and bus duty) * Is active and present as a GDS community member by participating in school functions and students’ extracurricular life (such as admission events, attending arts and athletics events, and planning and/or serving as a chaperone on day and/or overnight field trips) * Communicates in a timely manner with students and parents to inform them about successes, progress, and/or concerns * Maintains and updates a comprehensive list of outside consultants and service providers; makes referrals to teachers, administrators, and/or families * Leads assemblies connected to the social-emotional curriculum when appropriate and necessary to the health and well-being of students’ lives in Lower School. * Performs other duties as assigned by the Head of School GDS Cultural Competencies GDS Employee Skills * Human-Centered * Data-Informed * Empathetic * Collaborative * Professionalism * Technologically Fluent * Adaptable & Growth Mindset * Inclusive * Productive conflict resolution * Integrity * Welcoming * Respectful * Listens to Understand * Relationship-Focused * Student-Centered * Field Expertise * Coachable * Lifelong Learner * Kind Teacher Competencies * Kid Champion * Chief modeler of respect, kindness, integrity, & responsibility * Intellectually Curious * Lover of learning for self and students * Curriculum expert * Culturally competent * Proactive, Effective, & Professional Communicator * Reflective * Responsive * Patient Position Requirements * Bachelor’s degree in a counseling-related field; Master’s degree in a counseling-related field preferred * Successful counseling experience (minimum two years of experience and school setting preferred) * Expertise in child development * Competent in individual, group, and classroom counseling settings * Ability to diffuse emotionally intense situations with students, parents, and/or faculty * Strong interpersonal skills WORKING CONDITIONS: Daily work requires supervising students both indoors and outdoors. Faculty are required to participate in regular safety drills, learn CPR, learn how to apply a tourniquet, provide basic first aid, administer epi-pens when needed, and be able to support other student-specific health-related needs. Some weekend, evening, or early morning work may be required from time to time. PHYSICAL REQUIREMENTS: Teachers of young children must be able to assist the children in toileting, hand washing, nose-blowing, etc. They must be able to move quickly and frequently from standing to sitting with ease, lift up to 50 pounds, and sit on small chairs and the floor. Teachers must also be able to traverse the classroom and adjust one's tone and height, by bending or leaning, in order to teach each child. All teachers must be able to provide adequate supervision indoors and outdoors, and they must be able to ensure the safety of students during drills and emergencies that may arise from time to time. This position has frequent exposure to loud sounds and high noise levels on a weekly basis. DIRECT REPORTS: There are no direct reports for the Long-Term Substitute Lower School Counselor.