Guidance Counselor - FHS Evening Academy

Schedule: between 2:15 PM and 9:15 PM

About the role

The School Counselor provides comprehensive developmental guidance and counseling services to address social, emotional, and academic barriers to student achievement. By implementing a strategic guidance curriculum and providing individualized educational and career planning, the Counselor promotes age-appropriate skills and academic growth for all students. This role supports Framingham Public Schools’ high expectations for achievement, equal access to quality instruction, academic proficiency for all students, and closing the achievement gap among subgroups.

The FHS Academy - Evening at Thayer Campus is designed to provide students with flexible access to credit-bearing coursework in a hybrid learning environment that meets their academic, personal, and logistical needs. The program blends asynchronous instruction with structured in-person support, offering students a pathway to success outside of the traditional school day.

About Framingham

Framingham, Massachusetts, is a vibrant and diverse suburban community located 20 miles west of Boston, serving as a major hub in the MetroWest area. It blends urban convenience with the comfort of New England neighborhoods, characterized by cultural diversity and a strong community spirit. The Framingham Public School system is committed to equity, inclusion, and student success across its nine elementary schools, three middle schools, and Framingham High School. The district is recognized for its dual language programs, comprehensive special education services, and dedication to serving a diverse student population. Framingham is also home to Framingham State University and offers abundant outdoor opportunities, including Cushing Memorial Park and Callahan State Park.

Requirements

• A Master’s Degree from an accredited college or university in Social Work, Counseling, or a related field.
• School Counselor (All Levels) certification.
• Proven track record of delivering high-quality clinical support and managing diverse caseloads.
• Experience working with students in academic, social/emotional, and career domains within a school district or clinical setting is preferred.
• Bilingual proficiency in Spanish and/or Portuguese is encouraged.

Skills

• Clinical Intervention & Support: Design and implement Tier 1, Tier 2, and Tier 3 social-emotional interventions to meet the diverse psychological and behavioral needs of students, including those with IEPs and 504 plans.
• Data-Driven Decision Making: Collect and analyze behavioral data, social-emotional screening results, and attendance patterns to inform clinical interventions and track student progress toward IEP goals.
• Multi-Tiered Systems of Support (MTSS): Work effectively within Professional Learning Communities (PLCs) and multidisciplinary teams to develop proactive, school-wide strategies that promote academic success and social-emotional wellness.
• Clinical Case Management: Coordinate complex cases by serving as a liaison between families, school-based teams, and community agencies such as DCF, Psychiatric Emergency Services, and the juvenile court system.
• Restorative Practices & Crisis Management: Master restorative justice, conflict transformation, and de-escalation techniques; provide immediate crisis intervention and lead re-entry meetings for students returning from outside placements.
• Compliance & Ethics: Knowledge of the principles, practices, and ethical standards of school social work/counseling, including maintenance of clinical confidentiality and accurate record-keeping.
• Instructional Technology: Proficiency in using Google Workspace for Education and specialized data-tracking software to manage caseloads, monitor progress, and facilitate collaborative planning.
• Communication: Communicate clearly and concisely to diverse stakeholders, effectively translating clinical observations into actionable educational strategies for teachers and parents.
• Cultural Proficiency: Demonstrated cultural proficiency and competence in fostering an equitable and inclusive district environment for all staff, students, and families, ensuring language accessibility in all clinical communications.
• Professionalism & Clinical Composure: Maintain regular, predictable, and punctual attendance; exhibit professional composure and objective judgment when responding to high-stakes emotional situations or behavioral escalations.

Responsibilities

• Guidance Curriculum & Instruction:
  • Design, implement, and assess a comprehensive guidance curriculum focusing on academic achievement, career development, and personal/social growth.
  • Plan and coordinate classroom group guidance sessions to meet identified counseling competencies.
  • Prepare students for transitions to the next academic levels and coordinate programs such as career fairs and test preparation.
• Student & Responsive Services:
  • Use student planning activities to assist learners in navigating educational experiences that support their potential.
  • Provide individual and group responsive counseling for personal, social, and academic concerns.
  • Serve as a member of the school's Crisis Team and the district-wide Crisis Task Force as needed.
• Consultation & Collaboration:
  • Assist faculty in understanding student data and provide in-service training on topics related to student achievement.
  • Consult with parents/guardians to discuss educational options and complete Social/Developmental histories for special education evaluations.
  • Serve as a liaison with the Multilingual Department, Psychiatric Emergency Services, and McKinney-Vento coordinators.
• Professional Responsibilities & Development:
  • Commit to ongoing professional development, staying current with evidence-based practices and antiracist pedagogical frameworks.
  • Contribute to the school community by participating in staff meetings, serving on committees, and supporting extracurricular activities as directed.
  • Plan and supervise purposeful assignments for educational support staff and volunteers to maximize their impact on student learning.
• Perform other duties as assigned.

Working Conditions

• Mobility, Navigation & Travel: Move about and traverse throughout the school building and grounds; engage in frequent standing, walking, bending, stooping, kneeling, and reaching. Navigate tight spaces between desks and move furniture to reorganize learning spaces.
• Stationary Tasks: Remain in a stationary position for considerable periods for instructional delivery, administrative tasks, and meetings.
• Sensory Requirements: See and hear continuously to ensure student safety, monitor classroom operations, and provide instruction in active school environments. Requires close and distance vision to monitor students, along with auditory acuity to hear in crowded environments.
• Communication: Communicate effectively and clearly with students, parents, and district personnel in person, via email, and on the telephone or video conference.
• Manual Dexterity & Technology: Frequent use of hands to finger, handle, or feel. Operate a computer, input data, and utilize instructional technology and office productivity machinery continuously throughout the day.
• General Physical Strength: Lift, move, and position classroom materials and equipment (up to 30 lbs) such as books, supplies, and bulk student devices.
• Working Environment: Adapt to dynamic, higher-noise school environments during classroom instruction, recess, and observations. Sustain exposure to high noise levels, classroom germs, and potential for rapid temperature changes.
• Interaction & Focus: Interact routinely with diverse stakeholders, meet multiple high-level demands simultaneously, and maintain focus on student needs amid frequent interruptions.
• School Environment Exposure: Navigate and function effectively within diverse school settings, including classrooms, cafeterias, and playgrounds, which involve varying noise levels and high-activity environments. Sustain a very high level of social interaction.
• Behavioral De-escalation & Resilience: Remain calm and professional when exposed to student behavioral challenges or high-stakes emotional situations; apply de-escalation techniques as needed. Likely to be placed in conflict situations where parents and students might become angry or unpleasant on a regular basis.