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Bilingual School Counselor

CA382F966749E8D17241DC2E78C3B094 · Bruce Guadalupe Middle School - milwaukee, WI 53204; 920 S. 9th Street, milwaukee, WI, 53204, USA · Active · Paycom ATS

Job facts

Field	Value
Company	CA382F966749E8D17241DC2E78C3B094
Title	Bilingual School Counselor
Normalized title	-
Department / team	-
Location	milwaukee, WI, United States
Work model	-
Employment type	Full Time
Salary	-
Status	active
ATS provider	Paycom ATS
Posted / first seen	2026-06-05 / 2026-06-06
Changed / last seen	2026-06-06 / 2026-06-06

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Linked records

Company	CA382F966749E8D17241DC2E78C3B094
Source	8fb05460-40f1-4301-b315-f384db9ae206
ATS provider	Paycom ATS

Description

Description UCC School staff are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. The School Counselor supports students’ academic, social-emotional, and college/career development. This individual collaborates with students, families, and staff to promote student success and well-being while fostering a safe and inclusive school environment. The counselor serves as an advocate and resource for students in navigating challenges and planning for their futures. Counselors are responsible for organizing and implementing a social emotional instructional curriculum/program that will result in students achieving academic, personal, and social emotional success in accordance with United Community Center’s policies, procedures and curriculum guidelines. The School Counselor plays a critical role in fostering a safe, inclusive, and supportive school environment. This position is responsible for promoting student well-being through the delivery of social-emotional learning lessons, proactive and responsive counseling services, and collaboration with school staff, families, and community partners. The counselor contributes to a positive school climate and plays an active role in multi-tiered systems of support to help all students thrive academically, behaviorally, and emotionally. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Social-Emotional Learning & Mental Health Support Design, implement, and facilitate school-wide and classroom-based social-emotional learning (SEL) initiatives aligned to evidence-based frameworks (e.g., CASEL). Provide Tier 1 social-emotional learning instruction in the classroom environment ensuring that all students receive consistent, developmentally appropriate instruction in self-awareness, self-management, social awareness, relationship skills, and responsible decision- making. Provide short-term or long-term individual and group counseling to students experiencing social, emotional, or behavioral challenges, as well as crisis intervention for students experiencing trauma, grief, or sudden emotional distress. Implement preventative mental health supports and respond to crisis situations with appropriate interventions to ensure students in crisis receive timely, compassionate, and appropriate care. Collaborate with school staff to integrate SEL into daily instruction and school routines. Implement preventative mental health supports and respond to crisis situations with appropriate interventions and follow-up. Student Support & Progress Monitoring Participate actively in Student Support Teams (SST), including MTSS, IEP, 504, and behavior intervention teams. Support the development, monitoring, and implementation of individualized student support plans. Analyze academic, behavioral, attendance, and social-emotional data to identify trends and recommend supports. Help guide decisions about tiered interventions, progress monitoring tools, and service adjustments. Program Management & Scheduling A structured and intentional counseling schedule is developed and maintained to prioritize delivery of Tier 1 (core classroom lessons), Tier 2 (targeted small groups), and Tier 3 (individualized support). The schedule is designed to maximize the number of students served across all tiers, while balancing responsiveness to student needs and schoolwide priorities. The schedule is shared with and reviewed by school administration regularly to ensure alignment with school goals, staffing needs, and student support systems. Family Engagement & Support Serve as a liaison between the school and families to promote strong home-school partnerships. Provide support and resources to families navigating academic, behavioral, or mental health concerns. Organize and participate in family education workshops and community outreach events. Communicate regularly with families regarding student progress, support strategies, and available resources. Collaboration & Consultation Work closely with teachers, administrators, student services personnel, and external service providers. Serve as a consultant to staff in the development of student behavior strategies and classroom support. Facilitate communication and coordination among support teams to ensure continuity of care. Participate in staff meetings, professional learning communities, and ongoing professional development. Ensure effective, transparent, and collaborative communications with school administration Positive School Culture & Climate Support a positive and inclusive school environment where every student feels safe, valued, and connected. Promote positive and inclusive school environments conducive to learning where students are actively engaged in the learning process. Promote student leadership, character education, restorative practices, and school-wide wellness initiatives. Contribute to behavior support planning and the implementation of positive behavior interventions. Serve as a visible and approachable resource for students throughout the school day. Supports a positive environment in which students are encouraged to be actively engaged in the learning process. Implement consistent school rules and behavior expectations, promoting respectful and responsible behavior. Maintains order of students in the classroom, cafeteria, hallways, playground, and across the school environment. Student Safety, Crisis Response, and Legal/Ethical Responsibilities Serve as a mandated reporter by promptly identifying and reporting any suspected abuse, neglect, or endangerment to Child Protective Services (CPS) in accordance with state law and district policy. Communicate all CPS reports and concerns regarding student safety and well-being directly and immediately to school administration to ensure alignment on next steps and school-based supports. Maintain thorough and confidential documentation of all reports, observations, and follow- up actions, and communicate and inform school administration of concerns when needed. Uphold the highest standards of ethical practice, confidentiality, and student advocacy in all situations involving student safety and well-being, and communicate and inform school administration of concerns when needed. Support the school’s crisis response procedures, including safety planning and coordination with emergency services when necessary. Data Management & Documentation Maintain accurate, timely, and confidential student records, including notes, plans, interventions, and referrals. Collect and analyze data on service delivery, attendance, behavior, and academic outcomes. Report on student progress and the effectiveness of interventions to staff, families, and administration. Ensure all documentation complies with legal, ethical, and district guidelines. Communication: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Participate in parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings Facilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting. Attend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment. Work collaboratively with school administration and leadership team Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. INTENDED OUTCOMES AND SUCCESS MEASURES: Increase student academic performance and engagement as a result of counseling support. Reduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support. Reduce rate of chronic absenteeism among supported students. School survey data demonstrates growth in student self-regulation, empathy, and/or confidence. High participation rates in school-wide initiatives (Kindness Week, Upstander Week, etc) Survey data indicates students feel safe, welcome, and supported at school. Active participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective. Regular communication and coordination with families, teachers, school staff, and school administration regarding student needs. Timely and appropriate response to student crises, including documentation of intervention and follow-up. Effective and regular collaboration and communication with building and district administration to support school wide culture and wellness. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Master’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations. Deep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills. Demonstrated cultural competence and commitment to equity and inclusion. Able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.

Full job record

Job ID	d178ef02680cdff95a65d5bd72c7048e78f38ca8
Org ID	73f6c27b-3727-4cc5-8d99-a365b5c4d9b0
Source ID	8fb05460-40f1-4301-b315-f384db9ae206
Board ID	8fb05460-40f1-4301-b315-f384db9ae206
Provider	paycom
Provider Job Key	233953
Title	Bilingual School Counselor
Normalized Title	—
Status	active
Active	yes
Location Text	Bruce Guadalupe Middle School - milwaukee, WI 53204; 920 S. 9th Street, milwaukee, WI, 53204, USA
Department	—
Team	—
Employment Type	full_time
Workplace Type	—
Remote Policy	—
Country	United States
Region	WI
City	milwaukee
Salary Raw	Description UCC School staff are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. The School Counselor supports students’ academic, social-emotional, and college/career development. This individual collaborates with students, families, and staff to promote student success and well-being while fostering a safe and inclusive school environment. The counselor serves as an advocate and resource for students in navigating challenges and planning for their futures. Counselors are responsible for organizing and implementing a social emotional instructional curriculum/program that will result in students achieving academic, personal, and social emotional success in accordance with United Community Center’s policies, procedures and curriculum guidelines. The School Counselor plays a critical role in fostering a safe, inclusive, and supportive school environment. This position is responsible for promoting student well-being through the delivery of social-emotional learning lessons, proactive and responsive counseling services, and collaboration with school staff, families, and community partners. The counselor contributes to a positive school climate and plays an active role in multi-tiered systems of support to help all students thrive academically, behaviorally, and emotionally. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: Social-Emotional Learning & Mental Health Support Design, implement, and facilitate school-wide and classroom-based social-emotional learning (SEL) initiatives aligned to evidence-based frameworks (e.g., CASEL). Provide Tier 1 social-emotional learning instruction in the classroom environment ensuring that all students receive consistent, developmentally appropriate instruction in self-awareness, self-management, social awareness, relationship skills, and responsible decision- making. Provide short-term or long-term individual and group counseling to students experiencing social, emotional, or behavioral challenges, as well as crisis intervention for students experiencing trauma, grief, or sudden emotional distress. Implement preventative mental health supports and respond to crisis situations with appropriate interventions to ensure students in crisis receive timely, compassionate, and appropriate care. Collaborate with school staff to integrate SEL into daily instruction and school routines. Implement preventative mental health supports and respond to crisis situations with appropriate interventions and follow-up. Student Support & Progress Monitoring Participate actively in Student Support Teams (SST), including MTSS, IEP, 504, and behavior intervention teams. Support the development, monitoring, and implementation of individualized student support plans. Analyze academic, behavioral, attendance, and social-emotional data to identify trends and recommend supports. Help guide decisions about tiered interventions, progress monitoring tools, and service adjustments. Program Management & Scheduling A structured and intentional counseling schedule is developed and maintained to prioritize delivery of Tier 1 (core classroom lessons), Tier 2 (targeted small groups), and Tier 3 (individualized support). The schedule is designed to maximize the number of students served across all tiers, while balancing responsiveness to student needs and schoolwide priorities. The schedule is shared with and reviewed by school administration regularly to ensure alignment with school goals, staffing needs, and student support systems. Family Engagement & Support Serve as a liaison between the school and families to promote strong home-school partnerships. Provide support and resources to families navigating academic, behavioral, or mental health concerns. Organize and participate in family education workshops and community outreach events. Communicate regularly with families regarding student progress, support strategies, and available resources. Collaboration & Consultation Work closely with teachers, administrators, student services personnel, and external service providers. Serve as a consultant to staff in the development of student behavior strategies and classroom support. Facilitate communication and coordination among support teams to ensure continuity of care. Participate in staff meetings, professional learning communities, and ongoing professional development. Ensure effective, transparent, and collaborative communications with school administration Positive School Culture & Climate Support a positive and inclusive school environment where every student feels safe, valued, and connected. Promote positive and inclusive school environments conducive to learning where students are actively engaged in the learning process. Promote student leadership, character education, restorative practices, and school-wide wellness initiatives. Contribute to behavior support planning and the implementation of positive behavior interventions. Serve as a visible and approachable resource for students throughout the school day. Supports a positive environment in which students are encouraged to be actively engaged in the learning process. Implement consistent school rules and behavior expectations, promoting respectful and responsible behavior. Maintains order of students in the classroom, cafeteria, hallways, playground, and across the school environment. Student Safety, Crisis Response, and Legal/Ethical Responsibilities Serve as a mandated reporter by promptly identifying and reporting any suspected abuse, neglect, or endangerment to Child Protective Services (CPS) in accordance with state law and district policy. Communicate all CPS reports and concerns regarding student safety and well-being directly and immediately to school administration to ensure alignment on next steps and school-based supports. Maintain thorough and confidential documentation of all reports, observations, and follow- up actions, and communicate and inform school administration of concerns when needed. Uphold the highest standards of ethical practice, confidentiality, and student advocacy in all situations involving student safety and well-being, and communicate and inform school administration of concerns when needed. Support the school’s crisis response procedures, including safety planning and coordination with emergency services when necessary. Data Management & Documentation Maintain accurate, timely, and confidential student records, including notes, plans, interventions, and referrals. Collect and analyze data on service delivery, attendance, behavior, and academic outcomes. Report on student progress and the effectiveness of interventions to staff, families, and administration. Ensure all documentation complies with legal, ethical, and district guidelines. Communication: Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events. Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year Participate in parent-teacher conferences to discuss individual student performance and set goals for improvement. Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Professional Development: Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments. Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings Facilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting. Attend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor. Collaboration and Teamwork: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment. Work collaboratively with school administration and leadership team Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Records and Documentation: Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents. Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures. Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions. INTENDED OUTCOMES AND SUCCESS MEASURES: Increase student academic performance and engagement as a result of counseling support. Reduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support. Reduce rate of chronic absenteeism among supported students. School survey data demonstrates growth in student self-regulation, empathy, and/or confidence. High participation rates in school-wide initiatives (Kindness Week, Upstander Week, etc) Survey data indicates students feel safe, welcome, and supported at school. Active participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective. Regular communication and coordination with families, teachers, school staff, and school administration regarding student needs. Timely and appropriate response to student crises, including documentation of intervention and follow-up. Effective and regular collaboration and communication with building and district administration to support school wide culture and wellness. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates leadership in the classroom. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. Qualifications Master’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations. Deep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills. Demonstrated cultural competence and commitment to equity and inclusion. Able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must have a valid driver’s license and reliable transportation. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities.
Salary Min	—
Salary Max	—
Salary Currency	—
Salary Period	day
Source URL	https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=233953&clientkey=CA382F966749E8D17241DC2E78C3B094
Apply URL	https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=233953&clientkey=CA382F966749E8D17241DC2E78C3B094
First Seen At	2026-06-06 09:53:38Z
Last Seen At	2026-06-06 09:53:38Z
Last Checked At	2026-06-06 09:53:38Z
Last Changed At	2026-06-06 09:53:38Z
Inactive At	—
Source Posted At	2026-06-05 00:00:00Z
Source Updated At	—
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    "description": "<div class=\"WordSection1\">\n<p class=\"MsoBodyText\" style=\"margin-right:27px;margin-left:24px;text-indent:0in;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span>UCC School staff are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. The School Counselor supports students’ academic, social-emotional, and college/career development.</span></span></span></p>\n\n<p class=\"MsoBodyText\" style=\"margin-right:27px;margin-left:24px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>This individual collaborates with students, families, and staff to promote student success and well-being while fostering a safe and inclusive school environment. The counselor serves as an advocate and resource for students in navigating challenges and planning for their futures. Counselors are responsible for organizing and implementing a social emotional instructional curriculum/program that will result in students achieving academic, personal, and social emotional success in accordance with United Community Center’s policies, procedures and curriculum guidelines.</span></span></span></p>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;\"> </p>\n\n<p class=\"MsoBodyText\" style=\"margin-right:42px;margin-left:24px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>The School Counselor plays a critical role in fostering a safe, inclusive, and supportive school environment. This position is responsible for promoting student well-being through the delivery of social-emotional learning lessons, proactive and responsive counseling services, and collaboration with</span></span></span></p>\n\n<p class=\"MsoBodyText\" style=\"margin-right:27px;margin-left:24px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>school staff, families, and community partners. The counselor contributes to a positive school climate and plays an active role in multi-tiered systems of support to help all students thrive academically, behaviorally, and emotionally.</span></span></span></p>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;\"> </p>\n\n<p class=\"MsoBodyText\" style=\"margin-left:24px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.</span></span></span></p>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;\"> </p>\n\n<h1 style=\"margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span style=\"text-decoration:underline;\">ESSENTIAL DUTIES AND <span style=\"letter-spacing:-0.1pt;\">RESPONSIBILITIES:</span></span></span></span></span></h1>\n\n<h2 style=\"margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Social-Emotional Learning &amp; Mental Health <span style=\"letter-spacing:-0.1pt;\">Support</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:50px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Design, implement, and facilitate school-wide and classroom-based social-emotional learning (SEL) initiatives aligned to evidence-based frameworks (e.g., CASEL).</span></span></span></li>\n\t<li style=\"margin-right:39px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Provide Tier 1 social-emotional learning instruction in the classroom environment ensuring that all students receive consistent, developmentally appropriate instruction in self-awareness,</span></span></span></li>\n</ul>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;margin-left:72px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>self-management, social awareness, relationship skills, and responsible decision-<span style=\"letter-spacing:-0.1pt;\">making.</span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-right:31px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Provide short-term or long-term individual and group counseling to students experiencing social, emotional, or behavioral challenges, as well as crisis intervention for students experiencing trauma, grief, or sudden emotional distress.</span></span></span></li>\n\t<li style=\"margin-right:39px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Implement preventative mental health supports and respond to crisis situations with appropriate interventions to ensure students in crisis receive timely, compassionate, and appropriate care.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collaborate with school staff to integrate SEL into daily instruction and school <span style=\"letter-spacing:-0.1pt;\">routines.</span></span></span></span></li>\n\t<li style=\"margin-right:39px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Implement preventative mental health supports and respond to crisis situations with appropriate interventions and follow-up.</span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Student Support &amp; Progress<span style=\"letter-spacing:-0.1pt;\"> Monitoring</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:48px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Participate actively in Student Support Teams (SST), including MTSS, IEP, 504, and behavior intervention teams.</span></span></span></li>\n\t<li style=\"margin-right:59px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Support the development, monitoring, and implementation of individualized student support <span style=\"letter-spacing:-0.1pt;\">plans.</span></span></span></span></li>\n</ul>\n</div>\n\n<div style=\"page-break-after:always;\"><span style=\"display:none\"> </span></div>\n\n<div class=\"WordSection2\">\n<ul style=\"margin-top:5px;\">\n\t<li style=\"margin-top:5px;margin-right:66px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Analyze academic, behavioral, attendance, and social-emotional data to identify trends and recommend supports.</span></span></span></li>\n\t<li style=\"margin-right:91px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Help guide decisions about tiered interventions, progress monitoring tools, and service <span style=\"letter-spacing:-0.1pt;\">adjustments.</span></span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Program Management &amp; <span style=\"letter-spacing:-0.1pt;\">Scheduling</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:70px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>A structured and intentional counseling schedule is developed and maintained to prioritize delivery of Tier 1 (core classroom lessons), Tier 2 (targeted small groups), and Tier 3 (individualized support).</span></span></span></li>\n\t<li style=\"margin-right:69px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>The schedule is designed to maximize the number of students served across all tiers, while balancing responsiveness to student needs and schoolwide priorities.</span></span></span></li>\n\t<li style=\"margin-right:30px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>The schedule is shared with and reviewed by school administration regularly to ensure alignment with school goals, staffing needs, and student support systems.</span></span></span></li>\n</ul>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;\"> </p>\n\n<h2 style=\"margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Family Engagement &amp; <span style=\"letter-spacing:-0.1pt;\">Support</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Serve as a liaison between the school and families to promote strong home-school <span style=\"letter-spacing:-0.1pt;\">partnerships.</span></span></span></span></li>\n\t<li style=\"margin-right:60px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Provide support and resources to families navigating academic, behavioral, or mental health <span style=\"letter-spacing:-0.1pt;\">concerns.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Organize and participate in family education workshops and community outreach <span style=\"letter-spacing:-0.1pt;\">events.</span></span></span></span></li>\n\t<li style=\"margin-right:26px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Communicate regularly with families regarding student progress, support strategies, and available <span style=\"letter-spacing:-0.1pt;\">resources.</span></span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collaboration &amp; <span style=\"letter-spacing:-0.1pt;\">Consultation</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:64px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Work closely with teachers, administrators, student services personnel, and external service <span style=\"letter-spacing:-0.1pt;\">providers.</span></span></span></span></li>\n\t<li style=\"margin-right:52px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Serve as a consultant to staff in the development of student behavior strategies and classroom <span style=\"letter-spacing:-0.1pt;\">support.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Facilitate communication and coordination among support teams to ensure continuity of <span style=\"letter-spacing:-0.1pt;\">care.</span></span></span></span></li>\n\t<li style=\"margin-right:70px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Participate in staff meetings, professional learning communities, and ongoing professional <span style=\"letter-spacing:-0.1pt;\">development.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Ensure effective, transparent, and collaborative communications with school <span style=\"letter-spacing:-0.1pt;\">administration</span></span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Positive School Culture &amp;<span style=\"letter-spacing:-0.1pt;\"> Climate</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:37px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Support a positive and inclusive school environment where every student feels safe, valued, and <span style=\"letter-spacing:-0.1pt;\">connected.</span></span></span></span></li>\n\t<li style=\"margin-right:50px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Promote positive and inclusive school environments conducive to learning where students are actively engaged in the learning process.</span></span></span></li>\n\t<li style=\"margin-right:35px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Promote student leadership, character education, restorative practices, and school-wide wellness <span style=\"letter-spacing:-0.1pt;\">initiatives.</span></span></span></span></li>\n\t<li style=\"margin-right:101px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Contribute to behavior support planning and the implementation of positive behavior <span style=\"letter-spacing:-0.1pt;\">interventions.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Serve as a visible and approachable resource for students throughout the school <span style=\"letter-spacing:-0.2pt;\">day.</span></span></span></span></li>\n\t<li style=\"margin-right:39px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Supports a positive environment in which students are encouraged to be actively engaged in the learning process.</span></span></span></li>\n\t<li style=\"margin-right:88px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Implement consistent school rules and behavior expectations, promoting respectful and responsible behavior.</span></span></span></li>\n\t<li style=\"margin-right:57px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Maintains order of students in the classroom, cafeteria, hallways, playground, and across the school environment.</span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Student Safety, Crisis Response, and Legal/Ethical<span style=\"letter-spacing:-0.1pt;\"> Responsibilities</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:28px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Serve as a mandated reporter by promptly identifying and reporting any suspected abuse, neglect, or endangerment to Child Protective Services (CPS) in accordance with state law and district <span style=\"letter-spacing:-0.1pt;\">policy.</span></span></span></span></li>\n\t<li style=\"margin-right:35px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Communicate all CPS reports and concerns regarding student safety and well-being directly and immediately to school administration to ensure alignment on next steps and school-based <span style=\"letter-spacing:-0.1pt;\">supports.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Maintain thorough and confidential documentation of all reports, observations, and follow-<span style=\"letter-spacing:-0.25pt;\">up</span></span></span></span></li>\n</ul>\n</div>\n\n<div style=\"page-break-after:always;\"><span style=\"display:none\"> </span></div>\n\n<div class=\"WordSection3\">\n<p class=\"MsoBodyText\" style=\"margin-top:5px;text-indent:0in;margin-left:72px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>actions, and communicate and inform school administration of concerns when <span style=\"letter-spacing:-0.1pt;\">needed.</span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-right:62px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Uphold the highest standards of ethical practice, confidentiality, and student advocacy in all situations involving student safety and well-being, and communicate and inform school administration of concerns when needed.</span></span></span></li>\n\t<li style=\"margin-right:34px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Support the school’s crisis response procedures, including safety planning and coordination with emergency services when necessary.</span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Data Management &amp; <span style=\"letter-spacing:-0.1pt;\">Documentation</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:32px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Maintain accurate, timely, and confidential student records, including notes, plans, interventions, and referrals.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collect and analyze data on service delivery, attendance, behavior, and academic<span style=\"letter-spacing:-0.1pt;\"> outcomes.</span></span></span></span></li>\n\t<li style=\"margin-right:92px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Report on student progress and the effectiveness of interventions to staff, families, and <span style=\"letter-spacing:-0.1pt;\">administration.</span></span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Ensure all documentation complies with legal, ethical, and district <span style=\"letter-spacing:-0.1pt;\">guidelines.</span></span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:16px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span style=\"letter-spacing:-0.1pt;\">Communication:</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:52px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Communicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.</span></span></span></li>\n\t<li style=\"margin-right:43px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Counsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year</span></span></span></li>\n\t<li style=\"margin-right:33px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Participate in parent-teacher conferences to discuss individual student performance and set goals for improvement.</span></span></span></li>\n\t<li style=\"margin-right:94px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collaborate with parents to support students’ learning at home and encourage parental involvement in school activities.</span></span></span></li>\n\t<li style=\"margin-right:77px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Models professional and ethical standards when dealing with students, parents, peers and <span style=\"letter-spacing:-0.1pt;\">community.</span></span></span></span></li>\n\t<li style=\"margin-right:55px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Establishes and maintains cooperative working relationships with students, parents and other <span style=\"letter-spacing:-0.1pt;\">professionals.</span></span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Professional <span style=\"letter-spacing:-0.1pt;\">Development:</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:41px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Engage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.</span></span></span></li>\n\t<li style=\"margin-right:56px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.</span></span></span></li>\n\t<li style=\"margin-right:72px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Participates in all required training and meetings, as well as school and UCC training, and <span style=\"letter-spacing:-0.1pt;\">meetings</span></span></span></span></li>\n\t<li style=\"margin-right:29px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Facilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting.</span></span></span></li>\n\t<li style=\"margin-right:39px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Attend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor.</span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collaboration and <span style=\"letter-spacing:-0.1pt;\">Teamwork:</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:44px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Work collaboratively with school administration and leadership <span style=\"letter-spacing:-0.2pt;\">team</span></span></span></span></li>\n\t<li style=\"margin-right:59px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs</span></span></span></li>\n\t<li style=\"margin-right:29px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.</span></span></span></li>\n</ul>\n\n<h2 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Records and <span style=\"letter-spacing:-0.1pt;\">Documentation:</span></span></span></span></h2>\n\n<ul>\n\t<li style=\"margin-right:53px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Maintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.</span></span></span></li>\n\t<li style=\"margin-right:49px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span>Prepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.</span></span></span></li>\n</ul>\n</div>\n\n<div style=\"page-break-after:always;\"><span style=\"display:none\"> </span></div>\n\n<ul style=\"margin-top:5px;\">\n\t<li style=\"margin-top:5px;margin-right:34px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Arranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.</span></span></li>\n</ul>\n\n<p class=\"MsoBodyText\" style=\"text-indent:0in;\"> </p>\n\n<h1 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span style=\"text-decoration:underline;\">INTENDED OUTCOMES AND SUCCESS <span style=\"letter-spacing:-0.1pt;\">MEASURES:</span></span></span></span></h1>\n\n<ul>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Increase student academic performance and engagement as a result of counseling <span style=\"letter-spacing:-0.1pt;\">support.</span></span></span></li>\n\t<li style=\"margin-right:41px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Reduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support.</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Reduce rate of chronic absenteeism among supported <span style=\"letter-spacing:-0.1pt;\">students.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">School survey data demonstrates growth in student self-regulation, empathy, and/or <span style=\"letter-spacing:-0.1pt;\">confidence.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">High participation rates in school-wide initiatives (Kindness Week, Upstander Week, <span style=\"letter-spacing:-0.2pt;\">etc)</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Survey data indicates students feel safe, welcome, and supported at <span style=\"letter-spacing:-0.1pt;\">school.</span></span></span></li>\n\t<li style=\"margin-right:61px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Active participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective.</span></span></li>\n\t<li style=\"margin-right:74px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Regular communication and coordination with families, teachers, school staff, and school administration regarding student needs.</span></span></li>\n\t<li style=\"margin-right:41px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Timely and appropriate response to student crises, including documentation of intervention and <span style=\"letter-spacing:-0.1pt;\">follow-up.</span></span></span></li>\n\t<li style=\"margin-right:36px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Effective and regular collaboration and communication with building and district administration to support school wide culture and wellness.</span></span></li>\n</ul>\n\n<p style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></p>\n\n<h1 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span style=\"text-decoration:underline;\">KNOWLEDGE, SKILLS, AND <span style=\"letter-spacing:-0.1pt;\">ABILITIES:</span></span></span></span></h1>\n\n<ul>\n\t<li style=\"margin-right:34px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates leadership in the <span style=\"letter-spacing:-0.1pt;\">classroom.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates attention to detail and problem-solving <span style=\"letter-spacing:-0.1pt;\">skills</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates enthusiasm towards students, parents and staff from diverse <span style=\"letter-spacing:-0.1pt;\">backgrounds.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate the ability to adapt to any situation inside and outside the <span style=\"letter-spacing:-0.1pt;\">classroom.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates organizational skills for the classroom and school <span style=\"letter-spacing:-0.1pt;\">environment.</span></span></span></li>\n\t<li style=\"margin-right:43px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.</span></span></li>\n\t<li style=\"margin-right:88px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates the ability to multitask and prioritize <span style=\"letter-spacing:-0.1pt;\">work.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates the ability to self- reflect, and seek feedback to improve <span style=\"letter-spacing:-0.1pt;\">practices.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates a growth mindset committed to continuous learning, growth, and <span style=\"letter-spacing:-0.1pt;\">development.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates the ability to work as a team as well as <span style=\"letter-spacing:-0.1pt;\">independently.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates respect towards the students, parents, colleagues, and <span style=\"letter-spacing:-0.1pt;\">administrators.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates knowledge to work with students’ special needs and <span style=\"letter-spacing:-0.1pt;\">parents.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Handle sensitive information in a confidential <span style=\"letter-spacing:-0.1pt;\">manner’</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate the ability to listen to others and remain receptive to new <span style=\"letter-spacing:-0.1pt;\">ideas.</span></span></span></li>\n\t<li style=\"margin-right:44px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate the ability to address criticism in an appropriate manner and develop constructive <span style=\"letter-spacing:-0.1pt;\">outcomes.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate sustained effort and enthusiasm in the quality and quantity of <span style=\"letter-spacing:-0.1pt;\">work.</span></span></span></li>\n\t<li style=\"margin-right:43px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.</span></span></li>\n\t<li style=\"margin-right:31px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate motivation, initiative, flexibility, and the ability to work <span style=\"letter-spacing:-0.1pt;\">independently.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate excellent human relations and interpersonal <span style=\"letter-spacing:-0.1pt;\">skills.</span></span></span></li>\n\t<li style=\"margin-right:53px;margin-left:32px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrates honesty, dependability, and the ability to meet deadlines and other professional <span style=\"letter-spacing:-0.1pt;\">expectations.</span></span></span></li>\n</ul>",
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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"Bilingual School Counselor\",\"identifier\":\"J0PA54233953\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/233953\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2026-06-05\",\"description\":\"Job DetailsJob Location: Bruce Guadalupe Middle School - milwaukee, WI 53204Position Type: Full TimeEducation Level: Graduate DegreeJob Shift: Day\\nUCC School staff are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. The School Counselor supports students’ academic, social-emotional, and college/career development.\\n\\nThis individual collaborates with students, families, and staff to promote student success and well-being while fostering a safe and inclusive school environment. The counselor serves as an advocate and resource for students in navigating challenges and planning for their futures. Counselors are responsible for organizing and implementing a social emotional instructional curriculum/program that will result in students achieving academic, personal, and social emotional success in accordance with United Community Center’s policies, procedures and curriculum guidelines.\\n\\n \\n\\nThe School Counselor plays a critical role in fostering a safe, inclusive, and supportive school environment. This position is responsible for promoting student well-being through the delivery of social-emotional learning lessons, proactive and responsive counseling services, and collaboration with\\n\\nschool staff, families, and community partners. The counselor contributes to a positive school climate and plays an active role in multi-tiered systems of support to help all students thrive academically, behaviorally, and emotionally.\\n\\n \\n\\nUCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nSocial-Emotional Learning &amp; Mental Health Support\\n\\n\\n\\tDesign, implement, and facilitate school-wide and classroom-based social-emotional learning (SEL) initiatives aligned to evidence-based frameworks (e.g., CASEL).\\n\\tProvide Tier 1 social-emotional learning instruction in the classroom environment ensuring that all students receive consistent, developmentally appropriate instruction in self-awareness,\\n\\n\\nself-management, social awareness, relationship skills, and responsible decision-making.\\n\\n\\n\\tProvide short-term or long-term individual and group counseling to students experiencing social, emotional, or behavioral challenges, as well as crisis intervention for students experiencing trauma, grief, or sudden emotional distress.\\n\\tImplement preventative mental health supports and respond to crisis situations with appropriate interventions to ensure students in crisis receive timely, compassionate, and appropriate care.\\n\\tCollaborate with school staff to integrate SEL into daily instruction and school routines.\\n\\tImplement preventative mental health supports and respond to crisis situations with appropriate interventions and follow-up.\\n\\n\\nStudent Support &amp; Progress Monitoring\\n\\n\\n\\tParticipate actively in Student Support Teams (SST), including MTSS, IEP, 504, and behavior intervention teams.\\n\\tSupport the development, monitoring, and implementation of individualized student support plans.\\n\\n\\n\\n \\n\\n\\n\\n\\tAnalyze academic, behavioral, attendance, and social-emotional data to identify trends and recommend supports.\\n\\tHelp guide decisions about tiered interventions, progress monitoring tools, and service adjustments.\\n\\n\\nProgram Management &amp; Scheduling\\n\\n\\n\\tA structured and intentional counseling schedule is developed and maintained to prioritize delivery of Tier 1 (core classroom lessons), Tier 2 (targeted small groups), and Tier 3 (individualized support).\\n\\tThe schedule is designed to maximize the number of students served across all tiers, while balancing responsiveness to student needs and schoolwide priorities.\\n\\tThe schedule is shared with and reviewed by school administration regularly to ensure alignment with school goals, staffing needs, and student support systems.\\n\\n\\n \\n\\nFamily Engagement &amp; Support\\n\\n\\n\\tServe as a liaison between the school and families to promote strong home-school partnerships.\\n\\tProvide support and resources to families navigating academic, behavioral, or mental health concerns.\\n\\tOrganize and participate in family education workshops and community outreach events.\\n\\tCommunicate regularly with families regarding student progress, support strategies, and available resources.\\n\\n\\nCollaboration &amp; Consultation\\n\\n\\n\\tWork closely with teachers, administrators, student services personnel, and external service providers.\\n\\tServe as a consultant to staff in the development of student behavior strategies and classroom support.\\n\\tFacilitate communication and coordination among support teams to ensure continuity of care.\\n\\tParticipate in staff meetings, professional learning communities, and ongoing professional development.\\n\\tEnsure effective, transparent, and collaborative communications with school administration\\n\\n\\nPositive School Culture &amp; Climate\\n\\n\\n\\tSupport a positive and inclusive school environment where every student feels safe, valued, and connected.\\n\\tPromote positive and inclusive school environments conducive to learning where students are actively engaged in the learning process.\\n\\tPromote student leadership, character education, restorative practices, and school-wide wellness initiatives.\\n\\tContribute to behavior support planning and the implementation of positive behavior interventions.\\n\\tServe as a visible and approachable resource for students throughout the school day.\\n\\tSupports a positive environment in which students are encouraged to be actively engaged in the learning process.\\n\\tImplement consistent school rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tMaintains order of students in the classroom, cafeteria, hallways, playground, and across the school environment.\\n\\n\\nStudent Safety, Crisis Response, and Legal/Ethical Responsibilities\\n\\n\\n\\tServe as a mandated reporter by promptly identifying and reporting any suspected abuse, neglect, or endangerment to Child Protective Services (CPS) in accordance with state law and district policy.\\n\\tCommunicate all CPS reports and concerns regarding student safety and well-being directly and immediately to school administration to ensure alignment on next steps and school-based supports.\\n\\tMaintain thorough and confidential documentation of all reports, observations, and follow-up\\n\\n\\n\\n \\n\\n\\nactions, and communicate and inform school administration of concerns when needed.\\n\\n\\n\\tUphold the highest standards of ethical practice, confidentiality, and student advocacy in all situations involving student safety and well-being, and communicate and inform school administration of concerns when needed.\\n\\tSupport the school’s crisis response procedures, including safety planning and coordination with emergency services when necessary.\\n\\n\\nData Management &amp; Documentation\\n\\n\\n\\tMaintain accurate, timely, and confidential student records, including notes, plans, interventions, and referrals.\\n\\tCollect and analyze data on service delivery, attendance, behavior, and academic outcomes.\\n\\tReport on student progress and the effectiveness of interventions to staff, families, and administration.\\n\\tEnsure all documentation complies with legal, ethical, and district guidelines.\\n\\n\\nCommunication:\\n\\n\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year\\n\\tParticipate in parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community.\\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings\\n\\tFacilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting.\\n\\tAttend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor.\\n\\n\\nCollaboration and Teamwork:\\n\\n\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment.\\n\\tWork collaboratively with school administration and leadership team\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\n\\n\\n \\n\\n\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tIncrease student academic performance and engagement as a result of counseling support.\\n\\tReduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support.\\n\\tReduce rate of chronic absenteeism among supported students.\\n\\tSchool survey data demonstrates growth in student self-regulation, empathy, and/or confidence.\\n\\tHigh participation rates in school-wide initiatives (Kindness Week, Upstander Week, etc)\\n\\tSurvey data indicates students feel safe, welcome, and supported at school.\\n\\tActive participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective.\\n\\tRegular communication and coordination with families, teachers, school staff, and school administration regarding student needs.\\n\\tTimely and appropriate response to student crises, including documentation of intervention and follow-up.\\n\\tEffective and regular collaboration and communication with building and district administration to support school wide culture and wellness.\\n\\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’\\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\nQualifications\\n\\tMaster’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations.\\n\\tDeep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills.\\n\\tDemonstrated cultural competence and commitment to equity and inclusion.\\n\\tAble to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).\\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range\\n\\tAbility to receive and respond to oral communication.\\n\\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration.\\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\",\"responsibilities\":\"\\nUCC School staff are responsible for providing an educational atmosphere where students have the opportunity to fulfill their potential for intellectual, emotional, social, physical and psychological growth. The School Counselor supports students’ academic, social-emotional, and college/career development.\\n\\nThis individual collaborates with students, families, and staff to promote student success and well-being while fostering a safe and inclusive school environment. The counselor serves as an advocate and resource for students in navigating challenges and planning for their futures. Counselors are responsible for organizing and implementing a social emotional instructional curriculum/program that will result in students achieving academic, personal, and social emotional success in accordance with United Community Center’s policies, procedures and curriculum guidelines.\\n\\n \\n\\nThe School Counselor plays a critical role in fostering a safe, inclusive, and supportive school environment. This position is responsible for promoting student well-being through the delivery of social-emotional learning lessons, proactive and responsive counseling services, and collaboration with\\n\\nschool staff, families, and community partners. The counselor contributes to a positive school climate and plays an active role in multi-tiered systems of support to help all students thrive academically, behaviorally, and emotionally.\\n\\n \\n\\nUCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nSocial-Emotional Learning &amp; Mental Health Support\\n\\n\\n\\tDesign, implement, and facilitate school-wide and classroom-based social-emotional learning (SEL) initiatives aligned to evidence-based frameworks (e.g., CASEL).\\n\\tProvide Tier 1 social-emotional learning instruction in the classroom environment ensuring that all students receive consistent, developmentally appropriate instruction in self-awareness,\\n\\n\\nself-management, social awareness, relationship skills, and responsible decision-making.\\n\\n\\n\\tProvide short-term or long-term individual and group counseling to students experiencing social, emotional, or behavioral challenges, as well as crisis intervention for students experiencing trauma, grief, or sudden emotional distress.\\n\\tImplement preventative mental health supports and respond to crisis situations with appropriate interventions to ensure students in crisis receive timely, compassionate, and appropriate care.\\n\\tCollaborate with school staff to integrate SEL into daily instruction and school routines.\\n\\tImplement preventative mental health supports and respond to crisis situations with appropriate interventions and follow-up.\\n\\n\\nStudent Support &amp; Progress Monitoring\\n\\n\\n\\tParticipate actively in Student Support Teams (SST), including MTSS, IEP, 504, and behavior intervention teams.\\n\\tSupport the development, monitoring, and implementation of individualized student support plans.\\n\\n\\n\\n \\n\\n\\n\\n\\tAnalyze academic, behavioral, attendance, and social-emotional data to identify trends and recommend supports.\\n\\tHelp guide decisions about tiered interventions, progress monitoring tools, and service adjustments.\\n\\n\\nProgram Management &amp; Scheduling\\n\\n\\n\\tA structured and intentional counseling schedule is developed and maintained to prioritize delivery of Tier 1 (core classroom lessons), Tier 2 (targeted small groups), and Tier 3 (individualized support).\\n\\tThe schedule is designed to maximize the number of students served across all tiers, while balancing responsiveness to student needs and schoolwide priorities.\\n\\tThe schedule is shared with and reviewed by school administration regularly to ensure alignment with school goals, staffing needs, and student support systems.\\n\\n\\n \\n\\nFamily Engagement &amp; Support\\n\\n\\n\\tServe as a liaison between the school and families to promote strong home-school partnerships.\\n\\tProvide support and resources to families navigating academic, behavioral, or mental health concerns.\\n\\tOrganize and participate in family education workshops and community outreach events.\\n\\tCommunicate regularly with families regarding student progress, support strategies, and available resources.\\n\\n\\nCollaboration &amp; Consultation\\n\\n\\n\\tWork closely with teachers, administrators, student services personnel, and external service providers.\\n\\tServe as a consultant to staff in the development of student behavior strategies and classroom support.\\n\\tFacilitate communication and coordination among support teams to ensure continuity of care.\\n\\tParticipate in staff meetings, professional learning communities, and ongoing professional development.\\n\\tEnsure effective, transparent, and collaborative communications with school administration\\n\\n\\nPositive School Culture &amp; Climate\\n\\n\\n\\tSupport a positive and inclusive school environment where every student feels safe, valued, and connected.\\n\\tPromote positive and inclusive school environments conducive to learning where students are actively engaged in the learning process.\\n\\tPromote student leadership, character education, restorative practices, and school-wide wellness initiatives.\\n\\tContribute to behavior support planning and the implementation of positive behavior interventions.\\n\\tServe as a visible and approachable resource for students throughout the school day.\\n\\tSupports a positive environment in which students are encouraged to be actively engaged in the learning process.\\n\\tImplement consistent school rules and behavior expectations, promoting respectful and responsible behavior.\\n\\tMaintains order of students in the classroom, cafeteria, hallways, playground, and across the school environment.\\n\\n\\nStudent Safety, Crisis Response, and Legal/Ethical Responsibilities\\n\\n\\n\\tServe as a mandated reporter by promptly identifying and reporting any suspected abuse, neglect, or endangerment to Child Protective Services (CPS) in accordance with state law and district policy.\\n\\tCommunicate all CPS reports and concerns regarding student safety and well-being directly and immediately to school administration to ensure alignment on next steps and school-based supports.\\n\\tMaintain thorough and confidential documentation of all reports, observations, and follow-up\\n\\n\\n\\n \\n\\n\\nactions, and communicate and inform school administration of concerns when needed.\\n\\n\\n\\tUphold the highest standards of ethical practice, confidentiality, and student advocacy in all situations involving student safety and well-being, and communicate and inform school administration of concerns when needed.\\n\\tSupport the school’s crisis response procedures, including safety planning and coordination with emergency services when necessary.\\n\\n\\nData Management &amp; Documentation\\n\\n\\n\\tMaintain accurate, timely, and confidential student records, including notes, plans, interventions, and referrals.\\n\\tCollect and analyze data on service delivery, attendance, behavior, and academic outcomes.\\n\\tReport on student progress and the effectiveness of interventions to staff, families, and administration.\\n\\tEnsure all documentation complies with legal, ethical, and district guidelines.\\n\\n\\nCommunication:\\n\\n\\n\\tCommunicates effectively both orally and in writing, with students, parents and other professionals on a regular basis regarding students’ progress, behavior, and upcoming events.\\n\\tCounsel’s pupils’ academic and behavioral attitudes and achievements with parents throughout the year\\n\\tParticipate in parent-teacher conferences to discuss individual student performance and set goals for improvement.\\n\\tCollaborate with parents to support students’ learning at home and encourage parental involvement in school activities.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community.\\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\n\\nProfessional Development:\\n\\n\\n\\tEngage in continuous professional development to stay updated on the latest teaching methods, educational trends, and curriculum developments.\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings\\n\\tFacilitate PD and training for staff on topics that contribute to overall school success and positive school culture, as well as proper protocols for CPS reporting, responding to safety concerns, and mandated reporting.\\n\\tAttend pupil services meetings, buildings and/or grade level meetings, SST meetings, and other meetings as assigned by the supervisor.\\n\\n\\nCollaboration and Teamwork:\\n\\n\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment.\\n\\tWork collaboratively with school administration and leadership team\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\n\\nRecords and Documentation:\\n\\n\\n\\tMaintain accurate and up-to-date records of students' attendance, academic performance, and behavior incidents.\\n\\tPrepare progress reports, report cards, and other documentation in a timely manner, following school policies and procedures.\\n\\n\\n\\n \\n\\n\\n\\tArranges classroom events and activities, and collects the appropriate documentation in advance of field trips and other school functions.\\n\\n\\n \\n\\nINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\n\\n\\tIncrease student academic performance and engagement as a result of counseling support.\\n\\tReduction in school wide behavioral referrals and suspensions as a result of individual or small group counseling support.\\n\\tReduce rate of chronic absenteeism among supported students.\\n\\tSchool survey data demonstrates growth in student self-regulation, empathy, and/or confidence.\\n\\tHigh participation rates in school-wide initiatives (Kindness Week, Upstander Week, etc)\\n\\tSurvey data indicates students feel safe, welcome, and supported at school.\\n\\tActive participation in IEP, 504, and MTSS (SST) meetings with contributions that reflect a whole-child perspective.\\n\\tRegular communication and coordination with families, teachers, school staff, and school administration regarding student needs.\\n\\tTimely and appropriate response to student crises, including documentation of intervention and follow-up.\\n\\tEffective and regular collaboration and communication with building and district administration to support school wide culture and wellness.\\n\\n\\nPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\nKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\n\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates leadership in the classroom.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’\\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"UNITED COMMUNITY CENTER\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"920 S. 9th Street\",\"addressLocality\":\"milwaukee\",\"addressRegion\":\"WI\",\"postalCode\":53204,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tMaster’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations.\\n\\tDeep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills.\\n\\tDemonstrated cultural competence and commitment to equity and inclusion.\\n\\tAble to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).\\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range\\n\\tAbility to receive and respond to oral communication.\\n\\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration.\\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\",\"experienceRequirements\":\"\\n\\tMaster’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations.\\n\\tDeep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy skills.\\n\\tDemonstrated cultural competence and commitment to equity and inclusion.\\n\\tAble to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\n\\nPHYSICAL REQUIREMENTS:\\n\\n\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).\\n\\tMay require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range\\n\\tAbility to receive and respond to oral communication.\\n\\n\\nWORKING CONDITIONS:\\n\\n\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration.\\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)\\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities.\\n\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\",\"educationRequirements\":\"Graduate Degree\"}",
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    "qualifications": "<ul style=\"margin-top:17px;\">\n\t<li style=\"margin-top:17px;margin-right:29px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Master’s Degree in School Counseling, Psychology, Social Work, or a related field, and must possess a valid Wisconsin DPI certification/licensure as a School Counselor required. Experience working in K–12 educational settings, preferably with diverse student populations.</span></span></li>\n\t<li style=\"margin-right:28px;text-align:justify;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Deep knowledge of SEL, trauma-informed care, restorative practices, and multi-tiered systems of support. Strong oral and written communication skills, collaboration, organization, and advocacy <span style=\"letter-spacing:-0.1pt;\">skills.</span></span></span></li>\n\t<li style=\"margin-left:32px;text-align:justify;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Demonstrated cultural competence and commitment to equity and <span style=\"letter-spacing:-0.1pt;\">inclusion.</span></span></span></li>\n\t<li style=\"margin-right:81px;text-align:justify;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.</span></span></li>\n\t<li style=\"margin-left:32px;text-align:justify;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Must have a valid driver’s license and reliable <span style=\"letter-spacing:-0.1pt;\">transportation.</span></span></span></li>\n</ul>\n\n<h1 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"text-decoration:underline;\">PHYSICAL<span style=\"letter-spacing:-0.1pt;\"> REQUIREMENTS:</span></span></span></span></h1>\n\n<ul>\n\t<li style=\"margin-right:58px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Visual and auditory acuity to supervise students and respond to classroom<span style=\"letter-spacing:-0.1pt;\"> needs.</span></span></span></li>\n\t<li style=\"margin-right:78px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.</span></span></li>\n\t<li style=\"margin-right:69px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).</span></span></li>\n\t<li style=\"margin-right:24px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).</span></span></li>\n\t<li style=\"margin-right:44px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Ability to receive and respond to oral <span style=\"letter-spacing:-0.1pt;\">communication.</span></span></span></li>\n</ul>\n\n<h1 style=\"margin-top:17px;margin-left:24px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"text-decoration:underline;\">WORKING <span style=\"letter-spacing:-0.1pt;\">CONDITIONS:</span></span></span></span></h1>\n\n<ul>\n\t<li style=\"margin-right:43px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).</span></span></li>\n\t<li style=\"margin-right:29px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Frequent contact with students, parents/guardians, support staff, and school <span style=\"letter-spacing:-0.1pt;\">administration.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">May involve occasional exposure to childhood illnesses, noise, and frequent <span style=\"letter-spacing:-0.1pt;\">interruptions.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Must be able to manage multiple tasks in a dynamic, fast-paced educational <span style=\"letter-spacing:-0.1pt;\">setting.</span></span></span></li>\n\t<li style=\"margin-right:50px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Work schedule generally follows the school calendar, and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).</span></span></li>\n\t<li style=\"margin-right:31px;margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)</span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">May be required to operate a motor vehicle during the course of <span style=\"letter-spacing:-0.1pt;\">duties.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">Reasonable accommodations may be made to help perform essential <span style=\"letter-spacing:-0.1pt;\">functions.</span></span></span></li>\n\t<li style=\"margin-left:32px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\">UCC provides reasonable accommodation to qualified individuals with <span style=\"letter-spacing:-0.1pt;\">disabilities.</span></span></span></li>\n</ul>",
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