Bilingual Counselor - Elementary (Anticipated) 2026-27

Primary Purpose Provide all students with counseling and guidance as needed to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.

Qualifications Education

• Masters degree in counseling from an accredited college or university
• Preference or Masters degree with an approved certification from an EPP
• Valid Texas counseling certificate

Special Knowledge and Skills

• Effective communication, public relations, and interpersonal skills
• Strong organizational skills
• Knowledge of counseling and guidance
• Ability to evaluate instructional programs and teaching effectiveness
• Ability to interpret policy procedures and data
• Demonstration of counseling and guidance leadership
• Computer skills consistent with district expectations

Experience

• Minimum of 3 years teaching experience

Major Responsibilities and Duties Guidance Curriculum

• Coordinate the developmental guidance curriculum in units with planned lessons for small or classroom-sized groups of students at all grade levels
• Topics to be included are: • Self-confidence development • Motivation to achieve • Decision-making, goal-setting, planning, and problem-solving skills • Interpersonal effectiveness • Communication skills • Cross-cultural effectiveness • Responsible behavior
• Identify appropriate resources and materials necessary for presenting the guidance curriculum
• Collaborate with and provide assistance to other school team members who may integrate the guidance topics with other curricula
• Coordinate guidance lessons with campus and district goals
• Coordinate a monthly calendar of guidance curriculum activities, which includes the topic, programs to be presented, calendar should indicate the grade level and presenter, and be made available to campus staff

Responsive Services

• Consult through conferences, phone calls, and individual meetings with: • Teachers • Parents • Administrators • Psychologists • Diagnosticians • Nurses • Other professionals
• Identify appropriate resources for referral to community resources
• Train campus staff on child abuse and how to make referrals to Childrens Protective Services
• Initiate and/or assist other campus staff in making referrals to Childrens Protective Services and respond to requests for information from Childrens Protective Services
• Train campus staff on suicide prevention and respond to campus staff referrals of students who are in crisis
• Serve as a member of the campus intervention team
• Conduct small group or individual counseling sessions on various topics, such as: • Self-esteem • Academic progress • Getting along with others • Anger management • Grief and loss • Divorce • Social skills • Special needs • Substance abuse • Family issues • Harassment issues • Coping with stress
• Counsel with individual students as needed or limited basis the students need for additional intervention from school, home, or community services
• Through a needs assessment, develop and implement campus counseling and intervention programs
• Follow up with students returning from JJAEP, etc.
• Inform supervisors of student threats to themselves and/or other students

Individual Planning

• Serve as a member of campus intervention team
• Consult with parents regarding student needs
• Coordinate the referral, appraisal, placement process
• Consult with students individually in several areas
• Educate students on: • Acquisition of study skills • Awareness of educational opportunities • Appropriate course selection • Lifelong learning • Utilization of test scores • Career knowledge • Knowledge of potential career opportunities • Knowledge of career and technical training • Knowledge of positive work habits • Development of healthy self-concepts • Development of adaptive and adjusted social behavior
• Interpret assessment data, testing results, etc., and consult with school staff, parents, and students in order to assist in formulating realistic goals for students

System Support

• Plan organize and implement campus-wide Developmental Guidance Program
• Participate in and contribute to district and campus leadership teams, including: • Campus administrative teams • Counselor meetings and committees • Cluster meetings • Campus instructional improvement teams • Principal-counselor regular meetings
• Support campus programs and special events
• Contribute articles to the campus newsletter that further knowledge and understanding of the counseling and guidance program
• Coordinate staff development at campus and district levels as requested that furthers knowledge and understanding of the counseling and guidance program
• Provide parent education programs at campus and district levels as requested

Professional Growth and Work Habits

• Stay up-to-date professionally through the selection of quality staff development opportunities for personal growth
• Research district policy, precedent, and current practices prior to taking action
• Participate as an effective team member who contributes to district department and content goals
• Demonstrate integrity and ethics
• Display proficient levels of technology applications
• Utilize time wisely for effective management of job responsibilities
• Maintain punctuality in daily work times, appointments, and meetings
• Meet task completion deadlines established by supervisor
• Maintain friendly customer-service-driven interactions with all stakeholders, students, teachers, administrators, and co-workers
• Work cooperatively with co-workers and supervisors to ensure that the goals of the school/department are met
• Maintain a positive and professional tone in all communication, i.e., email, written, and verbal

Additional Campus Duties and Responsibilities

• Perform other duties and accept other responsibilities as assigned
• Working Conditions
• Mental Demands • Effective verbal and written communication • Concentration while performing duties • Ability to maintain 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