School Counselor

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    "description": "<p><span style=\"display:block;font-size:14px;\"><span style=\"font-family:Arial,Helvetica,sans-serif;\"><strong>FLEX HIGH SCHOOL CLEVELAND</strong></span></span></p>\r\n\r\n<p>Full Time, Monday-Friday; 7:30 AM - 3:00 PM&nbsp;</p>\r\n\r\n<p>Compensation: Competitive compensation package starting from $46,000</p>\r\n\r\n<p>The role may require travel between locations to meet site-specific needs.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><em>Do you have a passion to work one-on-one with students and help them soar? At Flex High School, you will encourage, challenge, and help students grow in confidence and academics, and graduate high school &ndash; no matter their obstacle. Remember the person who made a difference in your life? Now it&rsquo;s your turn.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>The Flex High Advantage</strong></p>\r\n\r\n<p>Our personalized learning model is what makes Flex High School unique. Our students are at the center of our mission, which means that staff is unified and priorities are set to reach the best outcome for all students.</p>\r\n\r\n<p>Come learn more about us at https://flexhigh.org/Cleveland&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>How You Will Make an Impact</strong></p>\r\n\r\n<p>The <strong>School Counselor</strong> will maximize the success of all students by planning, implementing, evaluating, and improving the school&rsquo;s comprehensive school counseling program. The School Counselor will use a multi-tiered, multi-domain system of supports to promote students&rsquo; academic, college/career, and social/emotional development, spending most of their time in direct service with students or communicating with others on behalf of students. The School Counselor will lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students. This position reports to the <strong>Principal </strong>or designee.</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>RESPONSIBILITIES/DUTIES: </strong>This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with this classification. A reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the job.&nbsp;</p>\r\n\r\n<ul>\r\n\t<li><strong>Implement a school counseling program that is aligned</strong> to the American School Counselor Association (ASCA)&nbsp;National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidence-based&nbsp;practices and systems that have been shown to promote student success.</li>\r\n\t<li><strong>Abide by the ASCA Ethical Standards for School Counseling </strong>and the <strong>ASCA School Counselor Professional Standards&nbsp;and Competencies</strong> to guide professional growth and development.</li>\r\n\t<li><strong>Conduct regular reviews of school and student data</strong> to inform student outcomes through program SMART goals,&nbsp; tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.</li>\r\n\t<li><strong>Evaluate and share the results</strong> of the school counseling program&rsquo;s impact and effectiveness with key stakeholders.&nbsp;Provide recommendations for improving the school counseling program.&nbsp;</li>\r\n\t<li><strong>Spend their time</strong> in alignment with ASCA&rsquo;s recommendation that 80% or more of the school counselor&rsquo;s time is&nbsp;spent providing direct student services and indirect student services.</li>\r\n\t<li><strong>Implement comprehensive Tier 1 school counseling supports that reach all students</strong>, including the teaching of&nbsp;developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to&nbsp;shift student attitudes, knowledge, and skills. School counselors develop systems to&nbsp;ensure that all students are&nbsp;supported annually with their Individual Learning Plans/graduation plans/postsecondary plans.</li>\r\n\t<li><strong>Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions</strong> for students identified as&nbsp;deserving of additional support.&nbsp;</li>\r\n\t<li><strong>Provide intensified Tier 3 school counseling supports/referrals</strong> for students experiencing emergency or crisis&nbsp;situations, as well as those whose needs remain unmet after receiving Tier 2 support. Provide referrals to resources&nbsp;to support students in need of long-term therapy.</li>\r\n\t<li><strong>Consult, collaborate, and team with key stakeholders to support student success</strong> (i.e. referral of students/families&nbsp;to district and community resources; sharing evidence-based support strategies with families and staff; serving as a&nbsp;student advocate; providing family education; teaming with other student&nbsp; services personnel; reaching out to&nbsp;other experts and stakeholders to obtain information on students&rsquo; needs; teaming/partnering/serving on&nbsp;committees and advisory boards; creating formalized partnerships with community based organizations).</li>\r\n\t<li><strong>Promote equity and access for all students</strong> and make a significant impact in creating a school culture free from&nbsp;racism and bias in all forms.</li>\r\n\t<li><strong>Engage in high-quality school counseling system support</strong>, including, but not limited to the development of action&nbsp;plans, lesson plans, annual planning calendars, needs assessments, results reports, data-sharing presentations, progress monitoring of school counseling interventions and activities, planning time for the creation and&nbsp;improvement of data-driven school counseling interventions.</li>\r\n\t<li><strong>Utilize technology</strong> and other virtual tools to support efficient and effective program delivery and communication&nbsp;with the school community.</li>\r\n\t<li><strong>Actively pursue and participate in professional learning</strong>, to stay current with evidence-based practices in the field.&nbsp;Examples: Maintaining membership in state and national professional organizations (i.e. American School&nbsp;Counselor Association), reading professional journals, attending local, state, and national workshops and&nbsp;conferences, engaging in continuing education coursework as appropriate.</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n",
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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"School Counselor \",\"identifier\":\"J0QH27546464\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/28EEAE70F323F96283236F3727E65FEC/jobs/546464\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=28EEAE70F323F96283236F3727E65FEC\",\"baseSalary\":{\"@type\":\"MonetaryAmount\",\"currency\":\"USD\",\"value\":{\"@type\":\"QuantitativeValue\",\"minValue\":46000,\"maxValue\":0,\"unitText\":\"\"}},\"datePosted\":\"2026-06-05\",\"description\":\"Job DetailsJob Location: Richmond Heights (710) - Cleveland, OH 44143Position Type: Regular Full-TimeSalary Range: $46,000.00 SalaryJob Shift: DayJob Category: CertificatedFLEX HIGH SCHOOL CLEVELAND\\r\\n\\r\\nFull Time, Monday-Friday; 7:30 AM - 3:00 PM&nbsp;\\r\\n\\r\\nCompensation: Competitive compensation package starting from $46,000\\r\\n\\r\\nThe role may require travel between locations to meet site-specific needs.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nDo you have a passion to work one-on-one with students and help them soar? At Flex High School, you will encourage, challenge, and help students grow in confidence and academics, and graduate high school &ndash; no matter their obstacle. Remember the person who made a difference in your life? Now it&rsquo;s your turn.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nThe Flex High Advantage\\r\\n\\r\\nOur personalized learning model is what makes Flex High School unique. Our students are at the center of our mission, which means that staff is unified and priorities are set to reach the best outcome for all students.\\r\\n\\r\\nCome learn more about us at https://flexhigh.org/Cleveland&nbsp;\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nHow You Will Make an Impact\\r\\n\\r\\nThe School Counselor will maximize the success of all students by planning, implementing, evaluating, and improving the school&rsquo;s comprehensive school counseling program. The School Counselor will use a multi-tiered, multi-domain system of supports to promote students&rsquo; academic, college/career, and social/emotional development, spending most of their time in direct service with students or communicating with others on behalf of students. The School Counselor will lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students. This position reports to the Principal or designee.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nRESPONSIBILITIES/DUTIES: This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with this classification. A reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the job.&nbsp;\\r\\n\\r\\n\\r\\n\\tImplement a school counseling program that is aligned to the American School Counselor Association (ASCA)&nbsp;National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidence-based&nbsp;practices and systems that have been shown to promote student success.\\r\\n\\tAbide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards&nbsp;and Competencies to guide professional growth and development.\\r\\n\\tConduct regular reviews of school and student data to inform student outcomes through program SMART goals,&nbsp; tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.\\r\\n\\tEvaluate and share the results of the school counseling program&rsquo;s impact and effectiveness with key stakeholders.&nbsp;Provide recommendations for improving the school counseling program.&nbsp;\\r\\n\\tSpend their time in alignment with ASCA&rsquo;s recommendation that 80% or more of the school counselor&rsquo;s time is&nbsp;spent providing direct student services and indirect student services.\\r\\n\\tImplement comprehensive Tier 1 school counseling supports that reach all students, including the teaching of&nbsp;developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to&nbsp;shift student attitudes, knowledge, and skills. School counselors develop systems to&nbsp;ensure that all students are&nbsp;supported annually with their Individual Learning Plans/graduation plans/postsecondary plans.\\r\\n\\tProvide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as&nbsp;deserving of additional support.&nbsp;\\r\\n\\tProvide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis&nbsp;situations, as well as those whose needs remain unmet after receiving Tier 2 support. Provide referrals to resources&nbsp;to support students in need of long-term therapy.\\r\\n\\tConsult, collaborate, and team with key stakeholders to support student success (i.e. referral of students/families&nbsp;to district and community resources; sharing evidence-based support strategies with families and staff; serving as a&nbsp;student advocate; providing family education; teaming with other student&nbsp; services personnel; reaching out to&nbsp;other experts and stakeholders to obtain information on students&rsquo; needs; teaming/partnering/serving on&nbsp;committees and advisory boards; creating formalized partnerships with community based organizations).\\r\\n\\tPromote equity and access for all students and make a significant impact in creating a school culture free from&nbsp;racism and bias in all forms.\\r\\n\\tEngage in high-quality school counseling system support, including, but not limited to the development of action&nbsp;plans, lesson plans, annual planning calendars, needs assessments, results reports, data-sharing presentations, progress monitoring of school counseling interventions and activities, planning time for the creation and&nbsp;improvement of data-driven school counseling interventions.\\r\\n\\tUtilize technology and other virtual tools to support efficient and effective program delivery and communication&nbsp;with the school community.\\r\\n\\tActively pursue and participate in professional learning, to stay current with evidence-based practices in the field.&nbsp;Examples: Maintaining membership in state and national professional organizations (i.e. American School&nbsp;Counselor Association), reading professional journals, attending local, state, and national workshops and&nbsp;conferences, engaging in continuing education coursework as appropriate.\\r\\n\\r\\n\\r\\n&nbsp;\\r\\nQualificationsKNOWLEDGE, SKILLS, ABILITIES:\\r\\n\\r\\n\\r\\n\\tKnowledge of high school credits, graduation requirements, interventions, and alternative educational programs, including independent study.&nbsp;\\r\\n\\tKnowledge of career development theories and models&nbsp;\\r\\n\\tAbility to work with a variety of learning styles and abilities, including those with special needs and students at-risk of academic failure.&nbsp;\\r\\n\\tAbility to differentiate instruction to meet diverse student learning needs.&nbsp;\\r\\n\\tAbility to effective counseling and teaching techniques&nbsp;\\r\\n\\tAbility to effective approaches to prevention and intervention&nbsp;\\r\\n\\tAbility to work effectively with students, parents, staff members, and community representatives in providing a rigorous educational program.&nbsp;\\r\\n\\tAbility to work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups.&nbsp;\\r\\n\\tAbility to communicate effectively, including giving clear and concise instructions, using academic language, an appropriate delivery level, listening without bias, and providing proper feedback/reinforcement.&nbsp;\\r\\n\\tAbility to make independent judgments, meet deadlines and maintain accurate records.&nbsp;\\r\\n\\tAbility to effectively handle challenging and sensitive situations with students, parents, and staff.\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nMINIMUM QUALIFICATIONS:\\r\\n\\r\\n\\r\\n\\tMaster&rsquo;s degree in School Counseling or field is required.\\r\\n\\tValid Ohio Pupil Services License in School Counseling is required.\\r\\n\\tExperience with individual and group counseling sessions.\\r\\n\\tExperience working with at-risk student populations.\\r\\n\\tExperience with prevention, intervention, developmental, and crisis counseling.\\r\\n\\tExperience with college, community, and social/youth agency partnerships.\\r\\n\\tUse of data to inform decisions and drive continuous improvement.\\r\\n\\tExperience using student information databases or software applications.\\r\\n\\r\\n\\r\\nPHYSICAL REQUIREMENTS: \\r\\n\\r\\n\\r\\n\\tVision: Ability to read small print and view a computer screen for prolong periods, prepare, or inspect documents and&nbsp;operate office equipment.&nbsp;\\r\\n\\tHearing: Ability to hear average or typical conversations, receive and understand ordinary information.\\r\\n\\tSpeech: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of&nbsp;proficiency and volume to be understood over a telephone or computer.&nbsp;\\r\\n\\tMental Demands: Ability to read, write, understand, interpret, and apply information at a moderately complex level&nbsp;essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to&nbsp;process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank&nbsp;tasks in order of importance; copy, compare, compile and coordinate information and records. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress. high workflow management,&nbsp;high project coordination, and high people engagement.\\r\\n\\tUpper Body Mobility: Ability to use fingers to make small movements such as typing, picking up small objects, or&nbsp;pinching fingers together, use hands to grasp, and manipulate small objects; twist and bend at wrist and elbow; extend&nbsp;arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.\\r\\n\\tStrength: Ability to lift, carry, push, and pull objects weighing up to 10 pounds.&nbsp;\\r\\n\\tEnvironmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work&nbsp;independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to&nbsp;moderate noise environment with frequent deadline pressures.\\r\\n\\r\\n\",\"responsibilities\":\"FLEX HIGH SCHOOL CLEVELAND\\r\\n\\r\\nFull Time, Monday-Friday; 7:30 AM - 3:00 PM&nbsp;\\r\\n\\r\\nCompensation: Competitive compensation package starting from $46,000\\r\\n\\r\\nThe role may require travel between locations to meet site-specific needs.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nDo you have a passion to work one-on-one with students and help them soar? At Flex High School, you will encourage, challenge, and help students grow in confidence and academics, and graduate high school &ndash; no matter their obstacle. Remember the person who made a difference in your life? Now it&rsquo;s your turn.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nThe Flex High Advantage\\r\\n\\r\\nOur personalized learning model is what makes Flex High School unique. Our students are at the center of our mission, which means that staff is unified and priorities are set to reach the best outcome for all students.\\r\\n\\r\\nCome learn more about us at https://flexhigh.org/Cleveland&nbsp;\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nHow You Will Make an Impact\\r\\n\\r\\nThe School Counselor will maximize the success of all students by planning, implementing, evaluating, and improving the school&rsquo;s comprehensive school counseling program. The School Counselor will use a multi-tiered, multi-domain system of supports to promote students&rsquo; academic, college/career, and social/emotional development, spending most of their time in direct service with students or communicating with others on behalf of students. The School Counselor will lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students. This position reports to the Principal or designee.\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nRESPONSIBILITIES/DUTIES: This job description is intended to accurately reflect the duties, responsibilities, and requirements of the position. It is not intended to be and should not be construed as an all-inclusive list of all the responsibilities, skills, or working conditions associated with this classification. A reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions of the job.&nbsp;\\r\\n\\r\\n\\r\\n\\tImplement a school counseling program that is aligned to the American School Counselor Association (ASCA)&nbsp;National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidence-based&nbsp;practices and systems that have been shown to promote student success.\\r\\n\\tAbide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards&nbsp;and Competencies to guide professional growth and development.\\r\\n\\tConduct regular reviews of school and student data to inform student outcomes through program SMART goals,&nbsp; tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.\\r\\n\\tEvaluate and share the results of the school counseling program&rsquo;s impact and effectiveness with key stakeholders.&nbsp;Provide recommendations for improving the school counseling program.&nbsp;\\r\\n\\tSpend their time in alignment with ASCA&rsquo;s recommendation that 80% or more of the school counselor&rsquo;s time is&nbsp;spent providing direct student services and indirect student services.\\r\\n\\tImplement comprehensive Tier 1 school counseling supports that reach all students, including the teaching of&nbsp;developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to&nbsp;shift student attitudes, knowledge, and skills. School counselors develop systems to&nbsp;ensure that all students are&nbsp;supported annually with their Individual Learning Plans/graduation plans/postsecondary plans.\\r\\n\\tProvide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as&nbsp;deserving of additional support.&nbsp;\\r\\n\\tProvide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis&nbsp;situations, as well as those whose needs remain unmet after receiving Tier 2 support. Provide referrals to resources&nbsp;to support students in need of long-term therapy.\\r\\n\\tConsult, collaborate, and team with key stakeholders to support student success (i.e. referral of students/families&nbsp;to district and community resources; sharing evidence-based support strategies with families and staff; serving as a&nbsp;student advocate; providing family education; teaming with other student&nbsp; services personnel; reaching out to&nbsp;other experts and stakeholders to obtain information on students&rsquo; needs; teaming/partnering/serving on&nbsp;committees and advisory boards; creating formalized partnerships with community based organizations).\\r\\n\\tPromote equity and access for all students and make a significant impact in creating a school culture free from&nbsp;racism and bias in all forms.\\r\\n\\tEngage in high-quality school counseling system support, including, but not limited to the development of action&nbsp;plans, lesson plans, annual planning calendars, needs assessments, results reports, data-sharing presentations, progress monitoring of school counseling interventions and activities, planning time for the creation and&nbsp;improvement of data-driven school counseling interventions.\\r\\n\\tUtilize technology and other virtual tools to support efficient and effective program delivery and communication&nbsp;with the school community.\\r\\n\\tActively pursue and participate in professional learning, to stay current with evidence-based practices in the field.&nbsp;Examples: Maintaining membership in state and national professional organizations (i.e. American School&nbsp;Counselor Association), reading professional journals, attending local, state, and national workshops and&nbsp;conferences, engaging in continuing education coursework as appropriate.\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\",\"employmentType\":\"OTHER\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"LIFELONG LEARNING ADMINISTRATION CO\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=28EEAE70F323F96283236F3727E65FEC\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"5222 Wilson Mills Road\",\"addressLocality\":\"Cleveland\",\"addressRegion\":\"OH\",\"postalCode\":44143,\"addressCountry\":\"USA\"}},\"qualifications\":\"KNOWLEDGE, SKILLS, ABILITIES:\\r\\n\\r\\n\\r\\n\\tKnowledge of high school credits, graduation requirements, interventions, and alternative educational programs, including independent study.&nbsp;\\r\\n\\tKnowledge of career development theories and models&nbsp;\\r\\n\\tAbility to work with a variety of learning styles and abilities, including those with special needs and students at-risk of academic failure.&nbsp;\\r\\n\\tAbility to differentiate instruction to meet diverse student learning needs.&nbsp;\\r\\n\\tAbility to effective counseling and teaching techniques&nbsp;\\r\\n\\tAbility to effective approaches to prevention and intervention&nbsp;\\r\\n\\tAbility to work effectively with students, parents, staff members, and community representatives in providing a rigorous educational program.&nbsp;\\r\\n\\tAbility to work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups.&nbsp;\\r\\n\\tAbility to communicate effectively, including giving clear and concise instructions, using academic language, an appropriate delivery level, listening without bias, and providing proper feedback/reinforcement.&nbsp;\\r\\n\\tAbility to make independent judgments, meet deadlines and maintain accurate records.&nbsp;\\r\\n\\tAbility to effectively handle challenging and sensitive situations with students, parents, and staff.\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nMINIMUM QUALIFICATIONS:\\r\\n\\r\\n\\r\\n\\tMaster&rsquo;s degree in School Counseling or field is required.\\r\\n\\tValid Ohio Pupil Services License in School Counseling is required.\\r\\n\\tExperience with individual and group counseling sessions.\\r\\n\\tExperience working with at-risk student populations.\\r\\n\\tExperience with prevention, intervention, developmental, and crisis counseling.\\r\\n\\tExperience with college, community, and social/youth agency partnerships.\\r\\n\\tUse of data to inform decisions and drive continuous improvement.\\r\\n\\tExperience using student information databases or software applications.\\r\\n\\r\\n\\r\\nPHYSICAL REQUIREMENTS: \\r\\n\\r\\n\\r\\n\\tVision: Ability to read small print and view a computer screen for prolong periods, prepare, or inspect documents and&nbsp;operate office equipment.&nbsp;\\r\\n\\tHearing: Ability to hear average or typical conversations, receive and understand ordinary information.\\r\\n\\tSpeech: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of&nbsp;proficiency and volume to be understood over a telephone or computer.&nbsp;\\r\\n\\tMental Demands: Ability to read, write, understand, interpret, and apply information at a moderately complex level&nbsp;essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to&nbsp;process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank&nbsp;tasks in order of importance; copy, compare, compile and coordinate information and records. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress. high workflow management,&nbsp;high project coordination, and high people engagement.\\r\\n\\tUpper Body Mobility: Ability to use fingers to make small movements such as typing, picking up small objects, or&nbsp;pinching fingers together, use hands to grasp, and manipulate small objects; twist and bend at wrist and elbow; extend&nbsp;arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.\\r\\n\\tStrength: Ability to lift, carry, push, and pull objects weighing up to 10 pounds.&nbsp;\\r\\n\\tEnvironmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work&nbsp;independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to&nbsp;moderate noise environment with frequent deadline pressures.\\r\\n\\r\\n\",\"experienceRequirements\":\"KNOWLEDGE, SKILLS, ABILITIES:\\r\\n\\r\\n\\r\\n\\tKnowledge of high school credits, graduation requirements, interventions, and alternative educational programs, including independent study.&nbsp;\\r\\n\\tKnowledge of career development theories and models&nbsp;\\r\\n\\tAbility to work with a variety of learning styles and abilities, including those with special needs and students at-risk of academic failure.&nbsp;\\r\\n\\tAbility to differentiate instruction to meet diverse student learning needs.&nbsp;\\r\\n\\tAbility to effective counseling and teaching techniques&nbsp;\\r\\n\\tAbility to effective approaches to prevention and intervention&nbsp;\\r\\n\\tAbility to work effectively with students, parents, staff members, and community representatives in providing a rigorous educational program.&nbsp;\\r\\n\\tAbility to work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups.&nbsp;\\r\\n\\tAbility to communicate effectively, including giving clear and concise instructions, using academic language, an appropriate delivery level, listening without bias, and providing proper feedback/reinforcement.&nbsp;\\r\\n\\tAbility to make independent judgments, meet deadlines and maintain accurate records.&nbsp;\\r\\n\\tAbility to effectively handle challenging and sensitive situations with students, parents, and staff.\\r\\n\\r\\n\\r\\n&nbsp;\\r\\n\\r\\nMINIMUM QUALIFICATIONS:\\r\\n\\r\\n\\r\\n\\tMaster&rsquo;s degree in School Counseling or field is required.\\r\\n\\tValid Ohio Pupil Services License in School Counseling is required.\\r\\n\\tExperience with individual and group counseling sessions.\\r\\n\\tExperience working with at-risk student populations.\\r\\n\\tExperience with prevention, intervention, developmental, and crisis counseling.\\r\\n\\tExperience with college, community, and social/youth agency partnerships.\\r\\n\\tUse of data to inform decisions and drive continuous improvement.\\r\\n\\tExperience using student information databases or software applications.\\r\\n\\r\\n\\r\\nPHYSICAL REQUIREMENTS: \\r\\n\\r\\n\\r\\n\\tVision: Ability to read small print and view a computer screen for prolong periods, prepare, or inspect documents and&nbsp;operate office equipment.&nbsp;\\r\\n\\tHearing: Ability to hear average or typical conversations, receive and understand ordinary information.\\r\\n\\tSpeech: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of&nbsp;proficiency and volume to be understood over a telephone or computer.&nbsp;\\r\\n\\tMental Demands: Ability to read, write, understand, interpret, and apply information at a moderately complex level&nbsp;essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to&nbsp;process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank&nbsp;tasks in order of importance; copy, compare, compile and coordinate information and records. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress. high workflow management,&nbsp;high project coordination, and high people engagement.\\r\\n\\tUpper Body Mobility: Ability to use fingers to make small movements such as typing, picking up small objects, or&nbsp;pinching fingers together, use hands to grasp, and manipulate small objects; twist and bend at wrist and elbow; extend&nbsp;arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.\\r\\n\\tStrength: Ability to lift, carry, push, and pull objects weighing up to 10 pounds.&nbsp;\\r\\n\\tEnvironmental Requirements: Ability to encounter constant work interruptions; work cooperatively with others; work&nbsp;independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to&nbsp;moderate noise environment with frequent deadline pressures.\\r\\n\\r\\n\",\"industry\":\"Certificated\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\"}",
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    "qualifications": "<p><strong>KNOWLEDGE, SKILLS, ABILITIES:</strong></p>\r\n\r\n<ul>\r\n\t<li>Knowledge of high school credits, graduation requirements, interventions, and alternative educational programs, including independent study.&nbsp;</li>\r\n\t<li>Knowledge of career development theories and models&nbsp;</li>\r\n\t<li>Ability to work with a variety of learning styles and abilities, including those with special needs and students at-risk of academic failure.&nbsp;</li>\r\n\t<li>Ability to differentiate instruction to meet diverse student learning needs.&nbsp;</li>\r\n\t<li>Ability to effective counseling and teaching techniques&nbsp;</li>\r\n\t<li>Ability to effective approaches to prevention and intervention&nbsp;</li>\r\n\t<li>Ability to work effectively with students, parents, staff members, and community representatives in providing a rigorous educational program.&nbsp;</li>\r\n\t<li>Ability to work effectively with all racial, ethnic, linguistic, disability, and socioeconomic groups.&nbsp;</li>\r\n\t<li>Ability to communicate effectively, including giving clear and concise instructions, using academic language, an appropriate delivery level, listening without bias, and providing proper feedback/reinforcement.&nbsp;</li>\r\n\t<li>Ability to make independent judgments, meet deadlines and maintain accurate records.&nbsp;</li>\r\n\t<li>Ability to effectively handle challenging and sensitive situations with students, parents, and staff.</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p><strong>MINIMUM QUALIFICATIONS:</strong></p>\r\n\r\n<ul>\r\n\t<li>Master&rsquo;s degree in School Counseling or field is required.</li>\r\n\t<li>Valid Ohio Pupil Services License in School Counseling is required.</li>\r\n\t<li>Experience with individual and group counseling sessions.</li>\r\n\t<li>Experience working with at-risk student populations.</li>\r\n\t<li>Experience with prevention, intervention, developmental, and crisis counseling.</li>\r\n\t<li>Experience with college, community, and social/youth agency partnerships.</li>\r\n\t<li>Use of data to inform decisions and drive continuous improvement.</li>\r\n\t<li>Experience using student information databases or software applications.</li>\r\n</ul>\r\n\r\n<p><strong>PHYSICAL REQUIREMENTS: </strong></p>\r\n\r\n<ul>\r\n\t<li><strong>Vision</strong>: Ability to read small print and view a computer screen for prolong periods, prepare, or inspect documents and&nbsp;operate office equipment.&nbsp;</li>\r\n\t<li><strong>Hearing</strong>: Ability to hear average or typical conversations, receive and understand ordinary information.</li>\r\n\t<li><strong>Speech</strong>: Ability to be understood in face-to-face communication, in person or remote, to speak with a level of&nbsp;proficiency and volume to be understood over a telephone or computer.&nbsp;</li>\r\n\t<li><strong>Mental Demands</strong>: Ability to read, write, understand, interpret, and apply information at a moderately complex level&nbsp;essential for successful job performance; math skills at a high school proficiency level; judgement and the ability to&nbsp;process information quickly; learn quickly and follow verbal procedures and standards; give verbal instruction; rank&nbsp;tasks in order of importance; copy, compare, compile and coordinate information and records. Frequent multi-tasking, changing of task priorities, repetitious exacting work. Understand how to manage stress. high workflow management,&nbsp;high project coordination, and high people engagement.</li>\r\n\t<li><strong>Upper Body Mobility</strong>: Ability to use fingers to make small movements such as typing, picking up small objects, or&nbsp;pinching fingers together, use hands to grasp, and manipulate small objects; twist and bend at wrist and elbow; extend&nbsp;arms to reach outward and upward; use hands and arms to lift objects; turn, raise, and lower head.</li>\r\n\t<li><strong>Strength</strong>: Ability to lift, carry, push, and pull objects weighing up to 10 pounds.&nbsp;</li>\r\n\t<li><strong>Environmental Requirements</strong>: Ability to encounter constant work interruptions; work cooperatively with others; work&nbsp;independently; work indoors. Prolonged period sitting at a desk and working on a computer. Work in a low to&nbsp;moderate noise environment with frequent deadline pressures.</li>\r\n</ul>\r\n",
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