"School Counselor" and "Guidance Counselor" Comparison

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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 www.wolfpointschools.org.  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.

Various counseling positions

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

Click here to see our current job postings.

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

JOB POSTING

POSITION: Child Victim Advocate Manager – Guardian ad Litem, Lee County (1.0 F.T.E.) EMAIL RESUME & COVER LETTER TO: program@galfoundation20.org

INCLUDE IN THE SUBJECT LINE: CVAM Application- Last Name

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.

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 rsabella@fgcu.edu. Also, please visit our website at http://www.fgcu.edu/mariebcollege/Counseling/

School Counselor: Desoto County

Conditions of Employment Are you a U.S. citizen or otherwise legally authorized to work in the U.S.? 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? Do you understand that if you require District sponsorship you must have the proper Visa (e.g.H-1B)? Can you perform all the essential job function(s) of the position(s) for which you are applying, with or without reasonable accomodation? All employees of the Schol District of DeSoto County must be 18 years of age. Have you met this requirement? Do you have a Bachelor's degree or higher from an accredited educational institute as determined by the Florida Department of Education? 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? 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? 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 What motivated you to become a teacher? What special attributes do you bring to teaching? What is the teacher's most important role in the classroom? How would you use student assessment data to plan your lessons? Give an example of how you would integrate technology into your teaching. Describe how you would plan a lesson for a diverse group of learners. How would you involve parents in their children's school experiences? Describe your plan for continued professional growth as a teacher. What is your opinion of having a state-wide curriculum and administering state-wide student assessments? To what degree should the performance of your students be used to evaluate your effectiveness as a teacher? Are you certified in CPR? Have you been trained to administer First Aid? Have you ever worked with children or adults with special needs? Can you translate or interpret in any language other than English? Do you hold a valid Florida driver license? Are you a veteran as defined by s.295.07, Florida Statues? 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. When are you available to start work? Are you currently under contract? If yes, which district? If yes, when does it expire? When may your present employer be contacted? Have you ever been employed in this district? If yes, when? Where? Do you currently have relatives employed by the School District of DeSoto County? If yes, please list names. List any professional activities, including professional or honorary organizations, research studies, publications and/or presentations. Have you ever been denied continuing employment? If yes, explain: Have you ever failed to be rehired, been asked to resign a position, resigned to avoid termination, or terminated from employment? If yes, explain: Have you ever been investigated for misconduct related to your employment? If yes, explain: 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: Have you ever had a teaching certificate or teaching license revoked or suspended? If yes, explain: 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: Have you ever been incarcerated, received probation, deferred judgement, pre-trial intervention, or adjudication withheld? If yes, explain, giving dates: Are you currently serving probation? If yes, explain, giving dates: 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: 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: 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: 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: 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. Attachments College Transcript* Certificate/Eligibility Statement* Reference letter References Instructional: 3 of 3 external references required.
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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 - LBello@dadeschools.net
Aventura Waterways K-8 Center
Home of the Explorers

FGCU Center for Academic Achievement

FGCU Center for Academic Achievement - YouTube
Source: https://www.youtube.com/watch?v=wOrHjRsMUyo

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.

Learn more: https://www.hopehcs.org/rainbowtrailscamp/

Contract Specialist

Helping Parents with their Children's Digital Reputation

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 http://www.guardingkids.com or http://schoolcounselor.com/

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: uhcno.edu/academics/continuing-studies/events/... If you have questions regarding the conference, in a separate message, send an email to the Conference Director, Dr. Ted Remley at tremley@uhcno.edu. 

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 tremley@uhcno.edu (email) 504-398-2255 (office) 757-635-7477 (personal cell)

Ted Remley

tremley1@gmail.com

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 hr@bbbssun.org.

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

New report examines the outcomes and experiences of Early Millennials as young adults. By 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 http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017437. 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.