Hybrid Student Wellness Coordinator at Beaumont ISD

Beaumont independent school district

Job Description

• Bachelor's degree in social work or related field  from an accredited college or university
• Preferred: Valid Texas license as a master social worker granted by the Texas State Board of Social Worker Examiners, Professional School Counselor or Licensed Professional Counselor

• Thorough demonstrated knowledge of mental health counseling
• Knowledge of prevention and intervention strategies
• Knowledge of individual and group counseling skills
• Strong consultation skills for conferencing with community partners, teachers, parents, and students
• Awareness and ability to access community resources
• Ability to manage scheduling
• Knowledge and skills in casework methods
• Ability to coordinate trainings for staff, parents and students
• Ability to present effective and engaging staff development
• Ability to implement policy and procedures
• Ability to interpret data
• Strong organizational, communication, public relations, and interpersonal skills
• Training in TBRI (Trust-Based Relational Intervention)  preferred

• Three years of experience working with children
• Two years of experience as a school social worker, professional school counselor, licensed professional counselor or intern

1. Provide social-emotional support and crisis intervention to students          
2. Serve as consultant to school personnel regarding students or situations that affect student’s academic or behavioral progress.
3. Develop and assist with implementing plans for students at risk of dropping out.
4. Conduct school based small  groups and individual counseling sessions to enhance development of students and provide support in accepting responsibility for their actions, overcoming crisis/traumatic situations, resolving conflict, improving attendance, decision-making skills, etc (school-based counseling sessions)
5. Perform casework service with parents to increase the parents understanding, their participation in resolving their child’s problems and their knowledge and use of available and appropriate resources.
6. Conduct home visits to engage students and families, when necessary.
7. Contribute to assessments and support plans for students with mental health concerns.
8. Serve on committees or teams that address student concerns
9. Make appropriate referrals for basic needs (food, clothing and shelter).
10. Conduct needs assessments and provide school staff, parents, and students with community resources; coordinate and integrate school and community resources.
11. Assist school personnel in helping students explore alternative education programs and career counseling
12. Inform students and parents of their rights and responsibilities under federal and state law including compulsory attendance.
13. Identify and explore causes of students’ dysfunction as it relates to home, school and community
14. Provide consultative services for medical, psychiatric, and other tests and examinations that may disclose causes of difficulties and indicate remedial measures.

15. Utilize school-wide data collection systems to establish researched-based interventions
16. Provide effective and engaging preventative activities and training that incorporate the mission of the district, evaluation outcomes, and input from teachers and others.
17. Develop and conduct parent trainings (one per semester and on-going support groups)
18. Demonstrate use of appropriate and effective techniques to encourage community and parent/family engagement.
19. Coordinate and assist with relevant staff in-service or training programs.
20. Help the district build and maintain strong relationships with social service and mental health agencies.
21. Provide 6-8 weeks of documented intervention services utilizing evidence based counseling practices.
22. Compile, maintain, and file all physical and computerized reports, records and other required documents
    • Utilize a daily sign in sheet for students, parents and staff
    • Document all sessions in the district-provided format by the end of each grading cycle
    • Maintain student support plan roster; Provide evidence based interventions to active students listed on the student support plan roster
23. Actively support campus goals of prevention to maintain a healthy and safe school environment. 
24. Provide direct support to staff as well as essential information to better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.
25. Collaborate with counseling and intervention staff in evaluating and developing programming to meet student needs.
26. Implement policies established by federal and state law, State Board of Education rules, and local board policy in the areas of school counseling and intervention.
27. Compile, maintain, and present all reports, records, and other documents required.
28. Model behaviors, which ensure the development of a district team, focused on problem solving and meeting student needs for all identified students.
29. Demonstrate behavior that is professional, ethical, and responsible and serve as a role model for all district staff.
30. Actively seek training and information, which will enhance skills and knowledge, related to responsibilities

• Comply with policies established by federal and state laws, State Board of Education rule, professional code of ethics/conduct, and board policy.
•  Adhere to federal and state guidelines for intervention services.
• Comply with all district and campus routines and regulations.
• Provide crisis responses throughout the district when requested by the Crisis Team Leader.
• Adhere to all crisis protocols and implement protocols with fidelity

• Participate in professional development activities to improve skills related to job assignment

• Ensure that selected programs/materials are cost effective and funds are managed prudently by compiling

• Maintain a positive and effective relationship with all stakeholders; effectively communicate with colleagues, students, and parents
• Demonstrate skill in conflict resolution with administrators, parents, teachers, staff, and community.
• Monitor professional research and disseminate ideas and information to other professionals.

• Perform any other duties assigned.

• Ability to communicate effectively (verbal and written); ability to provide crisis support
• Maintain emotional control under stress
• Occasional prolonged or irregular hours of work

• Light lifting, light carrying, reaching above shoulder, use of fingers, repetitive hand motions, frequent bending and stooping
• Prolonged use of computer

• Normal office environment
• Frequent district wide travel and multiple work locations as assigned.