.5 School Counseling Support Specialist and .5 Cowles Montessori School Counselor

TITLE: School Counseling Support Specialist

POSITION TYPE: TCHR

HIRING SPECIFICATIONS:

Required Education and Experience:

• Master’s degree in School Counseling; Iowa professional service license (or eligibility to obtain).
• Five (5) years successful K12 school counseling experience.
• Demonstrated leadership in hiring, coaching, or program coordination.

Desired Education and Experience:

• Experience supervising interns or mentoring new counselors.
• Prior work with university partnerships or educator preparation programs.
• Bilingual or multilingual proficiency.

Skills, Knowledge, and Abilities:

• Deep understanding of the ASCA National Model, Multi-Tiered System of Supports, and current best practices
• in counseling.
• Skill in adult learning design, facilitation, and data-driven program evaluation.
• Strong organizational, project management, and communication abilities.

BASIC FUNCTION:

The School Counseling Support Specialist (SCSS) provides districtwide leadership for all aspects of the school- counseling talent pipeline and professional growth system. Working under the direction of the School Counseling Coordinator—and in close partnership with Talent & Personnel, building principals, and university partners—the SCSS recruits, hires, onboards, mentors, and develops school counselors so they can deliver high impact, ASCA-aligned programs that improve student outcomes.

ESSENTIAL FUNCTIONS:

• Serve as first point of contact when vacancies arise; collaborate with Talent & Personnel to coordinate

  notification, posting, and communication timelines to ensure equitable and efficient hiring cycles.

• Chair district screening teams, facilitate placement interviews with principals, and guide buildings in final

  selection decisions.

• Design and deliver multiday summer orientation and induction sessions for new-to-profession and new-to-

  district counselors.

• Create year-long onboarding roadmap, resource hub, and check-in cadence; monitor progress and adjust

  supports as needed.

• Provide individualized, research-based coaching cycles (prep observe debrief) for all counselors in

  Years 1–3 and for any counselor who self-refers or is identified for additional support through the evaluation

  process.

• Collaborate with each coachee to set data-driven growth goals around Tier 1 instruction, Tier 2 group

  interventions, or Tier 3 individual counseling skills.

• Maintain a flexible coaching caseload that scales with district demand rather than a fixed quota; adjust

  intensity (e.g., frequency of visits, virtual check-ins) to match counselor’s need.

• Document baseline data, coaching actions, and evidence of growth; share progress reports with counselors,

  principals, and the School Counseling Coordinator, and recommend support for next steps.

• In collaboration with the School Counseling Coordinator, conduct needs assessments; develop annual

  professional development calendar aligned to ASCA National Model, district initiatives, and counselor skill

  bands.

• Plan and facilitate workshops, support PLCs, and coaching cycles; evaluate impact through data collection

  and participant feedback.

• Act as primary liaison to graduate preparation programs across the Midwest; maintain partnerships, market

  district opportunities, and host biannual information sessions.

• Manage application, placement, and supervision systems for practicum students and interns; support site

  supervisors and ensure compliance with ASCA ethical standards.

• Collect and analyze data on hiring, retention, PD effectiveness, and intern outcomes; prepare reports for

  leadership.

• Contribute to program evaluations, grant proposals, and strategic planning initiatives.

• Represent the counseling program on district committees and at regional/state conferences as requested.

ADDITIONAL ESSENTIAL FUNCTIONS (for every DMPS position):

• Attend work on a prompt and regular basis.
• Maintain confidentiality.
• Maintain satisfactory and harmonious working relationships with the public, students, and other employees.
• Assist with other duties as may be assigned.

DEPARTMENT: Student and Family Services

REPORTS TO: School Counseling Coordinator

RECEIVES GUIDANCE FROM: Student Services Director

BARGAINING GROUP: DMEA

FLSA STATUS: Exempt

FT/PT: Full Time, 210 Days, 7.75 Hours/Day

PHYSICAL REQUIREMENTS: Standing, walking, sitting, bending/stooping, reaching/pushing/pulling, lifting carrying

WORKING CONDITIONS: Mostly indoors with some outdoor responsibilities during arrival/dismissal

All of the above duties and responsibilities are essential job functions subject to reasonable accommodation. All job requirements listed indicate the minimum level of knowledge, skills and/or ability to perform the job proficiently. This job description is not to be construed as an exhaustive statement of duties, responsibilities or requirements. Individuals may be required to perform any other job-related instructions as requested by their supervisor, subject to reasonable accommodation.

Employee Benefits Information

All candidates offered a position will be required to successfully pass a criminal background check, and a child and adult abuse registry check. Certain positions may require fingerprinting, a drug and alcohol test, a physical capacity test and/or a motor vehicle record check.

For questions about this position, contact: jeremiah.schwennen@dmschools.org

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TITLE: School Counselor K-8

POSITION TYPE: TCHR

HIRING SPECIFICATIONS:

Required:

• Master's degree in school counseling.
• Valid Iowa license in school counseling.
• Competency working in a culturally diverse environment or the willingness to acquire these skills.

Desired:

• Classroom teacher experience.
• Prior experience at the grade level(s) of the position.
• Experience in an urban school district.

BASIC FUNCTION:
Design, implement, and manage a comprehensive school counseling program aligned with the American School Counselor Association National Model and the Iowa Framework for School Counseling Programs, addressing the career, academic, and social emotional development of all students.

ESSENTIAL FUNCTIONS:

• Develop and manage a comprehensive school counseling program aligned to ASCA model.
• Implement social-emotional learning initiatives throughout the school, including direct classroom instruction.
• Implement postsecondary success programming that facilitates student exploration of careers and postsecondary education/training.
• Collaborate with all staff to provide support within the DMPS version of Multi-Tiered Systems of Support.
• Be knowledgeable about resources and services within District, as well as through community partners, in order to provide appropriate referrals for students and families when necessary
• Provide responsive services to meet the needs of the school community as directed by the principal.
• Collect and respond to data, in order to demonstrate progress toward reaching student outcome goals, as well as goals of the counseling program.
• Demonstrate accountability for personal, professional, and programmatic growth.

ADDITIONAL ESSENTIAL FUNCTIONS (for every DMPS position):

• Attend work on a prompt and regular basis.
• Maintain confidentiality.
• Maintain satisfactory and harmonious working relationships with the public, students, and other employees.
• Assist with other duties as assigned.

DEPARTMENT: Teaching and Learning, Student & Family Services

REPORTS TO: Building Administrator

RECEIVES GUIDANCE FROM: Counseling Department, Principal Supervisors

BARGAINING GROUP: DMEA

FLSA STATUS: Exempt

FT/PT: Full Time, 7.75 hour/day, 210 Days

PHYSICAL REQUIREMENTS: Standing, walking, sitting, bending/stooping, reaching/pushing/pulling, lifting carrying

WORKING CONDITIONS: Mostly indoors with some outdoor responsibilities during recess and arrival/dismissal

All of the above duties and responsibilities are essential job functions subject to reasonable accommodation. All job requirements listed indicate the minimum level of knowledge, skills and/or ability to perform the job proficiently. This job description is not to be construed as an exhaustive statement of duties, responsibilities or requirements. Individuals may be required to perform any other job-related instructions as requested by their supervisor, subject to reasonable accommodation.