Related Service Providers 


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Related Service Providers provide wrap-around services for DC Public School students.

These positions include:

To apply for a position, click here.

Position Descriptions for Related Service Providers:

Library Media Specialist


Position Overview

Salary: $51,539-$83,199

The Library Media Specialist position is located in all public schools within the DCPS system. Situated at the center of national government, the goal of DPCS is to provide students with a quality education that prepares them to become future leaders, productive citizens, and individuals who are engaged in the life of the community. This position reports directly to the principal of the school to which the incumbent is assigned.

Essential Duties and Responsibilities

• Assesses learning and information needs of students and staff
• Plans and works collaboratively with teachers to use appropriate resources that address curricular needs and learning goals
• Instructs students and staff in the effective use of the media center, its resources, and the current technologies necessary to access the resources and information
• Incorporates information literacy into day-to-day instruction
• Advocates and promotes reading and life-long learning through motivational activities
• Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources
• Advocates the principles of intellectual freedom
• Works cooperatively with other libraries and agencies to share resources that enhance teaching and learning
• Works with the principal and school leadership team to provide flexible access to school library media center resources to accommodate individuals and groups simultaneously
• Organizes school library media facilities and resources in a manner that supports the mission, goals, and objectives of the school and maximizes intellectual and physical access to resources
• Encourages the widest possible use of print and electronic resources and services--within the school library media center, throughout the school, and through remote access
• Develops and implements an ongoing collection development and evaluation planning process, that focuses on a variety of formats and resources to meet diverse learning needs
• Prepares budget requests, administers library budgets, and maintains appropriate records
• Evaluates and selects resources that build a collection addressing curricular needs and learning goals in collaboration with teachers, technology staff, and students
• Evaluates the school library media program on a continual basis according to accepted standards of quality
• Interacts effectively with students, staff, administration, parents, and the community to promote and expand the school library media program
• Prepares and submits accurate reports as required
• Adheres to established laws, policies, rules, and regulations

Desired Qualities

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Qualifications

• Master's degree in Library and Information Science.
• Approved program requirements must be met to qualify for K-12 School Library Media Specialist certification in Washington, DC.

 

Speech-Language Pathologist


Position Overview

Salary: $51,539-$83,199

The purpose of this position is to eliminate, reduce and/or provide compensatory strategies in the area of speech and language development. The Speech Language Pathologist supports the students' ability to derive full benefit from the District’s educational program. The scope of work has impact through the Office of Special Education in the District of Columbia Public Schools.

Essential Duties and Responsibilities
The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Provides direct and indirect clinical services to students who have been diagnosed with an academically-based communication disorder in areas of articulation, languages, voice and/or fluency.
• Provides and completes comprehensive diagnostic assessments of speech, voice, and language impairments; and determines the presence/absence of a specific communication disorder which adversely impacts academic progress.
• Serves as a resource to school staff members by developing a balanced program for oral communication and speech, language, and literacy development.
• Provides direct/indirect service to students diagnosed with a swallowing disorder as it relates to the educational environment.
• Provides an implemented therapeutic program to meet the individual needs of students with diagnosed communication impairment.
• Assists and guides teachers in observing, describing, and referring suspected and identified speech and language impairments.
• Assists in proper referrals of students to agencies and specialists in the community, as appropriate.
• Provides appropriate individualized programs of therapy to meet individual students’ needs and correct existing speech or language impairments.
• Compiles case history data on those cases where additional family history, health history, and early developmental history are deemed appropriate.
• Conducts speech and language screenings.
• Coordinates assistive technology support services.
• Participates/lends to child study committees.
• Supervises support personnel and Speech - Language Pathology Clinical Fellows.
• Maintains all documents required to file Medicaid claims and required by Medicaid, including signed copies of all Health Encounter Tracking Forms, Assessment reports, and progress notes in the student file.

Desired Qualities

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Qualifications
• Master’s degree (MA/MS) in Communication Sciences and Disorders or Speech-Language Pathology.
• Certification as a Speech Language Pathologist by the District of Columbia Office of the State Superintendent of Education (OSSE).
• Eligible for AHSA Certificate of Clinical Competence in Speech-Language Pathology. The ASHA Certificate of Clinical Competence in Speech – Language Pathology must be completed within four (4) years of DCPS hire date.

 

Social Worker (LICSW)


Position Overview

Salary: $51,539-$83,199

The Social Worker is part of the Office of Special Education (OSE) team and is based at local schools through the Office of Youth Engagement (OYE). These offices are responsible for providing services to students with special needs and the general education student population. As such, the Social Worker is involved in the following six (6) key areas: (1) preventive work with students, staff, and families that promotes positive school climate and social/emotional well-being; (2) program development to meet the unique needs of the school; (3) program planning that contributes to the development of school-wide policies; (4) advocacy that supports students and families; (5) direct services to students and families; and (6) and special education.

Essential Duties and Responsibilities

Preventive work with students, staff, and families
• Providing consultation to school staff and parents to facilitate student educational, social, and emotional growth.
• Obtaining information concerning the effects of environment, including family, cultural, and economic disadvantages that may be adversely affecting student progress.
• Conducting home visits that encourage home/school communication.
• Working collaboratively with the Student Support Team (SST) to develop plans of assistance for students at risk of academic and/or behavioral difficulty.
• Coordinating school and community services.
• Serving as the home-school-community liaison responsible for effective resource utilization and positive relations with stakeholders.

Program Development
• Conducting needs assessments.
• Planning for support services both within and outside the school.
• Facilitating special support groups, i.e. students with incarcerated parents, grief and loss, divorce, teen parents, conflict resolution, etc. as needed.
• Managing family resource centers, where parents/guardians can access needed information and participate in opportunities to learn how to support their student(s).

Program Planning
• Working with administrators to implement effective policies that address school safety, school attendance, substance abuse, teen pregnancy, child abuse, and neglect.

Advocacy
• Serving as a mediator within the school.
• Communicating with other agencies involved with students.
• Attending court hearings as a DC Public Schools representative.
• Making appropriate referrals for community resources.

Direct Services
• Providing individual counseling.
• Providing group counseling.
• Providing psycho-education.
• Providing crisis intervention.
• Providing parent training.

Special Education
• Serving as a member of the multi-disciplinary team (MDT).
• Conducting social work evaluations and other related assessments for initial evaluations and re-evaluations.
• Providing related services as prescribed by Individualized Education Plans (IEPs), including social skills, life skills, and transitional skills that can be transferred from school to community.
• Participating in MDT, IEP, manifestation determination, and other related meetings.
• Working collaboratively within the classroom setting to implement student IEPs.
• Collecting data for the purpose of monitoring social/emotional progress and evaluating effectiveness of services.
• Providing technical assistance on strategies that improve outcomes for special education students.
• Coordinating the design and implementation of behavior intervention plans and functional behavior assessments.
• Keeping thorough records of each student receiving services.
• Completing student progress reports.

Qualifications

• Master’s degree in Social Work (MSW).
• District of Columbia Government, Department of Health Professional License, which must be renewed every two (2) years by obtaining the required continuing education units:
    o Licensed Independent Clinical Social Worker (LICSW)
• District of Columbia Certification as a School Social Worker, which must be maintained throughout employment with DC Public Schools.
• At least three (3) years of work experience as a Social Worker in an urban school/setting with a track record of high student achievement.
• Ability to conduct clinical interviews and write comprehensive social history evaluations.
• Ability to administer, interpret, and analyze related assessment instruments.

 

School Psychologist


Position Overview -  (WTU) 10 month Instructional 

Step/Salary: 1-10/$51,539 to $83,199, commensurate with education level and relevant work experience. Salary listed is for Fiscal Year 2012.

Essential Duties and Responsibilities

• Selects, administers, scores, and interprets approved individual psychological, intelligence, and behavioral measures, using instruments and procedures approved by DCPS to referred students.
• Prepares evaluation reports utilizing the format approved by DCPS; and writes reports that are meaningful to parents, teachers, and students.
• Analyzes evaluation data, student records, and information pertinent to student learning, and formulates hypotheses and conclusions relating to learning and behavioral issues.
• Acts as Lead on Special Education meetings.
• Acts as point of contact for Case Managers regarding eligibility.
• Ensures interventions are being implemented in the general education setting.
• Monitors fidelity of interventions implemented at Tier I and Tier II level.
• Screens individual student cases for proactive academic and behavioral interventions.
• Participates in MDT/IEP committee meetings to interpret evaluation results to parents and school personnel.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students' learning and behavioral problems.
• Develops appropriate interventions and strategies to assist individual students in academic growth and school adjustment.
• Screens individual student cases for proactive academic and behavioral interventions.
• Identifies, evaluates, and re-evaluates referred students with special programming needs; individual student evaluation services will require the school Psychologist to include the following activities:
• Gathers background information via record review, staff, and/or parent.
• Interviews and observes.
• Selects test instruments valid for student and purpose of evaluation.
• Administers assessments.
• Analyzes and integrates evaluation results and provides instructional and programming recommendations.
• Presents interpretation of evaluation to parent and team.
• Submits typed reports.
• Completes written psychological reports and parent conferences for each evaluation; and interprets psychological reports with parent/guardian.
• Consults and collaborates with parents, school personnel, and others regarding mental health, behavioral, and educational concerns:
• Reviews needs.
• Observes children.
• Interviews children.
• Assists with developing interventions.
• Reviews progress.
• Provides support system to parent.
• Helps others understand child development and how it affects learning and behavior.
• Strengthens working relationships between teachers, parents, and service providers in the community.
• Designs and develops student and classroom interventions for preventing disorders, promoting mental health and learning, and improving education programs:
• Consults with teachers, parents, students, and/or family, depending upon problem.
• Identifies problems.
• Develops strategies that involve all parties.
• Provides pre-referral interventions and strategies to SST.
• Monitors progress, adjusting interventions as needed.
• Maintains flexibility to respond to emergency referrals.
• Provides meaningful, helpful suggestions to school personnel regarding behavior management, social skill development, conflict resolution, functional behavioral assessments/behavioral intervention planning, and instructional strategies.
• Consults with parents regarding their individual student(s).
• Assists school staff in the development of appropriate academic and vocational education plans for the student.
• Acts as a psychological consultant for other staff members and community agencies.
• Attends due process hearings as requested.
• Checks and responds to DCPS email on a daily basis.
• Submits productivity forms on a weekly basis.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.
• Uploads assessment reports to SEDS upon completion and documents all due diligence efforts made.
• Completes all Random Moment in Time moments as assigned.
• Reviews assigned assessment caseload and reports barriers to Program Manager.
• Required to attend all mandatory monthly staff meetings, case conferences, trainings, and professional developments.

Qualifications
• Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework.
• Certification as a School Psychologist by the District of Columbia Office of the State Superintendent of Education (OSSE).

Personal Qualities of Top Candidates
• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Position Overview -  (CSO) 12 month Instructional 

Step/Salary: 1-9/$60,779 to $85,324, commensurate with education level and relevant work experience.

• Selects, administers, scores, and interprets approved individual psychological, intelligence, and behavioral measures, using instruments and procedures approved by DCPS to referred students.
• Prepares evaluation reports utilizing the format approved by DCPS; and writes reports that are meaningful to parents, teachers, and students.
• Analyzes evaluation data, student records, and information pertinent to student learning, and formulates hypotheses and conclusions relating to learning and behavioral issues.
• Acts as Lead on Special Education meetings.
• Acts as point of contact for Case Managers regarding eligibility.
• Ensures interventions are being implemented in the general education setting.
• Monitors fidelity of interventions implemented at Tier I and Tier II level.
• Screens individual student cases for proactive academic and behavioral interventions.
• Participates in MDT/IEP committee meetings to interpret evaluation results to parents and school personnel.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students' learning and behavioral problems.
• Develops appropriate interventions and strategies to assist individual students in academic growth and school adjustment.
• Screens individual student cases for proactive academic and behavioral interventions.
• Identifies, evaluates, and re-evaluates referred students with special programming needs; individual student evaluation services will require the school Psychologist to include the following activities:
• Gathers background information via record review, staff, and/or parent.
• Interviews and observes.
• Selects test instruments valid for student and purpose of evaluation.
• Administers assessments.
• Analyzes and integrates evaluation results and provides instructional and programming recommendations.
• Presents interpretation of evaluation to parent and team.
• Submits typed reports.
• Completes written psychological reports and parent conferences for each evaluation; and interprets psychological reports with parent/guardian.
• Consults and collaborates with parents, school personnel, and others regarding mental health, behavioral, and educational concerns:
• Reviews needs.
• Observes children.
• Interviews children.
• Assists with developing interventions.
• Reviews progress.
• Provides support system to parent.
• Helps others understand child development and how it affects learning and behavior.
• Strengthens working relationships between teachers, parents, and service providers in the community.
• Designs and develops student and classroom interventions for preventing disorders, promoting mental health and learning, and improving education programs:
• Consults with teachers, parents, students, and/or family, depending upon problem.
• Identifies problems.
• Develops strategies that involve all parties.
• Provides pre-referral interventions and strategies to SST.
• Monitors progress, adjusting interventions as needed.
• Maintains flexibility to respond to emergency referrals.
• Provides meaningful, helpful suggestions to school personnel regarding behavior management, social skill development, conflict resolution, functional behavioral assessments/behavioral intervention planning, and instructional strategies.
• Consults with parents regarding their individual student(s).
• Assists school staff in the development of appropriate academic and vocational education plans for the student.
• Acts as a psychological consultant for other staff members and community agencies.
• Attends due process hearings as requested.
• Checks and responds to DCPS email on a daily basis.
• Submits productivity forms on a weekly basis.
• Serves in a consultative role with designated personnel to offer prevention and intervention strategies related to learning and behavioral problems of students; and provides consultation on an on-going basis to teachers, parents, and other school personnel to resolve students’ learning and behavioral problems.
• Uploads assessment reports to SEDS upon completion and documents all due diligence efforts made.
• Completes all Random Moment in Time moments as assigned.
• Reviews assigned assessment caseload and reports barriers to Program Manager.
• Required to attend all mandatory monthly staff meetings, case conferences, trainings, and professional developments.

Qualifications
• Master's Degree in School Psychology, Educational or Clinical psychology from an accredited institution, to include forty-two (42) semester hours of graduate level coursework and five hundred (500) clock hours of satisfactory field experience in a pre-K through 12 school setting under the supervision of a certified school psychologist. See DCMR 1659.1 for additional details regarding required graduate level coursework.
• Certification as a School Psychologist by the District of Columbia Office of the State Superintendent of Education (OSSE).

Personal Qualities of Top Candidates
• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

School Counselor


Position Overview (Elementary)

Note: DCPS does not currently anticipate Counselor vacancies for SY 2012-2013

Salary: $51,539-$83,199

The Elementary School Counselor is responsible for providing a comprehensive school counseling program that is preventative in design, developmental in implementation, and supports DCPS students in the areas of academic achievement, individual student planning, and personal and social development. The incumbent also serves as a consultant to educators, families and community partners.

Incumbent reports to the school principal, while receiving technical assistance, guidance and instruction while working in coordination with the Director of Counseling/Supervisor of School Counseling Program. Additionally, incumbent works closely with faculty and staff of local school, DCPS central administration, various social services agencies (i.e., D.C. Child and Family Services Agency (CFSA)), the Superior Court, personnel from other public school systems and parents.

Essential Duties and Responsibilities

Development and Management
• Uses data to develop and inform the school counseling program and evaluates the program’s impact on the school’s instructional goals.
• Collaborates on the development and management of the comprehensive school counseling program with the school administrator or instructional leader.
• Communicates and shares the goals of the comprehensive school counseling program to stakeholders including students, families and community partners.
• Develops and maintains a written plan for effective delivery of the school counseling programs based on the DCPS annual student achievement goals and aligned with the American School Counseling Association (ASCA) National Standards for School Counseling Programs.
• Uses the majority of the time (80%) to provide direct services to students through preventive and responsive services, including individual student planning, and uses the remaining time in development and management, system support and accountability.

Preventative and Responsive Services
• Designs, implements and assesses the guidance curriculum.
• Utilizes responsive counseling, initiating individual and group sessions for students’ personal, social and academic concerns.
• Consults with families and staff to appraise student needs and interests and to discuss appropriate recommendations for educational options.
• Plans, coordinates and provides classroom group guidance sessions to meet the identified guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development.
• Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.
• Intervenes during crisis situations and participates on school crisis team.

Individual Student Planning
• Prepares students for the transition to the next level: middle school, activities and options.
• Plans and coordinates programs such as career fairs, test preparation, improved/perfect attendance celebrations and other extensions of the counseling program.
• Uses individual student planning activities and classroom guidance to assist students in navigating educational and community experiences that support their needs and develop their potential.
• Collaborates with parents/guardians and educators to assist students with educational and career planning.

System Support
• Uses responsive counseling strategies to establish relationships and collaborate with educators, students, families and community partners; these strategies should reflect recognition of and respect for each individual and promote an understanding and appreciation of diverse population and cultures.
• Assists families in obtaining services for their children through an appropriate referral and follow-up process.
• Serves as liaison between the social services agencies (i.e., D.C. Child and Family Services Agency) and personnel from the various school systems where wards of the District of Columbia are attending school.
• Assists teachers in understanding their students, including providing and interpreting student data.
• Provides in-service training on topics related to the school counseling program and supporting student achievement.

Accountability
• Conducts at minimum a yearly program audit to review the extent and quality of program implementation.
• Prepares and submits a variety of reports and data, to ensure fulfillment of established program requirements.
• Uses all available data, including academic grades, discipline referrals and attendance data, to identify students in need and to deliver services.
• Interprets tests, student data and other assessment results appropriately within the counseling environment for the purpose of developing and implementing academic plans for individual students.

Desired Qualities

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Qualifications

• Master’s Degree from an accredited college or university in school guidance and counseling.
• Meets the District of Columbia Office of the State Superintendent of Education (OSSE) certification requirements for school guidance and counseling and retains a current and valid certification as a professional school counselor.
• Ability to learn the student information system (DC STARS).
• Familiarity with District of Columbia Municipal Regulations, Title 5 Education, The ASCA National Model: A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies, ASCA School Counselor Performance Standards, Carl Perkins Act of 2006. Ability to learn and follow Directives of the Chancellor, internal operating procedures and other guidelines established by the Office of the Chief Academic Officer.
• Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement.

Position Overview (Middle School)

Note: DCPS does not currently anticipate Counselor vacancies for SY 2012-2013

Salary: $52,357-$79,237

The Middle School Counselor is responsible for providing a comprehensive school counseling program that is preventative in design, developmental in implementation, and supports DCPS students in the areas of academic achievement, career and college planning, and personal and social development. The incumbent also serves as a consultant to educators, families and community partners.

Incumbent reports to the school principal, while receiving technical assistance, guidance and instruction while working in coordination with the Director of Counseling/Supervisor of School Counseling Program. Additionally, incumbent works closely with faculty and staff of local school, DCPS central administration, various social services agencies (i.e., D.C. Child and Family Services Agency (CFSA)), the Superior Court, personnel from other public school systems and parents.

Essential Duties and Responsibilities

The Middle School Counselor is responsible for developing, implementing and managing a comprehensive school counseling program to serve the academic, social and career development needs of students enrolled in DCPS. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of DCPS.

More specifically, the incumbent performs the following:

Development and Management
• Uses data to develop and inform the school counseling program and evaluates the program’s impact on the school’s instructional goals.
• Collaborates on the development and management of the comprehensive school counseling program with the school administrator or instructional leader.
• Communicates and shares the goals of the comprehensive school counseling program to stakeholders including students, families and community partners.
• Develops and maintains a written plan for effective delivery of the school counseling programs based on the DCPS annual student achievement goals and aligned with the American School Counseling Association (ASCA) National Standards for School Counseling Programs.
• Uses the majority of the time (80%) to provide direct services to students through preventive and responsive services, including individual student planning, and uses the remaining time in development and management, system support and accountability.

Preventative and Responsive Services
• Designs, implements and assesses the guidance curriculum.
• Utilizes responsive counseling, initiating individual and group sessions for students’ academic, social and personal concerns.
• Consults with families and staff to appraise student needs and interests and to discuss appropriate recommendations for educational options.
• Plans, coordinates and provides the classroom guidance sessions to meet the identified guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development to assist students in developing decision-making skills and identifying life goals.
• Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.
• Intervenes during crisis situations and participates on school crisis team.

Individual Student Planning
• Prepares students for the transition to the next level: high school and post high school activities/options.
• Plans and coordinates programs such as career and high school fairs, test skills preparation, improved/perfect attendance celebrations and other extensions of the counseling program to support students’ knowledge of post-secondary options.
• Assist students in navigating their academic, workplace and community experiences, through the use of individual student planning which includes individual graduation portfolios (IGP), student interviews and other planning tools.
• Collaborates with parents/guardians and educators to assist students with educational and career planning. Participates in school management teams in order to advocate for students needs and provide guidance for school staff.

System Support
• Guides, coordinates and supports other school staff in implementing school wide advisory programs.
• Uses responsive counseling strategies to establish relationships and collaborate with educators, students, families, and community partners which reflect recognition of and respect for each individual. And promotes an understanding and appreciation of diverse population and cultures.
• Assists families in obtaining services for their children through an appropriate referral and follow-up process.
• Serves as liaison between the social services agencies (i.e., D.C. Child and Family Services Agency (CFSA)) and personnel from the various school systems where wards of the District of Columbia are attending school.
• Assists teachers in understanding their students, including providing and interpreting student data.
• Provides in-service training on topics related to the school counseling program and supporting student achievement

Accountability
• Conducts at minimum a yearly program audit to review the extent and quality of program implementation.
• Prepares and submits a variety of requested reports and data, to ensure fulfillment of established program requirements.
• Uses all available data, including academic grades, discipline referrals and attendance data, to identify students in need and to deliver services.
• Interprets tests, student data and other assessment results appropriately within the counseling environment for the purpose of developing and implementing academic plans for individual students.

Desired Qualities

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Qualifications

• Master’s Degree from an accredited college or university in school guidance and counseling.
• Meets the District of Columbia Office of the State Superintendent of Education certification requirements for school guidance and counseling and retains a current and valid certification as a professional school counselor.
• Ability to learn the student information system (DC STARS).
• Familiarity with Family Education Rights and Privacy Act (FERPA), District of Columbia Municipal Regulations, Title5 Education, The ASCA National Model: A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies and ASCA School Counselor Performance Standards. Ability to learn and follow Directives of the Chancellor, internal operating procedures and other guidelines established by the Office of the Chief Academic Officer.
• Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement.

Position Overview (High School)

Note: DCPS does not currently anticipate Counselor vacancies for SY 2012-2013

Salary: $57,593-$87,161

The High School Counselor is responsible for providing a comprehensive school counseling program that is preventative in design, developmental in implementation, and supports DCPS students in the areas of academic achievement, career and college planning, and personal and social development. The incumbent also serves as consultant to educators, families and community partners.

Incumbent reports to the school principal, while receiving technical assistance, guidance and instruction while working in coordination with the Director of Counseling/Supervisor of School Counseling Program. Additionally, incumbent works closely with faculty and staff of local school, DCPS central administration, various social services agencies (i.e., D.C. Child and Family Services Agency (CFSA)), the Superior Court, personnel from other public school systems and parents.

This is an 11-month position. Incumbent is required to report for duty for the two (2) weeks immediately following the end of the school year and the two (2) weeks immediately preceding the start of the school year.

Essential Duties and Responsibilities

The High School Counselor is responsible for developing, implementing and managing a comprehensive school counseling program to serve the academic, social, and career development needs of students enrolled in DCPS. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of DCPS.

More specifically, the incumbent performs the following:

Development and Management
• Uses data to develop and inform the development of the school counseling program and evaluates the program’s impact on the school’s instructional goals.
• Coordinates comprehensive school counseling program at the high school level
• Supports the transition of student records and data between school years related to the secondary school counseling program, i.e. ensuring proper and accurate student schedules, supporting the registration process and using data to support student planning.
• Collaborates on the development and management of comprehensive school counseling program with the school administrator or instructional leader.
• Communicates and shares the goals of the comprehensive school counseling program to education stakeholders including students, families and community partners.
• Develops and maintains a written plan for effective delivery of the school counseling programs based on the DCPS standard course of study and aligned with the ASCA National Standards for School Counseling Programs
• Uses the majority of the time (80%) to provide direct services to students through preventive and responsive services, including individual student planning, and uses the remaining time in development and management, system support and accountability.

Preventative and Responsive Services
• Designs, implements and assesses the guidance curriculum.
• Utilizes responsive counseling, initiating individual and group sessions for students’ academic, social and personal concerns.
• Consults with families and educators to assess student needs and interests and to discuss appropriate recommendations for educational options.
• Plans and coordinates and provides classroom guidance sessions to meet the identified guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development to assist student in developing decision-making skills and identifying life goals.
• Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.

Individual Student Planning
• Prepares students for the transition to the next level: college, career, post high school activities and post-secondary options.
• Advertises course offerings to students and supports the scheduling process
• Completes the course selection process including updating and editing student course selections
• Plans and coordinates programs such as career and college fairs, test skills preparation, improved attendance activities and other extensions of the counseling program to support students’ knowledge of post-secondary options.
• Assist students in navigating their academic, workplace and community experiences, through the use of individual student planning which includes individual graduation portfolios (IGP), student interviews, letter of understanding (LOU) and other planning tools.
• Collaborates with parents/guardians and educators to assist student with educational and career planning.
• Collaborates with school management teams in order to advocate for students needs and provide guidance for school staff.

System Support
• Guides, coordinates and supports other school staff in implementing school wide advisory programs.
• Uses responsive counseling strategies to establish relationships and collaborate with educators, students, families, and community partners which reflect recognition of and respect for each individual. And promotes an understanding and appreciation of diverse population and cultures.
• Assists families in obtaining services for their children through an appropriate referral and follow-up process.
• Serves as liaison between the social services agencies (i.e., D.C. Child and Family Services Agency (CFSA) and personnel from the various school systems where wards of the District of Columbia are attending school.
• Assists teachers in understanding their students, including providing and interpreting student data.
• Provides in-service training on topics related to the school counseling program and supporting student achievement.

Accountability
• Conducts at minimum a yearly program audit to review the extent and quality of program implementation
• Prepares and submits a variety of reports and data, to ensure fulfillment of established program requirements.
• Uses all available data, including academic grades, discipline referrals and attendance data to identify students in need and to deliver services
• Interprets tests, student data and other assessment results appropriately in the counseling environment for the purpose of developing and implementing academic plans for individual students.

Desired Qualities

• Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
• Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
• Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
• Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
• Adaptability: 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.
• Teamwork: 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
• Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
• Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Qualifications

• Master’s Degree from an accredited college or university in school guidance and counseling.
• Meets the District of Columbia Office of the State Superintendent of Education certification requirements for school guidance and counseling and retains a current and valid certification as a professional school counselor.
• Ability to learn the student information system (DC STARS).
• Familiarity with Family Education Rights and Privacy Act (FERPA), District of Columbia Municipal Regulations, Title5 Education, The ASCA National Model: A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies, ASCA Ethical Guidelines and ASCA School Counselor Performance Standards. Ability to learn and follow Directives of the Chancellor, internal operating procedures and other guidelines established by the Office of the Chief Academic Officer.
• Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement.

Inside DCPS Highlights.


           

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