School Counselor

Position Type: Specialists: AIG/Counselors/Social Worker/Media/School Counselor Date Posted: 1/21/2026 Location: Asheville Middle School Date Available: 08/13/2026 Closing Date: Until Filled Asheville City Schools Job DescriptionJOB TITLE: School Counselor JOB STATUS: Full-Time 1 Year Contract LOCATION: Asheville Middle School CONTACT: or GENERAL STATEMENT OF JOB Utilizing leadership, advocacy, and collaboration, school counselors promote student success, provide preventive services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all students. The major functions of the school counselor job description incorporate the North Carolina State Board of Education's guiding mission that every public school student will graduate from high school globally competitive for work and postsecondary education and prepared for life in the twenty-first century. SPECIFIC DUTIES AND RESPONSIBILITIESESSENTIAL JOB FUNCTIONS 1. MAJOR FUNCTION: DEVELOPMENT AND MANAGEMENT OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAM 1.1 Discuss the comprehensive school counseling program with the school administrator. 1.2 Develops and maintains a written plan for effective delivery of the school counseling program based on the NC Comprehensive School Counseling Standard Course of Study and current individual school data. 1.3 Communicates the goals of the comprehensive school counseling program to education stakeholders (i.e., administrators, teachers, students, parents, and community/business leaders). 1.4 Maintains current and appropriate resources for education stakeholders. 1.5 Uses the majority of time providing direct services through the Guidance Curriculum, Individual Student Planning and Preventive and Responsive Services, and most remaining time in program management, system support, and accountability (National standards recommend 80% of time in Guidance Curriculum, Individual Student Planning, and Preventive and Responsive Services and 20% of time in program management, system support, and accountability (American School Counselor Association, 2005). 1.6 Uses data to develop comprehensive programs that meet student needs. 2. MAJOR FUNCTION: DELIVERY OF A COMPREHENSIVE SCHOOL COUNSELING PROGRAMGuidance Curriculum 2.1 Provides leadership and collaborates with other educators in the school-wide integration of the State Guidance Curriculum Standard Course of Study. 2.2 Implements developmentally appropriate and prevention-oriented group activities to meet student needs and school goals. 2.3 Incorporates into their programs the life skills that students need to be successful in the twenty-first century. Individual Student Planning 2.4 Assists all students, individually or in groups, with developing academic, career, and personal/social skills, goals, and plans. 2.5 Accurately and appropriately interprets and utilizes student data. 2.6 Collaborates with parents/guardians and educators to assist students with educational, career, and life planning. Preventive and Responsive Services 2.7 Provides individual and group counseling to students with identified concerns and needs. 2.8 Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs. 2.9 Implements an effective referral and follow-up process as needed. 2.10 Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services. System Support 2.11 Provides appropriate information to school personnel related to the comprehensive school counseling program. 2.12 Assists teachers, parents/guardians, and other stakeholders in interpreting and understanding student data. 2.13 Participates in professional development activities to improve knowledge and skills. 2.14 Uses available technology resources to enhance the school counseling program. 2.15 Adheres to laws, policies, procedures, and ethical standards of the school counseling profession. 3. MAJOR FUNCTION: ACCOUNTABILITY 3.1 Conducts a yearly program audit to review the extent of program implementation and effectiveness. 3.2 Collects and analyzes data to guide program direction and emphasis. 3.3 Measures results of the comprehensive school counseling program activities and shares results as appropriate with relevant stakeholders. 3.4 Monitors student academic performance, behavior, and attendance and facilitates appropriate interventions. MINIMUM TRAINING AND EXPERIENCE To possess or be eligible to receive a North Carolina license as a school counselor. The completion of an approved program in school counseling at the Master's level or above. KNOWLEDGE, SKILLS, AND ABILITIES MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONSPhysical Requirements: Must be physically able to sit, stand, walk, and drive a car. Must be able to lift boxes up to 10 pounds. Physical demand requirements are for Light Work. Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar or divergent from obvious standards) of data, people, or things. Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments, or directions to subordinates or assistants. Language Ability: Requires the ability to read and write complex text and data. Intelligence: Requires the ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagrammatic form; to deal with problems involving several concrete variables in or from standardized situations. Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in Standard English. Numerical Aptitude: Requires the ability to utilize mathematical formulas, to add, subtract, divide, and multiply, and to understand and interpret complex statistical analysis. Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape. Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately when using computers and other technology. Manual Dexterity: Must have minimal levels of eye/hand/foot coordination. Color Discrimination: Requires the ability to differentiate between colors or shades of color. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under average levels of stress.

Created: 2026-03-10