Friday, August 18, 2017

FGCU FGCU Bower School of Music Offers Beginning Children’s Piano Class

Bower School of Music
Florida Gulf Coast University 

Beginning Piano Class for Children
Class plus Private or Partner Piano Lesson

Enrollment is under way for students in a Beginning Children’s Piano Class, to be held weekly during the 2017-18 academic year at the Bower School of Music, Florida Gulf Coast University.

Prerequisites for participation:

  • Students, ages 6-8 years old with fluent reading ability and no previous piano instruction.
  • Participation in a Musical Aptitude and Readiness Testing audition with Professor Cathy Albergo in August 2017 to both determine readiness and class placement (audition/interview is with both the child and parent or guardian). Audition dates to be arranged.
  • Access to a piano (full-size, 88 keys, pedals, weighted keys) for daily practice.
  • Commitment to daily practice and regular attendance at class.

The children's class will meet for 50-60 minutes beginning between 3:30 and 4:30 PM weekly (day and exact time to be determined), for a total of 14 sessions each semester in the Bower School of Music.  It is taught by Dr. Cathy Albergo, Director of the Bower School of Music & the Arts, piano and pedagogy faculty member, assisted by college students enrolled in Piano Pedagogy I & II (fall and spring semester).

The beginning piano class includes all fundamental music skills with an emphasis on music making and reading.   Weekly performance in class builds confidence and provides a creative and joyful environment for musical growth.   During the first year of study, all piano instruction takes place in a class plus private or partner lesson setting with the children participating in end-of-semester recitals.

Parents who are interested in making an appointment to determine their child’s readiness for piano study should e-mail Dr. Albergo, and include a phone number to enable individual scheduling.

Cost of the class is normally $500 per semester but is offered to all FGCU faculty and staff families at $300 per semester.   This fee includes all books and materials needed.  An initial payment of $150 is required after readiness for study has been determined. The balance of $150 is due before the fourth week of classes. Full tuition for the spring second semester is due by January 5, 2018. Payable to the Bower School of Music. 

In addition to two weekly pedagogy lecture/seminars, the college students enrolled in Piano Pedagogy I and II attend the weekly children's classes as part of their pedagogical training.  Pedagogy student course work with the children involves full participation in all of the children's learning activities, analysis of age/behavior/responses; sequencing of content; planning and teaching assigned video taped segments; written evaluation and discussion of the teaching of their pedagogy classmates.

The class/private combination of lessons provides the best learning environment for both group and peer motivation and learning and attention to individual learning needs.  The college students’ teaching is supervised by Dr. Albergo in both direct and video-taped observations.  These supervised college students work directly with the children, offering a 30 minute private/partner lesson in addition to the weekly class.

Thursday, August 17, 2017

Opioid Epidemic Southwest Florida

Southwest Florida Regional Planning Council is hiring F-T paid VISTA person ($990/month plus $5815 education award) to develop integrated assessment of opioid crisis in SW Florida. 

VISTA will interview providers, gather data, create network for shared resources and information, develop regional Task Force and be involved in strategic regional plan to address opioid crisis. One-year commitment. Minimum age 18. 

For information, contact Beth Nightingale,; for information and application for VISTA opportunity, go to:

Tuesday, August 15, 2017

Public Invited to Learn About FGCU Counseling Programs at Orientation Meeting

August 15, 2017
For information contact:
Dr. Russell Sabella at (239) 590‑7782

Public Invited to Learn About FGCU Counseling Programs at Orientation Meeting

FORT MYERS, FL ‑ Current and prospective students interested in Florida Gulf Coast University's Clinical Mental Health Counseling or School Counseling programs are encouraged to attend the Fall 2017 Orientation meeting from 5:30 p.m. to 6:45 p.m., Monday, September 18, 2017 in Merwin Hall, Room 231.

     The Master of Arts degree in Clinical Mental Health Counseling prepares students for licensure as mental health counselors. Graduates work in a variety of community, social service, and private arenas.

     The Master of Arts program in School Counseling prepares students for certification as school counselors. Graduates in school counseling are prepared to work in preK‑12 settings.

     Goals for both programs are reflective of national standards and include the development of professional competence, respect for clients, self‑awareness, individual growth, professional identity, an effective professional philosophy, and research orientation. Goals unique to FGCU include accountability, advocacy, technological literacy, professional leadership, and field‑based learning.

            Both programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs ( In addition, the School Counseling program is approved by the Florida Department of Education.

     For more information, contact Professor Russell Sabella, Department of Counseling, Marieb College of Health Professions & Human Services, by phone at (239) 590‑7782 or via email at You can visit the Counseling Department's website at to learn more.

Applications for the Fall 2018 class are due in February 15 so it isn't too early to start thinking about next year.

No sign‑up is required although you may RSVP online by visiting‑rsvp


Monday, August 14, 2017

Behavioral Health Coordinator

Licensed Mental Health Professional: AMIkids Southwest FL (Fort Myers, FL)

Licensed Mental Health Professional
AMIkids Southwest FL (Fort Myers, FL)

Every child has potential. Your role is to find it.
Are you the sort of individual who believes that every child-even the most challenging one-deserves a fair chance to succeed? Do you feel that if we resolve their problems and treat them with respect, they will respect us in return? If you embrace the belief that every life matters, and everyone has the potential for greatness, then you belong on the team at AMIkids . Nationally recognized, our non-profit organization is dedicated to offering the resources and support that every child within our community needs to become a well-adjusted, productive adult.
Offering motivating programs that inspire learning, leadership and personal growth, AMIkids has been helping at-risk kids shape promising futures since 1969. Through the years, others have shown their appreciation for our commitment to bettering the lives of children.
Learn more here

Sunday, August 13, 2017

Call for Manuscripts: Journal of LGBT Issues in Counseling

Call for Manuscripts

Journal of LGBT Issues in Counseling

Focus: The Journal of LGBT Issues in Counseling is the national, peer-refereed journal of the Association for LGBT Issues in Counseling, a division of the American Counseling Association. The Journal publishes manuscripts that report cutting-edge empirical research, best practices, and emerging trends and issues focused on counseling the lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, ally, pansexual, or other sexual minority communities at all developmental stages of life. Manuscripts should be of interest to clinical mental health and school counselors, counselor educators, and other helping professionals who work in a variety of settings including schools, mental health agencies, family service agencies, colleges and universities, addiction and offender treatment settings, and sexual health centers.

Manuscripts typically represent one of the following categories:
·      Empirical research in the field of counseling
·      New/innovative practices within the counseling profession
·      Theoretical or conceptual pieces including literature reviews that reflect new ideas or new ways of integrating previously held ideas.

Manuscript Preparation: Manuscripts should adhere to the Publication Manual of the American Psychological Association (6th ed.) and should not exceed 25 typed, double-spaced pages in 12-point font including all cited references. The Journal is distributed quarterly by Taylor & Francis.

Past year acceptance rate: 24.5%

Abstracted/Indexed in: Academic Search Complete, Academic Search Premier, CINAHL Plus, Current Abstracts, Education Research Complete, Education Research Index, Emerging Sources Citation Index (ESCI), Family Index Database, IHLIA – Homodok-LAA, Index Copernicus, LGBT Life with Full Text, MasterFile Complete, MasterFile Premier, PsychInfo, Social Work Abstracts, SOCIndex with Full Text, and Violence and Abuse Abstracts.

Editorial Information: For detailed submission guidelines, please visit the Journal website ( or contact:

Editor: Dr. Michael P. Chaney, Oakland University,
Editorial Assistant: Carol Burns-Wortham, Oakland University,

Thursday, August 10, 2017

Louisville High School is seeking a counselor

Louisville High School is seeking a counselor with experience working with students through the college admissions process. This position would primarily work with 11th grade students with the potential to adjust case loads next year.

We are a small private, all-girls Catholic high school in the Los Angeles area. Our department will consist of 4 counselors, and we are looking to grow and update our counseling program. Our school community is close-knit, and the administration is supportive of the counseling department's efforts.

Here is a link to the job description for anyone interested in the position:

Please feel free to also reach out to me at if you have any additional questions! Good luck to all who are preparing for the start of the upcoming school year.

Tuesday, August 8, 2017

Emerging Leader Grant

The American College Counseling Association (ACCA) is pleased to invite applications from graduate students and new professionals for the Emerging Leader Grant to attend the 2018 ACCA Annual Conference. The ACCA Graduate Student & New Professionals (GSNP) Committee oversees the selection process in order to encourage graduate students’ and new professionals’ attendance and participation in the 2018 ACCA Annual Conference.

Six grants will be awarded: two for master’s students, two for doctoral students, and two for new professionals. Any unused grants may be awarded to other applicants, as seen fit by the GSNP. The Emerging Leader Grant covers the cost of the ACCA conference registration.

Learn more:

Friday, August 4, 2017

Academic Counselor at FGCU Wanted

The Academic Counselor provides academic advising to students in a multifunction advising center.
Required Qualifications

Bachelor’s degree from an accredited institution in Psychology, Education, or related field.

Two years of experience in student personnel services or related area.

Experience operating a personal computer and proficient with Microsoft Office (Word, Excel, PowerPoint and Outlook).
Preferred Qualifications

Master’s degree from an accredited institution in College Student Personnel Services, Counselor Education, Psychology, or other graduate level study.

Three years of experience in academic advising in a higher education environment.

Experience with Banner Information System and website design (through Front Page).
Knowledge, Skills & Abilities

Knowledge of theoretical models of college student development and issues related to first year students and students in transition.

Knowledge of advising theory and models of developmental advising.

Knowledge of state statutes and rules of higher education within the state of Florida.

Knowledge of and proficiency in using Microsoft Office software (Word, PowerPoint, Excel, and Outlook) for publication development and data compilation.

Knowledge of or ability to learn website design (through Front Page) and web editing.

Strong leadership skills and working knowledge of effective decision making and conflict resolution techniques.

Excellent interpersonal skills and ability to function in a team environment.

Excellent organizational skills, attention to detail, and flexibility in problem solving.

Ability to communicate effectively both orally and in writing to a broad constituency (administrators, faculty, staff, students, parents, and vendors).

Ability to coordinate and implement assignments in order to meet an extensive workload within a fast paced environment.

Ability to learn and use the Banner Information System.

Ability to demonstrate a personal philosophy of care for others.

Must value diversity and possess the ability to work with others from diverse backgrounds.
Salary Range $36,500 - $38,000

Read more:

LMHC, LCSW, LMFT, or Registered Intern for full or part time work.

SWFL Employment Opportunity

Job Opening
Southwest Florida Counseling Center
1777 Tamiami Trail Suite 201
Port Charlotte, Florida 33948

Private practice - Southwest Florida Counseling Center in Port Charlotte is seeking LMHC, LCSW, LMFT, or Registered Intern for full or part time work. Flexible scheduling available. Ability to see children preferred.

Interested and qualified persons who would like to join our team may submit their resume directly to

Program Assistant- Part Time

Big Brothers Big Sisters of the Sun Coast is seeking a highly organized individual for a part time position in our Ft. Myer Office. Individual should be capable of fast paced multitasking in regards to database management skills, customer relations, answering phones, and filing. Working within a multidisciplinary team and excellent customer service is key. The successful applicant will be computer literate in Word, Excel, and database navigation. Strong verbal and written communication skills are a must. Bi-lingual a PLUS. 20 hours per week. Please submit cover letter including salary requirements and resume to

Dad's Grief Toolkit

To atend, please contact

Lorrie McCann, LMHC
at 239.985.7716 or e-mail

Lee County VA Healthcare Food Distribution

Breast Health Caravan

The 2017 FSCA convention

The Florida School Counselor Association (FSCA) invites you to the 2017 Annual Convention from Thursday, November 2nd to Saturday, November 4th.  The annual professional development event is the only state-wide convention that draws school counselors, school counselor educators, and child experts together with the goal of helping all Florida students experience school success and prepare for a world of opportunities.

Stay tuned for more information!

Professional school counselor wanted

Professional school counselor wanted for approx. 220 students in grades 4-6.  Located in Wolf Point, Montana on the Fort Peck Assiniboine & Sioux Reservation.  We are a free and reduced breakfast and lunch school.  We are on a 4-day school week but will look at going back to 5-day during the 2018-19 school year.  Teachers receive 13 discretionary days each year.  We have a competitive salary.

School starts on Aug. 14 for staff and on the 22 for students.  School link is  I have been in the district for 15 years and I serve the K-3 grades and love the students!  Feel free to call me if you have any questions. 406-650-7825.  

Monday, July 31, 2017

"School Counselor" and "Guidance Counselor" Comparison

A graph showing how these phrases have occurred in a corpus of books (e.g., "British English", "English Fiction", "French") over the selected years. Let's look at a sample graph:

Women Empowered Through Employment Series

Professional school counselor wanted

Professional school counselor wanted for approx. 220 students in grades 4-6.  Located in Wolf Point, Montana on the Fort Peck Assiniboine & Sioux Reservation.

We are a free and reduced breakfast and lunch school.  We are on a 4-day school week but will look at going back to 5-day during the 2018-19 school year.  Teachers receive 13 discretionary days each year.  We have a competitive salary.

School starts on Aug. 14 for staff and on the 22 for students.  School link is  I have been in the district for 15 years and I serve the K-3 grades and love the students!  Feel free to call me if you have any questions. 406-650-7825.

Sunday, July 30, 2017

Various counseling positions

Mental health counseling positions, click here.
School Counseling positions, click here.

Click here to see our current job postings.

Friday, July 28, 2017

Job Posting: Child Victim Advocate Manager – Guardian ad Litem, Lee County


POSITION: Child Victim Advocate Manager – Guardian ad Litem, Lee County (1.0 F.T.E.) EMAIL RESUME & COVER LETTER TO:


Posting date: 7/27/17
Application deadline: Sunday, August 6, 2017

PRIMARY LOCATION: Guardian ad Litem office, Fort Myers, FL SCHEDULE: 8:00 AM – 5:00 PM Mon – Fri
WAGES: 40 hours per week - $32,843.20 annually Vacation/personal pay provided
No additional benefits are provided

Position Overview

This is a full-time, grant-funded position focused on ensuring effective advocacy services for child victims who have become dependents of Florida’s 20th Judicial Court because of parental abuse, neglect or abandonment. This position reports to the Guardian ad Litem Program Director.

This is responsible professional work with the Guardian ad Litem (GAL) Program, 20th Judicial Circuit coordinating the advocacy of the best interests of abused, neglected and abandoned children. The Child Victim Advocate Manager may personally conduct the following tasks, or may supervise a group of volunteers who, gather information relating to the case and give recommendations and written reports to the court on the best interests of dependent children. The Child Victim Advocate Manager may personally, or may oversee the work of volunteers as they attend court hearings, depositions, case plan conferences, dependency mediations, staffing's, and meetings with the Department of Children and Families, community based care lead agencies and other state, local and private social service agencies.

The Child Victim Advocate Manager assigns tasks to volunteers to expedite casework and promote timely permanency objectives. Extensive contact is made with the Department of Children and Families, local law enforcement agencies, the Office of the State Attorney, schools, teachers, doctors, attorneys, psychologists, psychiatrists, social workers, and a variety of other social service agencies and professionals.  The Child Victim Advocate Manager must exercise discretion in dealing with confidential and extremely sensitive issues before the court. Work is performed under stressful conditions and involves contact with individuals involved in emotional and traumatic situations. Work is performed under the general supervision of the Program Director.

Required/Preferred knowledge, skills, abilities

--Demonstrated knowledge of the effects of parental/caregiver abuse, neglect and abandonment on the emotional, psychological, social and physical development and health of a child at various ages.
--Knowledge of the principles and dynamics of child development.
--Knowledge of the issues and dynamics of child abuse and neglect, domestic violence, and the effects of dissolution of marriage on children.
--Knowledge of the Florida State Court Systems and general Florida Statutes relating to court dependency, child protection and the Guardian ad Litem Program.
--Knowledge of social services available to child victims of abuse, neglect and abandonment.
--Knowledge of best interest principles related to the advocacy of children under the jurisdiction of the dependency courts.
--Ability to communicate effectively with all stakeholders and with people facing varying degrees of stress and emotional instability.

--Ability to supervise, motivate and coordinate the casework activities of volunteers.
--Ability to conscientiously maintain proper documentation of case activity and to assist in the preparation of detailed court reports recommending a course of action in the best interest of child victims of abuse, neglect and abandonment.
--Ability to communicate effectively with people from culturally and economically diverse backgrounds, and people involved in emotionally distressing situations.
--Ability to encourage and motivate volunteers.
--Ability to maintain proper documentation on case activity and to assist in the preparation of detailed court reports recommending a course of action for children.
--Ability to communicate effectively and deal tactfully with individuals involved in litigation and stressful situations.
-- Employment background screening required.
--Local travel required

Duties and Responsibilities:

50% --Supervise volunteer child victim advocates who have been trained and court certified to represent the best interests of abused, neglected and abandoned children in court, with their designated foster or relative caregivers, the local and state case management system, and their schools; OR Directly serve as a child victim advocate as needed with all the responsibilities normally fulfilled by trained and court certified volunteer child victim advocates.
15%--Ensure the child’s assigned volunteer victim advocate is vigilant in visiting the child, in gathering pertinent information, and in preparing necessary reports with an emphasis on safety, ultimate caregiver permanency and renewed normalcy;
15%--Support the volunteer victim advocates, or personally attend and participate effectively, during court hearings, depositions, case plan conferences, dependency mediation, and case management and other meetings related to assigned cases;
10%--Maintain complete and accurate case file records;
10%--Train, evaluate, provide feedback, coach and retain assigned volunteer victim advocates with the goal of continually improving the quality and effectiveness of advocacy services with a strong emphasis on securing safety, normalcy and caregiver permanency for all children served.

Required/Preferred Education

Bachelor's degree from an accredited four year college or university with a major in sociology, social work, psychology, child development, education, communications, or a related social science, and one year of experience in a program of social service, counseling, teaching, or supervising volunteers.

*The Child Victim Advocate Manager is funded by the Victims of Crime Act (VOCA) Assistance Grants through the Florida Office of the Attorney General to the Guardian ad Litem Foundation, 20th Judicial Circuit, Inc. The VOCA assistance program offers funding to local community providers for use in responding to the emotional and physical needs
of crime victims, assisting victims in stabilizing their lives after their victimization, helping victims to understand and participate in the criminal justice system, and providing victims with a measure of safety and security.

The Guardian ad Litem Foundation, 20th Judicial Circuit, Inc. is an equal opportunity employer and supports a Drug-Free workplace. All employees are subject to reasonable suspicion drug testing in accordance with Section 112.0455, F.S., Drug-Free Workplace Act.

Thursday, July 27, 2017

Quick facts about the FGCU counseling graduate programs

Some quick facts about the FGCU counseling graduate programs and our graduates:

  • There are more school and clinical mental health counseling jobs available in Southwest Florida right now than we have available professionals.
  • Virtually ALL our graduates are hired before they even graduate! All of our students seeking jobs are hired within 3 months of graduation.
  • The FGCU graduate program in school counseling is DOE approved and both the school counseling and clinical mental health counseling programs are CACREP accredited. This is a big deal. It means that you can get to work right away and your degree is highly portable.
  • Typically students attend their courses in the early evenings.
  • Several of our courses are "blended" or "hybrid" which means that some traditional face-to-face classes are replaced by online learning activities. This way, we can take advantage of the best features of both face-to-face and online learning.
  • The department offers dual major tracks for students who aspire to become both licensed as clinical mental health counselors and certified school counselors.
  • The Department of Counseling also offers a certificate in Relationship, and Family counseling, beginning in 2017.
  • School Counseling: Graduates from this program work in public and private schools that serve PK-12 students and some work in post-secondary institutions including career and technical centers, special training programs for youth, colleges, and universities.
  • Clinical Mental Health Counseling: Graduates from this program work in community agencies, mental health settings, and private practices after graduation and most seek and achieve licensure.
  • The Department offers a part-time option for students who are working and need more time and a full-time track for students who can take on a greater work load.
  • If you already have a Masters degree in counseling (or related field), you might be interested in our transition certificates.
The deadline to apply is February 15 of each year although students are encouraged to start early. Applications will be considered for admission on a space available basis to qualified applicants beyond the deadline. Applications are reviewed by the Admissions Committee and interviews are scheduled between February 15th and March 15th. Initial notices of acceptance, deferred decisions or denial of admission are mailed by the first week in April.

For more information, contact Dr. Russ Sabella at 239-590-7782 or via email at Also, please visit our website at

Wednesday, July 26, 2017

School Counselor: Desoto County

Conditions of Employment
  1. Are you a U.S. citizen or otherwise legally authorized to work in the U.S.?
  2. Federal immigration laws (Immigration Reform and Control Act of 1986) require employers to verify and attest to the employment eligibility of new employees to work in the United States. This requirement applies to all applicants. Are you legally authorized to work in the United States?
  3. Do you understand that if you require District sponsorship you must have the proper Visa (e.g.H-1B)?
  4. Can you perform all the essential job function(s) of the position(s) for which you are applying, with or without reasonable accomodation?
  5. All employees of the Schol District of DeSoto County must be 18 years of age. Have you met this requirement?
  6. Do you have a Bachelor's degree or higher from an accredited educational institute as determined by the Florida Department of Education?
  7. The School District of DeSoto County requires all employees to be fingerprinted and meet Level II screening requirements as described in 1022.32 F.S. The fingerprint fee of $50.00 is charged to the employee and is payable by Credit Card, Debit Card or Money Order. Are you willing to submit to Level II screening requirements?
  8. Pre-employment drug screening is required for all job applicants selected to fill vacancies or new positions. Refusing to take the pre-employment drug screen, a positive result, altering the screen, or inconclusive test results will disqualify any candidate from employment and any offer will be withdrawn. Are you willing to submit to pre-employment drug screening?
  9. Do you understand that any false or misleading information in this application (or any omissions of information) shall be full and sufficient grounds to refuse to employ or having been employed shall be immediate cause for dismissal?
General Questions
  1. What motivated you to become a teacher?
  2. What special attributes do you bring to teaching?
  3. What is the teacher's most important role in the classroom?
  4. How would you use student assessment data to plan your lessons?
  5. Give an example of how you would integrate technology into your teaching.
  6. Describe how you would plan a lesson for a diverse group of learners.
  7. How would you involve parents in their children's school experiences?
  8. Describe your plan for continued professional growth as a teacher.
  9. What is your opinion of having a state-wide curriculum and administering state-wide student assessments?
  10. To what degree should the performance of your students be used to evaluate your effectiveness as a teacher?
  11. Are you certified in CPR?
  12. Have you been trained to administer First Aid?
  13. Have you ever worked with children or adults with special needs?
  14. Can you translate or interpret in any language other than English?
  15. Do you hold a valid Florida driver license?
  16. Are you a veteran as defined by s.295.07, Florida Statues?
  17. Are you claiming Veteran's Preference? *Note: In order to receive Veterans Preference, it is required that proof such as DD-214 (Military discharge papers) or its equivalent from the VA showing military status, dates of service and discharge type or other type of proof from the DOD or VA MUST BE SUBMITTED WITH THIS APPLICATION. Spouses, widows, or widowers qualifying for Veterans' employment preference MUST SUBMIT with this application, the required documents in order to receive such Veterans' Employment preference.
  18. When are you available to start work?
  19. Are you currently under contract? If yes, which district? If yes, when does it expire? When may your present employer be contacted?
  20. Have you ever been employed in this district? If yes, when? Where?
  21. Do you currently have relatives employed by the School District of DeSoto County? If yes, please list names.
  22. List any professional activities, including professional or honorary organizations, research studies, publications and/or presentations.
  23. Have you ever been denied continuing employment? If yes, explain:
  24. Have you ever failed to be rehired, been asked to resign a position, resigned to avoid termination, or terminated from employment? If yes, explain:
  25. Have you ever been investigated for misconduct related to your employment? If yes, explain:
  26. Are you under investigation, or have you been charged with any violation of the Florida Code of Ethics in Education or any similar professional inquiry in any other state? If yes, explain:
  27. Have you ever had a teaching certificate or teaching license revoked or suspended? If yes, explain:
  28. Have you ever been convicted, pled guilty, or pled nolo contendere to a criminal offense, other than a minor traffic violation (this includes, but is not limited to a felony, gross misdemeanor, misdemeanor, DUI, etc.)? If yes, explain, giving dates:
  29. Have you ever been incarcerated, received probation, deferred judgement, pre-trial intervention, or adjudication withheld? If yes, explain, giving dates:
  30. Are you currently serving probation? If yes, explain, giving dates:
  31. Are you currently under investigation, or been named in an indictment, accusattion, or special presentment of any offense, other than a minor traffic violation? If yes, explain, giving dates:
  32. Have you ever had any arrest record sealed or expunged in which you were convicted, found guilty, had adjudication withheld, entered a pre-trial diversion program, or pled guilty or nolo contender (no contest) to a criminal offense other than a minor traffic violation (DUI is not a minor traffic violation)? If yes, explain, gicing dates:
  33. Have you ever been named by a state agency responsible for child welfare as a perpretrator in an indicated report of child abuse or neglect? If yes, explain, giving dates:
  34. Have you ever had a report of child abuse or sexual activities involving a K-12 student or minor filed against you with a school district, a state or federal agency, a police agency, or in court? If yes, explain, giving dates:
  35. Does your name appear on any Sex Offender Database in any state or country?
Equal Opportunity Statement

The School District of DeSoto County is an Equal Opportunity and Veteran's Preference Employer.  The School District of DeSoto County ensures equal employment opportunities regardless of race, gender, creed, color, national origin, religion, marital status, age or disability.
College Transcript*
Certificate/Eligibility Statement*
Reference letter
Instructional: 3 of 3 external references required.

Apply For Position Back 
We reserve the right to modify the details of a position posting at any time.

Tuesday, July 25, 2017

FGCU: January 2018 Yoga Teacher Training Interest Meeting

Opening for a School Counselor from the Principal of Aventura Waterways

Here's an opening for a School Counselor from the Principal of Aventura Waterways:

Grade range would be upper elementary. Previous interviewees will not need to reapply. The school is in Northernmost Miami Dade Near Aventura Mall/Gulfstream Park. This is a busy place so only apply if you really enjoy a fast paced work environment where your day goes rather quickly…thank you and happy “summering” to all!

Luis A. Bello, Principal -
Aventura Waterways K-8 Center
Home of the Explorers

FGCU Center for Academic Achievement

FGCU Center for Academic Achievement - YouTube

Rainbow Trails Bereavement Camp

Rainbow Trails Bereavement Camp

A special weekend for children ages 6-17 who are coping with a recent loss, Rainbow Trails provides children and teens with skills to cope with grief while offering them an opportunity to memorialize or say goodbye to a loved one.

Cost: Camp is provided at no charge, thanks to generous donations from our community.

Wednesday, July 12, 2017

Helping Parents with their Children's Digital Repuation

Dr. Russ Sabella, Professor in the Department of Counseling, FGCU presented at the 2017 American School Counselor Association in Denver, Colorado, Mon, Jul 10, 2017.

Description: Students use technology constantly, but they need to use it wisely. Explore the latest human, relational and technological best practices to reduce online risks among children. Walk away with handouts and an actual presentation targeted to parents. Learning objectives: After attending this session, participants should be able to: 1) Discuss the prevalence, incidence and impact of cyberbullying. 2) Explain the nature of one's digital reputation. 3) Identify two technologies for monitoring online reputation and three technologies for blocking and filtering content. 4) Locate resources to help families develop their own technology policies.

For more information, visit or

Monday, July 3, 2017

Law and Ethics in Counseling Conference

The third annual Law and Ethics in Counseling Conference will be held January 30 - February 2, 2018 at the Bourbon Orleans Hotel in the French Quarter in New Orleans, Louisiana. This is a refereed national conference that focuses on legal and ethical issues in counseling. Proposals for presentations are now being accepted. The deadline for proposals is September 15, 2017. 

To view details about the conference and hotel registration information, and to access the Call for Proposals, please visit this website: If you have questions regarding the conference, in a separate message, send an email to the Conference Director, Dr. Ted Remley at

Please forward this email message to any counselor educators, counselors, or counseling graduate students who may be interested in presenting at the conference or attending. Thank you. -- Theodore P. Remley, Jr., JD, PhD Professor of Counseling Department of Counseling and Behavioral Sciences University of Holy Cross 4123 Woodland Drive New Orleans, LA 70131 (email) 504-398-2255 (office) 757-635-7477 (personal cell)

Ted Remley
757-635-7477 (cell)
4222 Pitt Street
New Orleans, LA  70115

Program Assistant- Part Time: Big Brothers Big Sisters of the Sun Coast

Big Brothers Big Sisters of the Sun Coast is seeking a highly organized individual for a part time position in our Ft. Myers Office. Individual should be capable of fast paced multitasking in regards to database management skills, customer relations, answering phones, and filing. Working within a multidisciplinary team and excellent customer service is key. The successful applicant will be computer literate in Word, Excel, and database navigation. Strong verbal and written communication skills are a must. Bi-lingual a PLUS. 20 hours per week. Please submit cover letter including salary requirements and resume to

Saturday, July 1, 2017

New report examines the outcomes and experiences of Early Millennials as young adults.

Institute of Education Sciences - NewsflashFind IES Research on FacebookConnect with IES Research on Twitter
IES Newsflash

New report examines the outcomes and experiences of Early Millennials as young adults.

2017437By 2012, 96 percent of students who were high school sophomores in 2002 had completed high school, 84 percent of them had attended postsecondary education, and about one-third of them had earned a bachelor's or higher degree.
The National Center for Education Statistics (NCES), in the Institute of Education Sciences, released a new Statistical Analysis Report today (June 29), entitled Early Millennials: The Sophomore Class of 2002 a Decade Later. This report examines the extent to which 2002 high school sophomores achieved various milestones of early adulthood as of 2012, when most of them were 26 years old, including high school completion, enrollment in postsecondary education, and progress toward or completion of a college degree. The report also looks at family formation (marriage and having children), as well as employment status and earnings. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002), a multifaceted survey conducted by NCES that was designed to study the 2002 sophomore cohort's transition from adolescence to adulthood. Main findings include:
  • In 2012, the majority of 2002 high sophomores (93 percent) were in the workforce, including 82 percent who were employed and 11 percent who were unemployed but looking for a job. Seven percent were out of the labor force;
  • Fewer cohort members had taken on such roles as spouse and parent by 2012, however. Thirty-one percent had married, including 28 percent who were currently married and 3 percent who had subsequently divorced, separated, or become widowed. About 23 percent were living with their parents, and one-third had become parents themselves;
  • Outcomes varied among groups defined by various demographic and high school academic characteristics. In general, cohort members from advantaged backgrounds (e.g., those from families of high socioeconomic status and those with strong academic preparation in high school) tended to have higher educational attainment, employment rates, and earnings. Many of these differences were apparent when controlling for a wide range of characteristics in multivariate analyses; and
  • Labor market outcomes were associated with educational attainment. For example, employed master's or other advanced degree holders earned a significantly higher hourly wage ($21) in their 2012 job than did those with a high school education or less ($15), even while controlling for demographic and academic backgrounds, job characteristics, current enrollment status, and marital and parenthood status.
To view the full report, please visit
The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation's leading source for rigorous, independent education research, evaluation and statistics.

Wednesday, June 28, 2017

Afghanistan University Support and Workforce Development Program (USWDP)

University of Massachusetts, Amherst
Location: Kabul, Afghanistan
Application Deadline: Review begins immediately & continues until position is filled

Anticipated Start Date: August 01, 2017

Project Summary
Afghanistan University Support and Workforce Development Program (USWDP) is designed to help Afghanistan's higher education professionals effectively manage the growth of tertiary education while improving academic quality. Building on the successes of the Afghanistan Higher Education Project and other initiatives, the USWDP project will improve the management capacity of the Ministry of Higher Education (MoHE) and up to 11 public universities to ensure quality education and employment for a larger number of Afghan men and women. It will also assist in developing learning environments that foster well qualified and professional faculty members, highly capable and motivated students, diverse and market-oriented academic programs, sustainable public-private collaboration, international university partnerships, and other innovations that move Afghanistan toward the higher education system it deserves.

Job Summary: The Short-Term Technical Assistant will be work with the USWDP field staff at eleven University Career Centers to ensure the successful implementation of a newly modified Career Center Model in Afghanistan.

Primary Duties and Responsibilities:

  1. Review existing project evaluation reports (i.e. Project Mid-term Evaluation Report and Program Technical Quality Assessment Report) ensuring the newly modified Career Center Model is aligned and suggest possible changes to the newly modified Career Center Model.
  2. In close consultation with University Support Department, review each function of the modified Career Center model and make sure all the recommendations of the mid-term review team are fully considered for implementation.
  3. Design and deliver training sessions on Career Counseling, Internships and Student Placement to the Heads of Career Centers, other field staff who are engaged in workforce development activities and the university counterparts who work with the University Support department.
  4. Provide technical guidance and feedback to the Career Center staff as they establish Career Centers at their respective universities.
  5. Assist the Heads of Career Centers in the development of their Annual Career Center Action Plans.
  6. Assist the University Support team in efforts to enhance visibility of University Career Centers in Afghanistan through the development of Career Center brochures and other written materials.
  7. Work with Career Center Staff to draft an internship manual for the internship programs.
  8. Assist the University Support Staff in the design and facilitation of the University Support Annual Coordination Workshop.


  1. University Education (Master's Degree with five years' work experience or Bachelor Degree with seven years' experience) in higher education and/or student career services.
  2. Experience of creating and/or recreating Career Development Centers in the past.
  3. Experience and ability to translate data analysis into marketing actions and activities that promote the Career Center, on and beyond the university.
  4. Experience in design and execution of Career Centers in developing countries such as Afghanistan, Vietnam, Bangladesh, Pakistan and/or Central Asia.
  5. Experience in redeveloping Career Centers after third party assessment and recommendations for change.
  6. Strong inter-personal skills and written and oral communication skills.
  7. Ability to organize and effectively follow through on multiple complex tasks.
  8. Good judgment and decision-making skills.
  9. Knowledge of Afghan culture, international norms of conduct, and the current political situation in Afghanistan.
  10. Ability to travel to provinces (Kabul, Balkh and Herat)
  11. Ability to work both independently and in a team.
  12. Excellent coordination and communication skills.
How to Apply
Submit a CV and a letter of interest to the following email address for consideration. To facilitate review, please include names and contact information for three professional relevant references. The title of the position being applied for must be indicated in the subject line of your e-mail.
We thank all individuals for their interest, however only short-listed candidates will be contacted.

Center for International Education
University of Massachusetts, Amherst