MICDS offers employees a competitive salary and comprehensive benefits plan, including a generous 403(b) retirement plan where the School contributes 8% of salary with an employee’s 3% contribution; medical, dental and vision insurance; flexible spending accounts and long term care insurance; life insurance and short-term and long-term disability insurances; tuition benefit; paid leaves; access to a fitness center; and free lunch.
The Middle School Counselor advances/upholds the MICDS mission through direct and indirect services to students in order to prepare them to think critically, act responsibly, and live virtuously and compassionately. The Middle School Counselor coordinates with the Middle School Student Support Committee, Lower and Upper School Counselors and other Student Support Services team members in supporting student social-emotional, psychological, and academic success. The Middle School Counselor should be innovative and open-minded with a strong background in supporting pre-adolescents and adolescents in partnership with parents, teachers, administrators, and others. The school counselor should be able to successfully maintain an independent workload while collaborating with the Head of Middle School, Deans of Students, Student Services team, faculty/staff, and parents. This person reports to the Director of Student Support Services.
Deliver a comprehensive and developmentally appropriate program of direct and indirect support focused on the mindsets and behaviors all students need for academic, social, and emotional success.
Provide direct support through brief, solution-focused school counseling to students in an individual and/or group settings (immediate social-emotional support for students).
Create and assist deans with internal and external programming for small groups, classes of students, or grade levels on character education skills and social emotional learning with a focus on developing adolescent growth toward becoming self-aware, self-regulated, strategic learners. These programs should include but not be limited to alcohol and drug awareness, puberty, technology, and other developmental issues.
Work with the Director of Student Services along with the Student Services Team in reviewing school and student data as well as policies and procedures to identify and address issues of continuity and coherence of social/emotional growth within and across the three divisions of the school.
Maintain both a formal and working knowledge of a broad range of current theoretical models of learning as well as counseling theory and techniques. Support and guide teachers utilizing classroom-based research intended to enhance student academic social-emotional learning. Recognize the close link between cognitive and social/emotional development and stay abreast of information in this domain.
Demonstrate knowledge and ongoing professional development in the area of child and adolescent development (e.g. continued education, workshops, etc).
Serve as a member of the school crisis team, when necessary.
Collaborate and consult with faculty, administrators, families, and other community members to provide a positive environment for student academic and social-emotional success and community wellbeing. Provide training, resources, and tools within our community to support this work.
Support and educate individual teachers, Middle School committees, Deans, and Division Head in identifying and addressing the social-emotional needs of each student—including the development and use of support plans for students with documented social, psychological, and/or emotional needs.
Maintain updated knowledge and training regarding mandated reporter laws and responsibilities within the State of Missouri.
Establish and maintain a personal working relationship with various outside professionals (e.g., mental health, medical) for referral, consultation, and collaboration.
Work with the Middle School Student Support Committee (Deans, Learning Specialist, Lower/Middle School Nurse, and Division Head) to deepen and refine faculty understanding of the relationship between academic success and social-emotional well-being. Train faculty in best practices on the most developmentally appropriate ways to ensure social-emotional growth that promotes academic success.
Collaborate regularly with the Lower/Middle School Nurse and Middle School Learning Specialist as a member of the Middle School Student Services Team.
Meet with parents in individual and group settings to gather information and to guide/explain/interpret a variety of information to help them better understand their student’s strengths and weaknesses in social-emotional growth. Provide parent-friendly literature and programming to guide and enhance their thoughts/knowledge about their own student’s development.
Collaborate with the advisors, athletic department, and other departments or groups, as needed.
Actively work with the Parent Education Committee in an advisory and supportive capacity to plan community outreach opportunities and parent discussions.
Other projects and responsibilities may be added at the School’s discretion.
Demonstrated ability to apply research in the classroom, small group, and individual settings
Demonstrates a passion and ability in providing student support for middle school students while maintaining appropriate levels of confidentiality
Successful experience in school setting with expertise in counseling and effectiveness in working with others
Demonstrated use of strong conflict resolution and personal coaching skills with students, teachers, parents and administration.
Demonstrated ability to develop systems of support where needed
Has a broad base of knowledge in the area(s) of child/adolescent development and social emotional needs
Three years experience as a counselor required, with experience in a school setting preferred
Minimum of Master’s Degree in Counseling, School Psychology, or Educational Psychology, preferably holds professional licensure (e.g., L.P.C.)
Excellent verbal and written communication skills
Strong interpersonal and organizational skills
Self-starter and problem solver
Founded in 1859, MICDS is a nonprofit, independent, preparatory school offering non-sectarian education to qualified students regardless of national origin, race or religion. MICDS consists of the Ronald S. Beasley Lower School, for grades Junior Kindergarten-4; Middle School, offering a coordinate model of single-gender education in the core curricular classes, for students in grades 5-8; and the Upper School for grades 9-12. MICDS is recognized as one of the nation's leaders in independent education.