- Posted Date: Jun 9, 2020 Deadline: Oct 31, 2020
Walkabout Bronx High School
School Name: Walkabout Bronx High School (07X625)
School Site: 730 Concourse Village West, Bronx, NY 10451
Position: Guidance Counselor
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Walkabout Bronx High School is a Structurally Anti-Racist community that honors individual and cultural identity with a foundation rooted in Design Thinking, Community Learning, and Action. We experience learning and life through the five challenge areas: Applied Academics, Internship, Service Learning, Wilderness and Presentation. Our students disrupt social, economic, and environmental injustices to harness the innate resilience, talent and wisdom of The Bronx. WBHS is being launched by a team of educators and alumni from the Walkabout Program, a highly successful experiential education program that the US Department of Education honored as one of the top 40 experiential education programs in the United States.
Key Design Elements
1. A consilient curriculum where learning and life become one.
A consilient curriculum eliminates the gap between what students learn in school and what they experience in life. At Walkabout, students progress through five “Challenge Areas”: Applied Academics, Career Internship, Service Learning, Presentation and Wilderness Expeditions. Throughout these challenge areas, students engage in a transdisciplinary, experiential, self-directed, and project-based learning process.
2. Design Thinking Intersessions create Collective Impact while building efficacy and resilience in students and communities.
Educational transformation requires the collaboration of educators and community members from all sectors. Design Thinking Intersessions bring these constituencies together through community-based projects, exposure to careers and student/teacher exchange between schools.
3. An engaged school community that develops student independence and interdependence.
Students cannot meaningfully engage in academics until they connect with themselves, their emotions, their peers, and their communities. Walkabout is grounded in an evidence-based Social and Emotional Learning (SEL) framework that empowers students through self-reflection and the practice of community.
4. A deeply embedded component of the local community.
The Walkabout Bronx High School is designed, governed, and owned by our local community—our greatest asset. Strong relationships with our community partners contribute to a more applicable and authentic student experience.
5. A diverse, equitable and inclusive school community makes us stronger.
Walkabout practices equity and inclusion throughout all of our procedures and instruction. We create an atmosphere in which all are valued and supported to participate fully in their education and the realization of their goals. These values are manifest in classrooms through student-driven curriculum development and course offerings, culturally responsive instruction and inclusion classes. We foster a culture of fellowship where students and staff support one another through challenges and achievements.
Because we believe that all staff members play an important role in the education of our students, the school will offer opportunities for guidance counselors to support and participate in activities such as:
- A 5-day summer planning institute that will offer an essential opportunity for staff to be involved in developing the school’s culture and instructional program
- After school and/or Saturday tutoring and internship assistance, enrichment, sports, arts, and family and community programs
- In-house school committees and/or special programs.
- Inquiry work with teachers and other staff members and collaborative conversation among all staff members.
Advance notice of dates will be supplied, and those who participate will be compensated according to the terms of the UFT contract. Staff participation in these activities is voluntary, although strongly encouraged, as they are very important to the development of the school.
Licensed certified Guidance Counselor in New York City schools, with satisfactory ratings and attendance.
Duties and Responsibilities
Because roles in small schools are varied and complex, serious consideration will be given to applicants who demonstrate in their resume and cover letter experience and/or willingness to commit to the school’s mission and core beliefs and to become involved in these essential aspects:
- Practicing counseling to facilitate professional growth and collaboration that supports overall learning environment for students
- Collaborate with teachers and provide expertise on socio-emotional aspects of learning to develop a guidance-based Advisory curriculum
- Counseling students, individually and in groups, regarding academic readiness, discipline-related guidance issues, social and emotional development, substance abuse (if trained), conflict mediation, and graduation requirements, and making appropriate referrals
- Serving as a faculty-advisor to a small “advisory group” of students throughout their duration in school, and attending professional meetings to support this work
- Maintaining regular and open communication with parents
- Identifying and making appropriate referrals to meet and support students’ academic, social, and/or mental health needs
- Developing and maintaining partnerships with participating educational institutions, industry partners, and community-based organizations to support school initiatives including job shadowing, internships, and other academic opportunities
- Seeking out resources and services outside our school to improve the emotional, social and academic well-being of our students and their families
- Providing orientations (incoming freshmen, college, and work fairs etc.), workshops (PTA/at risk students, etc.) and other public speaking events
- Attending all IEP conferences and meetings
The successful candidate will demonstrate:
- Willingness to carry out the above duties and responsibilities
- Evidence of successful counseling strategies with regard to academic readiness, discipline-related guidance issues, social and emotional development, substance abuse (if trained), and conflict mediation
- Ability to offer leadership to staff and teachers around the social and emotional development of students
- Familiarity with professional literature and best practice in social and emotional intelligences, and adolescent development
- Commitment to developing professional goals and objectives in collaboration with the
- administration that will monitor progress and assess effectiveness in enhancing student
- development and achievement
- Success in working collaboratively with colleagues, parents/caregivers and partners
- Ability to retrieve, organize, and report student data using all NYCDOE data systems (e.g. ARIS, STARS, AIS, SESIS)
- Dedication to helping children grow and learn in a demanding setting
- Experience collaborating on an interdisciplinary grade level team
- Evidence of success in collaborating on AIS (Academic Intervention Services) team
- Strong written and oral communication skills
In addition to the cover letter, resume, and interview, applicants must present three references including, if possible, one from a current supervisor. Other references might include a colleague with whom the applicant has collaborated, and/or a professional organization or staff development representative.
Work Schedule & Salary
As per Collective Bargaining Agreement
An Equal Opportunity Employer M/F/D
It is the policy of the Department of Education of the City of New York to provide equal employment opportunities without regard to actual or perceived race, color, religion, creed, ethnicity, national origin, alienage, citizenship status, age, marital status, partnership status, disability, sexual orientation, gender (sex), military status, unemployment status, caregiver status, consumer credit history, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. For more information, please refer to the DOE Non-Discrimination Policy.