Guidance Counselor for PS 84

• School Name: PS 84
• District: 31
• School Site: 45 Waverly Pl, Staten Island, New York, 10304
• Send Cover Letter and Resume to: resume.ps84r@gmail.com

POSITION

Guidance Counselor

DESCRIPTION

At PS 84 we believe that an individual’s skill level should not solely be measured by their success, but rather be measured by their journey and experiences. At PS 84 we understand the importance of supporting all learners on an individual level, both academically and socially, as contributing members of our community. We are committed to providing a safe space for ALL learners where students have an opportunity to celebrate their identity and share their voice. We believe that change will happen because of the uniqueness of our community as we empower students to take an active role in their learning while celebrating diverse experiences and perspectives. At PS 84, we will live each day by our core values, the 4 L’s, Learn, Live, Love and Lead.

Learn- Life long learner (Growth Mindset)

Live- Uniqueness (in service of others, citizenship)

Love- empathy and compassion

Lead- Leadership (proactive/ independence/ Perseverance)

Mission

Public School 84 will be a NYC Outward Bound School. NYC Outward Bound Schools focus on the following:

• challenge and supports students to do their best work
• uses adventure, joy, and challenge as a catalyst for personal growth, community connection, and social change
• grounds academic content in real-world issues and concerns
• promotes a sense of belonging and teamwork, as well as individual initiative
• provides opportunities for leadership and demonstrations of learning
• places character and intellectual development on equal footing

This educational approach, guided by the continuous improvement method and mindset, works to disrupt inequitable educational systems and unleash students’ capacity as change agents

We use the Expeditionary Learning Education model, which has its roots in NYC Outward Bound.

Expeditionary Learning is an educational system that differs from traditional systems in three main ways:

• In Expeditionary Learning schools, students learn by conducting "learning expeditions" rather than by sitting in a classroom being taught one subject at a time.
• Expeditionary Learning works on developing the character — as well as the intellect — of students.
• Expeditionary Learning changes not only how students learn but also a school's culture.

We are a diverse community committed to empowering students and staff to respect multiple perspectives and backgrounds. We strive to plan a curriculum that is innovative so that we are empowering our young people to take an active role in their learning by engaging in deep conversation, cross curricular connection, and assessing learning in the moment. We will support students in leveraging their abilities through social and emotional learning (SEL), team building, collaboration (CREW), and voice through numerous leadership opportunities.

We will also embed social justice into our culture at PS 84. Social Justice reminds us that everyone deserves equal rights and opportunities and to be treated without prejudice. When institutions make decisions or act in ways that discriminate against someone because of their race, religion, age, economic status, gender or sexuality, this is a social injustice.

We will practice social justice by…

• Speaking out against injustice
• Speaking up for those who cannot
• Creating equity in our classroom
• Participating in creating equal rights, opportunities and treatment for all.

Our Motto:

(Learn to Live, Live to Love, and Love to Lead)

A five day summer planning institute will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program.

Because we believe that all staff members play an important role in the education of our students, the school will offer opportunities for Guidance Counselors to assist with or participate in activities like:

• After-school and/or Saturday tutoring, enrichment, sports, arts, and family programs
• In-house school committees and/or special programs.
• Inquiry work with teachers and other staff members and collaborative conversation among all staff members.

Advance notice of dates will be supplied, and those who participate will be compensated according to the terms of the UFT contract. Staff participation in these activities is voluntary, although strongly encouraged, as they are very important to the development of the school.

ELIGIBILITY REQUIREMENTS

Licensed certified Guidance Counselor in New York City schools, with satisfactory ratings and attendance.

DUTIES AND RESPONSIBILITIES

Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:

• Practicing counseling to facilitate professional growth and collaboration that supports overall learning environment for students
• Counseling students, individually and in groups, regarding academic readiness, discipline-related guidance issues, social and emotional development, substance abuse (if trained), conflict mediation, and graduation requirements, and making appropriate referrals
• Collaborating to develop and implement behavior intervention plans to support the academic, social and emotional development of students
• Serving as a faculty-advisor to a small “advisory group” of students throughout their duration in school, and attending professional meetings to support this work
• Participating in regular faculty development and being involved in collaborating on the school’s guidance program
• Maintaining regular and open communication with parents
• Identifying and making appropriate referrals to meet and support students’ academic, social, and/or mental health needs
• Seeking out resources and services outside our school to improve the emotional, social and academic well-being of our students and their families
• Working with attendance team to help improve student attendance
• Attending all IEP conferences and meetings

SELECTION CRITERIA

The successful candidate will demonstrate:

• Willingness to carry out the above duties and responsibilities
• Experience preferred, but willingness to be trained in providing counseling strategies for substance abuse
• Ability to offer leadership to staff and teachers around the social and emotional development of students
• Ability to offer assistance to staff and teachers around guidance based topics in an Advisory programs
• Commitment to developing professional goals and objectives in collaboration with the administration that will monitor progress and assess effectiveness in enhancing student development and achievement
• Success in working collaboratively with colleagues, parents/caregivers and partners
• Ability to use data to inform counseling practices
• Evidence of success in forming successful partnerships with community-based organizations and other organizations that offer social and emotional supports to students
• Knowledge of or ability to make referrals for students in need of additional services or alternative placements
• Dedication to helping children grow and learn in a demanding setting

In addition to the cover letter, resume, and interview, applicants must present three references including, if possible, one from a current supervisor. Other references might include a colleague with whom the applicant has collaborated, and/or a professional organization or staff development representative.

WORK SCHEDULE & SALARY

As per Collective Bargaining Agreement