SUMMARY

As a contract employee, you are bound by the contents of your contract as well as the BMCHS

Faculty Handbook which requires your signature.

The Diocese of Orlando's four core values lay the foundation for the work performed by employees:

1. Authenticity: Conviction that God has called us to reflect exteriorly our inner life of faith in our

daily living.

2. Respect: Affirming each person’s God-given dignity and uniqueness.

3. Courage: Inspired by this gift of the Holy Spirit, we proclaim and live the Word of God fearlessly

and devotedly.

4. Commitment: Individually and collectively, we are steadfast to the team and its purpose.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The following duties and functions, as outlined herein, are intended to be representative of the type

of tasks performed within this classification. They are not listed in any order of importance. The

omission of specific statements of the duties or functions does not exclude them from the

classification if the work is similar, related, or a logical assignment for this classification. Other

duties may be required and assigned.

• An understanding that BMCHS is a Catholic High School and an appreciation and commitment to uphold the catholic spiritual and intellectual traditions as they are the foundation of all things at the school.
•  Demonstrates the ability to design, implement, analyze, and document outcomes of a comprehensive school counseling program based on national, state, diocesan, and school standards.
• Demonstrates the ability to support student achievement, social/emotional development, and college/career readiness.
• Demonstrates the ability to work with diverse groups.
• Demonstrates the ability to effectively communicate, both orally and in writing.
• Demonstrates mastery in the use of technology and software applications appropriate to job responsibilities.
• Designs and implements a data-driven, comprehensive school counseling program for all students to address barriers to student learning to close the achievement gap.
• Reviews and disaggregates student achievement, attendance, and behavior data to identify and implement interventions with current knowledge of promotion, retention, and graduation requirements.
• Creates yearly, data-driven goals that advance student outcomes in areas of academic, social/emotional, and college/career development.  
•  Collaborates with school staff in the analysis of student performance data, rigorous goal-setting, and development of effective action plans for improving academic, social/emotional, and post-graduate outcomes for all students.
• Spends a minimum of 80 percent of time providing direct services and 20 percent indirect services.
• Direct services include but are not limited to, school counseling core curriculum, individual counseling and student planning, classroom lessons, small group counseling, and preventative and responsive services.
• Indirect services on behalf of students include but are not limited to, referrals for additional assistance and consultation/collaboration with parents, teachers, administrators, and other stakeholders to create a learning environment promoting educational equity, access, and success for every student.
• Delivers lessons that include but are not limited to, learning skills, social skills, self-management skills, and college/career readiness skills.
• Uses the skills of leadership, advocacy, and collaboration to create systemic change to improve the academic, social/emotional, and post-graduate success of all students.
• Acts as a change agent in collaboration with the school leadership team to ensure a safe, supportive, and respectful school climate that promotes the social/emotional and academic development and success of all students.
• Fosters family and community partnerships to support the social/emotional and academic development of all students.
• Infuses cultural competence, and ethical and professional competencies in planning, organizing, implementing, and evaluating the comprehensive school counseling program.
• Provides preventative education and skill building along with counseling for students during times of transition, separation, heightened stress, and critical change.
• Uses appropriate responses and a variety of intervention strategies to meet the needs of the individual, group, or school community before, during, and after crisis response.
• Supports the continuum of mental health services, including prevention and tiered intervention strategies, and collaborates with school mental health counselors, administration, and campus ministry teams to enhance student success.
• Advocates for student equity and access to a world-class education that leads to high school graduation and fosters post-graduate success.
• Analyze and report outcomes of the school counseling program and goals, which are presented in the context of the overall school and district performance.
• Uses legal and ethical decision-making based on standards and principles of the school counseling profession and educational systems, including district and building policies.
• Will counsel students to help them understand and overcome personal, social, or behavioral problems affecting their educational situations.
• Performs other duties as needed to include weekends and night events.

Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.

The requirements listed below are representative of the knowledge, skill, and/or ability required.

Reasonable accommodations may be made to enable individuals with disabilities to perform essential

functions.

• ? Be familiar with and supportive of the educational philosophy of the school and the Diocese of Orlando
• ? Applicants who are practicing Catholics and have prior experience in Catholic education are preferred.
• ? Employment is contingent on the applicant passing a full background check.  
• ? Upon employment, individuals will be subject to a 90-day probationary period.

CATHOLIC FAITH

Requires an appreciation and respect for the Catholic Church and its teachings. Church employees must

conduct themselves in a manner that is consistent with and supportive of the mission and purpose of the

Church. Their public behavior must not violate the faith, morals, or laws of the Church or the policies of

the diocese.

EDUCATION and/or EXPERIENCE

• Master's degree from an accredited college or university and have completed an approved School and counseling program.
• State of Florida School Counselor certification.

OTHER SKILLS and ABILITIES

The ability to communicate, listen to, and understand information and ideas presented through spoken

words and sentences. The ability to read and understand information and ideas presented in writing.

Strong command of both written and spoken English language.

WORKING CONDITIONS

• ? Work is performed mostly indoors in an environmentally controlled setting.
• ? Work is performed in a busy and occasionally noisy environment.
• ? Work is to be performed directly on school campuses.
• ? Works frequently in close physical proximity to others and may encounter work in enclosed or tight spaces.

PHYSICAL REQUIREMENTS

The ability to sit and stand for long periods. Must be able to reach, grasp, feel, and see up close

and from afar. Must be able to use basic office computer hardware and peripherals, with or without

reasonable accommodation. Must be able to communicate verbally and in written form. Tasks require the

ability to exert light physical effort in sedentary to light work, but which may involve some lifting,

carrying, pushing, and/or pulling of objects and materials lightweight (15 pounds).

A review of this position has excluded the marginal functions of the position that are incidental to the

performance of fundamental job duties. All duties and responsibilities are essential job functions

and requirements are subject to possible modifications to reasonably accommodate individuals with

disabilities. To perform this job successfully, the incumbent(s) will possess the abilities and

aptitudes to perform each duty proficiently. Requirements are representative of the minimum level of

knowledge, skills, and ability.