Elementary School Counselor Substitute (5912)

Fales Elementary School, Westborough, MA, seeks a dynamicLong-Term Substitute Elementary School Counselor (grades K-3)September 1st - 25th, 2026 (four weeks)The Westborough Public Schools seek professionals who are excited to join a high-performing district where academic excellence, equity and wellness are our core values.We are an innovative, supportive, and high-performing district whose stellar staff provides high quality services for our diverse students and their families.We educate approximately 4,000 students from Pre-K through age 22, from homes that speak almost 30 different languages. Our student population is approximately 54% Students of Color and 46% White students.We support our passionate, dedicated, and highly skilled staff through ongoing collaboration to ensure their safety, health, sense of belonging, and professional growth.With a graduation rate of 97% and 90% of our students attending post-secondary schools, we are proud of our commitment to excellence in educating students to be informed and successful global citizens.Job Title: School CounselorReports to: PrincipalDepartment: CounselingSchool Year and days: September 1st-25th, 2026Per Diem: $190 per day, not benefitedQualifications:Education: Master's degree from an accredited college/university in Counseling, Social Work, Psychology or a related fieldProfessional Certification: MA DESE license as a School Counselor, SEI Endorsement preferredSpecialized Knowledge: child development, mental health, evidence-based practices/interventions, trauma-based care, wellness, inclusive practices, cultural proficiency, anti-bias instruction, social-emotional learning, CASEL (Collaborative for Academic, Social, and Emotional Learning), growth mindset, universal screening assessment/mental health screening, progress monitoringBilingual skills, especially in Spanish and Portuguese, are highly desirableCORI, SORI and Fingerprinting: All appointments are conditional based on a satisfactory CORI, SORI and SAFIS Background Check per 603 CMR 51.00.Preferred Experience:Working in a diverse public school setting with English Language LearnersSupporting students with mental health, wellness, special needs, including students with emotional, behavioral, and/or learning challengesDelivering services consistent with MTSS (Multi-Tiered Systems of Support)Highly desirable to have experience with some of the following:Using EBI (Evidence-Based Intervention) with studentsExperience with the following interventions preferred:Second Step SEL programPBS (Positive Behavioral Supports) using the FAIR systemTrauma-Focused Cognitive-Behavioral Therapy (TF-CBT)Cognitive Behavioral Therapy (CBT) in SchoolsDialectical Behavioral Therapy (DBT) in SchoolsRational-Emotive Behavioral Therapy (REBT)Collaborative Problem SolvingSkills and Abilities:Establish and maintain effective relationships with students, colleagues, families/caregivers, outside providers, and community resourcesCreate a welcoming, supportive, creative, flexible learning environment that ensures equitable access to information and supports for all studentsApply knowledge of current research and theory to instructional/counseling designApply knowledge of child development and diverse counseling approaches that result in social-emotional growth for studentsPlan and facilitate counseling services that are evidence-based: identification of students, goal-setting, progress-monitoring, and measured outcomes of progress.Empower students to be critical thinkersCollaborate with colleagues to implement supports that enhance the social-emotional growth of studentsCommunicate clearly and effectively, both orally and in writingUnderstand and conform to professional and ethical standards for school adjustment counselors/social workersCreate a welcoming and supportive environment that embraces the diversity among individuals and ensures equitable opportunities for student learning and community membershipMaintain a meeting space and resources that reflects the diversity of our community and affirms diverse identitiesWelcome new students and their families, providing orientation and entry-supportCase Management and CounselingIdentifies and assists students at risk in their social, emotional, behavioral, and academic adjustment to schoolProvides counseling experiences as guided by the Multi-Tiered System of Support, the Massachusetts Frameworks, and district standardsDelivers and reinforces direct 1:1 and group, strategy-based/goals-based counseling services to studentsMonitors students' understanding and adjusts instruction, materials, supports, or assessments when appropriateEvaluates, innovates, and refines practice to increase student learning, engagement, and confidenceAssists students in developing knowledge, skill and abilities to gain independence and fully utilize the targeted skillsCollaborates with students and staff to design, teach, facilitate, and evaluate how to use knowledge meaningfully for self-assessment, critical thinking, problem-solving, and decision-makingProvides crisis intervention and conflict resolution when neededServes as the liaison and facilitates supports for students students returning to school from absences related to mental health or behavior, including but not limited to hospitalization or juvenile justice facilitiesServes as primary staff to administer and oversee student wellness screenings, risk assessments, and other individual student safety checksManages all aspects of cases for students on 504 and IEP plansConsultation With Staff and Families/CaregiversConsults and collaborates with administrators/principals, families/caregivers, general education and special education staff about students in the Counselor's caseloadCommunicates to school personnel an understanding of the physical, social, emotional and psychological factors that strengthen or detract from a student's achievementActively participates in Targeted Supported Teams at the school during which time teams of teachers, administrators, and service providers review strengths and challenges of struggling students and identify targeted interventions, with follow-up assessment on the success of the interventionLeadership/CollaborationShares responsibility for accomplishing the goals and priorities of his/her/their department, school, and school district, and actively participates in all meetings and committeesModels instructional strategies and coaches colleagues and families/caregivers in the integration of social-emotional learning practicesMaintains close working relationships with specialists and staff in the Student Services department, as well as with community agencies and outside resourcesServe as primary contact to private therapists, mental health workers, and appropriate agencies, such as the Department of Child and Families (DCF)Coordinates SystemsProvides support, if needed, with registration, enrollment, and placement of new studentsProvides support for course selection and changes for new and existing studentsProvides support/guidance with post-secondary schools, private schools, colleagues and universities, financial aid, and careersIn cooperation with middle school classroom teachers, implement whole class Social Emotional Learning (SEL) lessons based on the DESE competencies of self-management, self-awareness, responsible decision making, relationship skills, and social awarenessAny other relative duties as assigned.Supervisory ResponsibilitiesThe School Counselor does not have supervisory responsibilities, except to direct any paraeducators who may be working with a student and the Counselor, and to train and supervise interns as neededSalary and BenefitsSalary and benefits for permanent staff are per the contract between the Westborough School Committee and the Westborough Education Association.The Westborough Public Schools do not discriminate on the basis of age, race, color, sex, religion, national origin, gender identity, sexual orientation, disability, or any other class protected by law.Date Updated: 5/19/2026