Mental Health Counselor – (MHC)

Position: Mental Health Counselor – (MHC) Serving Community Unit School District 300 Job Summary: The Mental Health Counselor provides services as an employee of STAFFEZ serving the Community Unit School District 300.
Full-time mental health counselor in the building.
Starting Date: Immediate Until Filled Work Year, Hours & Compensation: Hours vary depending on assignment.
Pay per hour depending on qualifications and experience.
180 days per year.
FSLA: Non-Exempt Essential Job Functions (note this not an exhaustive list of duties performed for this position): Represent the District and STAFFEZ in a professional manner by performing all job functions at a satisfactory or above level.
Interact with co-workers, administration, students, parents, and the community in a positive supportive, and cooperative way.
Performs other related duties, including special projects, as required, or requested, consistent with reasonable expectations for the contracted position.
Actively identifying and addressing systemic barriers to learning.
Serving as change agents to bring stakeholders together in collaborative efforts to create an environment that is conducive to effective problem-solving and learning.
Conducting needs assessments and progress monitoring.
Developing, implementing, and evaluating programs that address educational and behavioral concerns.
Training staff in the foundations, evidence-based instructional strategies, implementation, and evaluation of RTI practices.
Assisting administrators and staff to understand the familial, cultural and community components of students’ responses to instruction, learning and academic success.
Evaluating student progress specific to behavioral, emotional, and mental health concerns and the effects on academic progress.
Continuing the traditional school social work role of serving as the liaison to families, the community, and other stakeholders to ensure open communication and continuing dialogue.
Facilitating and coordinating the delivery of educational and mental health services with and by community agencies and service providers.
Being informed liaisons to parents, assisting them to effectively participate in their child’s education and to strengthen their parenting skills.
Helping parents to understand their child’s developmental and educational needs and expand their knowledge base of RTI practices and strategies.
Consulting with all stakeholders to ensure that the intervention plan devised is appropriate to the needs of the targeted student or students.
Ensuring that the team process and decisions are implemented in accord with the goals and desired outcome of the team and the evidence-based strategies chosen.
Assisting team members to understand mental health and behavioral concerns of students identified as needing assistance and the potential impact of chosen interventions.
Providing relevant training regarding problem-solving steps and decision-making.
Serving as a resource to educators and other team members on understanding the process and requirements of RTI initiatives.
Early intervention with struggling learners to link them with appropriate resources.
Ongoing progress monitoring.
Comprehensive formal and informal ecological assessments including academic functioning, social/emotional and mental health functions, adaptive functioning, and family and community interactions.
Working with District and Building administration on development and implementation of Positive Behavioral Interventions and Supports (PBIS).
Development and monitoring of Behavioral Intervention Plans (BIP).
Comprehensive family services.
Individual counseling services.
Small group counseling.
Community liaison to ensure adequate and appropriate resources for students and families in need.
Helping students to develop and maintain personal, social, and academic competencies Consultation to and with educators and administration to ensure understanding and support of struggling learners.
Crisis response for students in critical need (e.
g.
, suicide ideation, self-harm, family crisis, homelessness).
Maintain accurate, complete, and correct records as required by Law, District policy and administrative regulations.
Assist in upholding and enforcing school rules, administrative regulations, and Board Policy.
Make provisions for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
Attend and participate in meetings involving the faculty and other participant that are of reasonable length and address relevant education topics as a legitimate function and obligation of professional educators.
Cooperate in selection of books, equipment, and other instructional materials.
Develop, Implement, and monitor student IEP needs in compliance with state and federal law and district procedures.
Qualifications: Illinois licensure with School Social Worker endorsement(s) required Completion of the required Global Compliance Network online training modules.
Demonstrated record of good attendance and punctuality.
Demonstrated strong communication and interpersonal skills.
Demonstrated ability to speak clearly and concisely both in oral and written communication.
Must meet criminal history background requirements (requires FBI Fingerprint and/or drug test).
Physical Requirements: Heavy Work: Exerts up to 100 pounds of force occasionally, end/or up to 50 pounds of force frequently, and/or up to 20 pounds of force constantly to lift, carry, push, pull or move objects.
Application Procedure: Apply online at staffez.
org It is our policy to provide equal employment opportunities to all qualified persons in hiring, promotion, transfer, discharge, pay, benefits, and all other aspects of employment, without regard to age, height, weight, pregnancy, race, color, religion, gender, national origin, citizenship, marital status, disability, or other classification protected by state and federal laws.