We are looking for fearless leaders, both female and male, that can work with school faculty and staff, students, parents, and community to plan, implement, and evaluate a comprehensive developmental guidance and counseling program at school assigned. Counsel students to fully develop each student’s academic, career, personal, and social abilities and address the needs of special population students and have an internal desire to be change agents in the lives of young boys. At Cisneros Leadership School for Boys, we advocate for the best single-gendered experience for boys through a personalized learning approach focused on creating a leadership pathway for each boy we serve as they develop their identity is our daily mission. 

Each of our boys has a right to have a voice in their learning as a co-creator of their education. If you have a personal desire and professional commitment to be a champion for boys and have an internal call in addressing gender equity and educational excellence, then we might be your village.

Mission: CLS Founding Staff will provide a personalized learning approach for each boy they serve focused on academic excellence and leadership development. 

Outcomes:

• 100% of boys (special programs included) will read at or above grade level proficiency by the end of the academic year.
• 100% of boys (special programs included) will meet or exceed math proficiency levels through district and state assessments.
• 100% of boys will grow more than one year in math and reading by the end of the year.
• 100% of boys complete a community service project.
• 100% of boys will develop a personalized leadership portfolio focused on college and career readiness.
• 100% of boys will articulate that their voice is heard in their class as determined by school surveys.
• 100% of boys will be on a leadership track to earn 1 to 3 high school credits by the end of 5th and 8th grade.
• Maintain 95% daily student attendance.

Competencies:

Mission Mindset for the advocacy of a single-gender education for boys and their leadership development in building self-confidence, agency, and empowerment to create a more gender equitable world.

Culturally and Gender Responsive educator that will utilize the cultural wealth that every boy brings with them to school and responds positively and constructively to bridge what the student knows to new concepts and content. In this practice, the teacher is reflective in developing the right mindset, engages in self-reflection, is and works toward becoming aware of their own implicit cultural and gender biases.

High Expectations for Accountability is personal and reflective of self and team contributions toward academic achievement. The understanding that the professional decision in teaching at a single-gender school for boys is a personal commitment to ensure that all boys achieve at a high level that sets them on the path toward college.

Collaboration Over Competition is evident in practice through collegiality among the team. Each member will hold high expectations for self and others to achieve and surpass academic goals. The words and actions of every educator that works with our boys is positive and shows a relentless belief that all will achieve growth and meet or exceed their grade level academic and leadership goals.

Reflective on daily lesson delivery, impact on student outcomes, and refinement in next day’s lesson execution. Teachers reflect on strengths and growth areas regularly, and seek support, feedback, and mentors to improve. Teachers find challenges exciting and persist during challenges. They demonstrate adaptability, innovation, and creativity to meet the goal and stay the course. Teachers are student-driven and actively seek new ways to close the gap and make no excuses.

Relationship Cultivators that seek to build relationships with students, staff, families, and community members. Each teacher will establish and maintain a cooperative working relationship with students and families based on trust, understanding, and respect for the communities in which they identify.

Terms of Employment:

11 months/202 days per year. Salary is on the Administrative Program Pay Plan - AP3 on the EISD Compensation Plan on a term or probationary contract, as applicable. Salary range is $57,142 - $68,026, with additional consideration for directly related experience.

Primary Purpose:
Work with school faculty and staff, students, parents, and community to plan, implement, and evaluate a comprehensive developmental guidance and counseling program at school assigned. Counsel students to fully develop each student’s academic, career, personal, and social abilities and address the needs of special population students.

NOTE: Applicant must have satisfactory outcome of fingerprinting background check. Non-refundable fee (approximately $50.00) paid by the applicant, before continuing within the process towards possible employment.

Qualifications:
Education/Certification

• Master’s degree in guidance counseling or related field
• Valid Texas Counseling certificate

Special Knowledge/Skills:

• Knowledge of counseling procedures, student appraisal, and career development
• Excellent organizational, communication, and interpersonal skills
• Ability to instruct students and manage their behavior

Experience:

• Two (2) years teaching experience

Major Responsibilities and Duties:

Guidance

1. Teach campus developmental guidance curriculum consistent with district’s guidance program plan and tailored to campus needs.
2. Assist teachers in the teaching of guidance-related curriculum.
3. Guide individuals and groups of students to develop education plans and career awareness.

Counseling

1. Counsel individual students and small groups with presenting needs and concerns.

Consultation

1. Consult parents, teachers, administrators, and other relevant people to enhance their work with students.
2. Work with school and community personnel to bring together resources for students.
3. Maintain a communication system that effectively collects and disseminates information to other professionals as appropriate.
4. Develop and maintain positive working relationships with other school professionals and representatives of community resources.
5. Use an effective referral process to assist students and others to use special programs and services.

Assessment

1. Participate in planning and evaluation of campus standardized testing program.
2. Interpret tests and other appraisal results appropriately and communicate to school personnel, students, and their parents.
3. Maintain the confidentiality of student assessment.

Program Management

1. Plan school guidance and counseling programs to ensure that they meet identified needs, priorities, and program objectives.
2. Implement a comprehensive and balanced program.
3. Develop and coordinate a continuing evaluation of the guidance program and individual activities and make changes based on findings.
4. Educate the school staff, parents, and community about the guidance program through a public information program.
5. Compile, maintain, and file all required physical and computerized reports, records, and other documents.

Positive School Culture Leadership:

1. Model and uphold high expectations for behavior and character.
2. Create and contribute to a school community that is joyful and rigorous and supports students to take risks.
3. Support whole school routines and procedures.
4. Build strong and trusting relationships with all students and staff.  Speak about all students and staff with respect and show all students and staff respect.
5. Support all school-wide systems for our students, including systems for behavior, attendance, homework, and any grade-wide systems developed to support students.
6. Attend all school and community events that showcase our students’ academic and leadership development to include after school and weekend events.

Family Partnership:

1. View our parents as partners and communicate proactively with families around student needs. Make regular, positive contact (phone calls, texts, positive note home) to the families of students. Support home visits conducted by staff for each of our students prior to the start of the school year and then again mid-year.
2. Proactively partner with families of students who are struggling academically or behaviorally to learn about their children, share updates, and strategize on supports. Embody a “parents as partners” mentality by speaking with respect about our students’ families and going above and beyond to build relationships with our students’ families (ex. sending campus newsletters home, inviting parents to campus events, etc.).

Diversity, Equity, and Inclusiveness:

1. Demonstrate and work towards continuous self-improvement in the DEI competencies: Building knowledge of race and class inequities and their impact, self-awareness, engagement in courageous conversations / Interaction with parents, students and staff from different backgrounds.

Administration

1. Comply with policies established by federal and state law, State Board of Education rule, and board policy in guidance and counseling area.
2. Comply with all district and campus routines and regulations.
3. Maintain a positive and effective relationship with supervisors.
4. Communicate effectively with colleagues, students, and parents.

Professional

1. Adhere to ethical and legal standards and model behavior that is professional, and responsible.
2. Always demonstrate professionalism by arriving on time to work, arriving on time to all meetings, and meeting all deadlines.
3. Proactively reach out for more time if it is needed.
4. Communicate professionally and effectively with school leaders and staff in order to work together positively.
5. Participate in staff development activities to meet the needs of innovated school.
6. Keep informed of and comply with state, district, and school regulations and policies for counselors.
7. Continue professional growth and strengthen knowledge, skills, and strategies through workshops, seminars, conferences, and/or advanced course work.
8. Attends professional development and training related to IB programs and methodologies, staying abreast of current research.
9. All staff will be required to attend necessary innovation-related training as well as any additional professional development training to meet the goals of the campus. This could require time during the school year and summer. Some training may require travel.

Other

1. Other duties as assigned in the best interest of the school district.

Supervisory Responsibilities:

• Supervise assigned counseling aide(s) and clerical employee(s).

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors
Maintain emotional control under stress. Work with frequent interruptions. Occasional districtwide travel; occasional prolonged and irregular hours.

THE EDGEWOOD INDEPENDENT SCHOOL DISTRICT DOES NOT DISCRIMINATE ON THE BASIS OF RACE, COLOR, GENDER, RELIGION, NATIONAL ORIGIN, AGE, DISABILITY, OR ANY OTHER BASIS PROHIBITED BY LAW.