SUMMARY: The Freshman Focus Counselor provides a comprehensive counseling program specifically tailored for 9th-grade students, involving the design and implementation of strategies and activities that support their unique transition to high school, and collaborates with teachers, staff, and parents to enhance the effectiveness of these strategies, significantly contributing to students' academic, social, and personal development during their critical first year of high school.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES Other duties may be assigned.
       Guidance and Counseling

• Provide a tailored guidance program for all 9th-grade students, focusing on their academic, social, and emotional needs.
• Assist in academic planning, including aligning high school curriculum with the requirements of an Early Middle College 5-year program of study.
• Track and support the academic performance of all 9th graders, focusing on their progression in a 5-year program.
• Implement and facilitate programs that foster first-year students’ social and emotional development.
• Provide support and referrals in crises, ensuring student safety and well-being.
• Address and mediate student conflicts, fostering a positive and respectful school climate.

       Program Development and Parent Engagement

• Define and continuously update pathways for the 5-year program of study, aligning them with students' academic and career goals.
• Manage and update all documentation related to the 5-year program of study, including student records and program outlines.
• Conduct regular workshops for students and parents about the 5-year program of study, including its benefits, requirements, and opportunities.

      Collaboration, Advocacy, and Professional Development

• Work closely with high school teachers and external advisors to support student needs and program requirements.
• Coordinate with special education services to support students with special needs, including those in a 5-year program.
• Engage in ongoing professional development relevant to freshman transition, counseling, and Early Middle College 5-year programs of study.
• Ensure adherence to policies and advocate for the needs of all first-year students, especially those in a 5-year program.
• Establish relationships with community organizations for additional resources and support.

       Extracurricular Activities and Career Planning

• Facilitate peer mentoring programs and encourage involvement in extracurricular activities to enhance the high school experience.
• Offer guidance on financial aid and scholarships, focusing on opportunities available for students in the 5-year program.
• Guide students in exploring plans, focusing on aligning these with the 5-year program of study.

 
 
SUPERVISORY RESPONSIBILITIES:  Students.
 
QUALIFICATIONS:  To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements below represent the required knowledge, skill, and/or ability. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
 
EDUCATION and/or EXPERIENCE:

• Master’s degree from an accredited college or university in School Guidance and Counseling
• Minimum of three (3) years of successful experience as a secondary counselor (preferred)

 
CERTIFICATES, LICENSES, REGISTRATIONS:

• Degree or endorsement in counseling
• Valid Michigan Teaching Certificate or School Counselor License

 
LANGUAGE SKILLS:
Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations.  Ability to write reports, business correspondence, and procedure manuals.  Ability to effectively present information and respond to questions from groups of managers, clients, customers, and the general public.
 
MATHEMATICAL SKILLS:
Ability to work with mathematical concepts such as probability and statistical inference, and fundamentals of geometry.  Ability to apply concepts such as fractions percentages, ratios, and proportions to practical situations.
 
REASONING ABILITY:
Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.   Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
 
OTHER SKILLS and ABILITIES:
Highly motivated.  Self-starter.  Willing to learn/master new methods/processes/applications.   Willing to work a flexible schedule.  Ability to operate personal computers.  Use of arms and hands for finger dexterity for operating such equipment.  Ability to apply knowledge of current research and theory in specific field.  Ability to establish and maintain effective working relationships with students, staff, and the school community.  Ability to speak clearly and concisely both in oral and written communication.  Ability to organize and follow through.  Ability to deal with confidential matters.   Ability to perform duties with awareness of all district requirements and Board of Education policies.
 
PHYSICAL DEMANDS:  The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
While performing the duties of this job, the employee is regularly required to sit and talk or hear.  The employee is occasionally required to stand; walk; and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 10 pounds such as testing materials.  Specific vision abilities required by this job include close vision and ability to adjust focus. Ability to withstand long-term use of Video Display Terminals is required.  The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.
 
WORK ENVIRONMEN:   The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
The noise level in the work environment is usually moderate.
 
Policy Against Discrimination and Retaliation (Title II, Title VI, Title VII, Title IX, Section 504)
The District Board of Education complies with all federal, state and local statutes and laws prohibiting discrimination and retaliation and expressly prohibits unlawful discrimination or unlawful retaliation in any form.  Specifically, Bay City Public Schools provides equal employment opportunity and treatment regardless of race, religion, color, gender, age, national origin, disability, height, weight, or any other orientation status protected by federal, state or local law.