HS Adjustment Counselor bei Abby Kelley Foster Charter Public School

Position: High School Adjustment Counselor
Location: High School

Reports To: High School Principal

Subordinates: None
Employment Status: Full-time, Salary, 10-Month

School Year: 2025-2026

Salary: School Year Instructional Salary Scale, $54,183 - $101,523

Position Summary:

The High School Adjustment Counselor provides comprehensive support services to students and families, addressing social, emotional, and behavioral needs to enhance student success. This role involves collaboration with educators, staff, parents, and external agencies to foster a positive and inclusive school environment. This is a full-time position following the academic calendar.

This job description outlines the core duties and responsibilities for the position. It is not meant to be an exhaustive list of all tasks that may be required in this role. The ideal candidate should be flexible and adaptable in meeting the evolving needs of the District.

Essential Duties and Responsibilities:

• Direct Student Support

  • Provide individual and group counseling services for students referred through the MTSS system or IEP process. 

  • Collect and analyze data to inform the effectiveness of the counseling interventions. 

  • Provide crisis intervention and risk assessments, as needed, for all students.

  • Facilitate new student orientation programs. 

  • Consistently communicate and consult with applicable members of school staff (teachers, paraprofessionals, administration, counselors, etc.) to support students on caseload.

• Caseload Management

  • Caseload consists of students in a group or individual counseling sessions at the Tier 3 level of intervention, as well as special education-related services.

  • Obtain parental/guardian consent, review confidentiality, gather necessary releases of information, and collect relevant student background information before initiating interventions.

  • Maintain weekly documentation of student progress in counseling interventions via Panorama. Clinical notes, including consultation notes with teachers, family members, and outside providers should also be 

  • Provide updated progress reports to parents when necessary regarding their child’s social-emotional development.

• Collaboration and Consultation

  • Work as part of a multidisciplinary team, including school counselors, school psychologists,  RBTs, BCBAs, speech and language pathologists, occupational therapists, physical therapists, and teachers.

  • Participate in MTSS meetings to collaborate with staff on student interventions and assess effectiveness of those interventions. 

  • Utilize data collection to develop appropriate interventions; consult with team members before modifying or concluding interventions.

  • Attend biweekly/monthly meetings with the building principal and vice principal to update student progress.

  • Attend weekly meetings with the Director of Counseling for supervision of counseling services. 

  • Conduct family meetings when necessary to discuss student progress and determine individualized educational priorities.

• Program Development

  • Assist in developing and implementing school-wide social and emotional learning initiatives.

  • Contribute to bullying prevention and intervention efforts.

  • Support a cooperative and constructive school community.

• Compliance and Professional Development

  • Maintain accurate and complete student records and prepare required reports in accordance with laws, district policies, and administrative regulations.

  • Adhere to federal and state special education regulations outlined in IDEA.

  • Participate in staff development activities, curriculum development meetings, and professional learning opportunities related to social-emotional learning, trauma, and mental health disorders.

  • Maintain an understanding of district-wide program philosophies and principles.

  • Demonstrate knowledge of definitions, etiology, and characteristics of students’ disabilities and provide relevant information to students and teachers regarding social-emotional functioning and classroom behavior.

Qualifications:

• Master’s Degree in Social Work, Counseling, or a related field. 

• Licensed Clinical Social Worker (LCSW), Licensed Independent Clinical Social Worker (LICSW), or Licensed Mental Health Counselor (LMHC) and/or certification (Initial License) as a School Social Worker/School Adjustment Counselor by the Massachusetts Department of Elementary and Secondary Education (DESE) at the appropriate grade level.  

• Experience in a school setting, preferably at the elementary level.

• Proficiency in addressing diverse student populations' social and emotional needs. 

• Strong interpersonal and communication abilities. 

• Knowledge of child development theories and counseling practices.

• Ability to collaborate effectively within a multidisciplinary team.

Regulatory Requirements:

In Massachusetts public charter schools, School Adjustment Counselors must hold the appropriate DESE licensure. While Commonwealth charter schools have some flexibility regarding educator licensure, they must ensure that student support personnel, such as School Adjustment Counselors, are qualified to perform their duties effectively. 

Additional Requirements:

• Background check and fingerprinting as required by Massachusetts state regulations.

• Ability to work independently and as part of a team.

• Must be able to lift, move, or assist students when necessary.

• Completion of any required professional development or certifications as mandated by the District.

Work Environment:

• This position operates in a school and office setting.

• Some travel between schools may be required.

• Occasional evening and weekend events for parent meetings, college nights, or professional development may be necessary.

Important Note:

Applicants who are hired for this position and are found to have provided falsified or inaccurate information during the application process are subject to disciplinary action, up to and including termination of employment.

Compensation and Benefits:

Full-Time Exempt Salary Position in accordance with the established Teacher’s Salary Scale. AKFCS also provides a comprehensive benefits package which includes the following:

• Massachusetts Teachers Retirement System (MTRS): TBD

• Medical/Dental/Vision

• Life Insurance 

• 403(b) & ROTH403(b) with Match

• Stipend for Professional/Personal Development

• Dash Pass (DoorDash)

• YMCA Discounts

• Comprehensive Private Leave of Absence Program (PFML)

• Sick Time with Sick Bank

• Personal Days

• Health Reimbursement Arrangement (HRA) & Flexible Spending Account (FSA)

Abby Kelley Foster Public Charter School is an affirmative action employer, ensuring that its programs and facilities are accessible to the public. We do not discriminate on the basis of age, race, gender, religion, disability, gender identity, sex, pregnancy or pregnancy-related medical conditions, national origin, homelessness, marital status, sexual orientation, or any other status or class protected by state or federal law.

Abby Kelley Foster Charter Public School Mission

The mission of the Abby Kelley Foster Charter Public School is to assist families in their role as primary educators of their students by providing a liberal arts education representative of diverse works and global perspectives and aimed at academic excellence, musical competence, and character formation.