] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → LEAD EML THERAPEUTIC COUNSELOR

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Lead EML Therapeutic Counselor

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Team Leader CODE: 0636 SQ/OQ: Not Applicable
WORKING TITLE: Lead EML Therapeutic Counselor GRADE: M MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Under direction of the Director of International Admissions and Enrollment (IAE), provides leadership, support, coordination for the day-to-day operations of counseling services to students who are English Learners (EL) and Emergent Multilingual Learners (EMLs) in grades Pre-K through 12. The lead plays a key role supporting the EML Therapeutic Counselor (ETCs) ensuring EML students have access to therapeutic services that lead to academic success. Leads crisis response, intervention and counseling for EL students and other students district wide as needed. Leads and provides support, training and information to teachers, school staff and administration in matters related to crisis intervention, restorative justice, mental health and counseling for EL/EML students, trauma-informed practices, cultural sensitivity and needs of EL/EML students and their families. Coordinates partnerships with community stakeholders.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Must have thorough knowledge of the ETC role responsibilities to be able to conduct observations and provide feedback on job performance. Thorough knowledge of crisis intervention techniques and procedures to prevent and address cross-cultural misunderstandings through restorative justice skills, circles, and guidance lessons. Must have a strong understanding and knowledge of customs, norms, as well as protocols of American culture and other cultures to support families in the IAE Welcome Center as needed. Maintains knowledge and sensitivity toward current immigrant issues to support the work of the ETC team, be proactive in response to enrollment data trends and implement procedures as needed. Thorough knowledge of resources serving the linguistically diverse communities to lead and engage collaborations with school and community partners. Ability to coach and assist with problem-solving techniques with students, parents, and staff from other cultures to support bridging cultural gaps between families and the school community. Demonstrates cultural sensitivity to families' views regarding mental health services and lead efforts to ensure equitable community services. Ability to lead ETCs in alternative counseling techniques other than traditional Western approaches; ability to quickly learn and implement new methods of counseling and ways to engage EL/EML students. Well-versed in all developmental stages within a cultural context. Knowledge of all elementary, middle, and high school processes and best practices in a relevant area such as, social skills, parenting, conferences, graduation requirements, college scholarships, financial aid and community resources. Ability to effectively communicate and collaborate with all entities in the schools. Ability to handle all types of situations including crisis intervention, which includes suicide prevention and conflict resolution. Proficient in computer applications. Demonstrates strong time management skills. Excellent bilingual oral and written communications skills. Ability to make presentations in front of large audiences. Knowledge of the Professional Growth Systems (PGS) established for the Montgomery County Association of Administrators and Principals (MCAAP/MCBOA) and the Supporting Services (SEIU) Professional Growth System (SSPGS). Demonstrated ability to supervise and evaluate staff and implement the Supporting Services Professional Growth System (SSPGS). Provides guidance, resources, and a continuum of support including professional development for communication and training support staff. Ability to quickly learn Montgomery County Public School (MCPS) policies, regulations, and practices.
EDUCATION, TRAINING, AND EXPERIENCE: Master's degree from an accredited college or university in counseling, social work, psychology or related mental health field. Must have specific training in cross-cultural counseling techniques and crisis intervention techniques and procedures, experience in leading trauma responsive equity-centered practices and professional development, including comprehensive knowledge of antiracist practices. Minimum of five years' experience as a counselor. Other combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered. Strong leadership experience and bilingual/bicultural skills required.
CERTIFICATE AND LICENSE REQUIREMENTS: None
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) (Frequent overtime or night work required, etc.) Ability to work nonstandard hours and ability to work beyond a 40-hour work week as required.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

Continues to create, oversee and lead ongoing professional development opportunities that the ETC team needs. Including bi-weekly scheduled meetings, clinical consultations, community partnership connections, monitoring of school supports, inclusiveness of district wide initiatives and team building opportunities. Manages department activities in the absence of the director. Supervises and oversees the daily work of the EML counselors. Represents the division at various departmental, cross functional meetings as required. Resolves conflicts arising with the teams, decision making, etc. Coordinates and facilitates quarterly data report reviews related to ongoing counseling services to understand any trends and to identify and address any additional training needs or gaps in new processes. Provides updates to MCPS leadership, steering committees, and stakeholders.
1. Oversees the quality of individual and group counseling and guidance lessons in a multicultural and multilingual, antiracist, trauma-informed and culturally sensitive manner to English Learners (ELs), Emergent Multilingual Learns (EMLs) and Students with Limited/Interrupted Formal Education (SLIFE) (formerly METS) students.
2. Coordinates the cultural, social and emotional adjustments of EL/EML students in Montgomery County Public Schools (MCPS).
3. Leads and participates in crisis response intervention and follow-up for EL/EML students/families, and other MCPS students experiencing a crisis as needed, throughout the district.
4. Leads and builds the capacity of ETCs.
5. Coaches ETCs on conducting risk assessments, consultation practices and sensitive parent conference techniques used in supporting families in crisis.
6. Ensures that ETCs are knowledgeable of state laws and reporting procedures for child abuse and neglect.
7. Serves as an advocate to address team concerns as it relates to accessibility of resources for families served.
8. Advocates for EL/EML/SLIFE students and any support needed for social emotional wellbeing.
9. Coordinates the collaboration and assignments of ETCs in collaboration with school staff and administration to ensure counseling supports and needs of the student population being served.
10. Analyze data that emphasizes the importance of achieving academic success to EML/EL/SLIFE students as well as their parents in order to improve graduation rates and decrease the opportunity gap.
11. Facilitates the understanding of cultural issues that may impact on the relationship between EML/EL students and school staff.
12. Supports ETCs with informing EML/EL students, as well as their families, regarding mental health issues. Refers to appropriate community agencies as needed.
13. Guides ETCs to support students and families in developing awareness of academic, social, and career choices within MCPS and community.
14. Collaborates with MCPS leaders to ensure collaboration with school-based counselors and administrators to meet the needs of ELD/EML/ SLIFE students, disseminate information and act as liaison between appropriate central offices and the schools on counseling issues.
15. Supports ETCs with assisting EL/EML students, EL/EML families and MCPS staff in becoming aware of cultural issues which affect the student directly or indirectly.
16. Monitors case records and referrals on EL/EML/METS students, data regarding work with students/families onto ESSIS database.
17. Leads ETCs in engaging EL/SLIFE /EML families in school meetings, events and collaborating with Parent Community Coordinators to help EL/SLIFE families' access resources and better understand the U.S. educational system.
18. Coordinates and oversees presentations to students, parents, school staff, and community members on topics of multicultural, multilingual, antiracist and trauma-informed school counseling issues.
19. Monitors ETC home visits.
20. Leads as a district expert to ETCs, teachers, administrators, and other school staff on issues pertinent to ELD/EML /SLIFE students (i.e., acculturation, second language learning, behavioral topics, and mental health issues).
21. Creates, conducts and overseas training on trauma-informed and responsive practices, neuroscience-informed (Neurosequential Model in Education (NME)) SEL, newcomer children, family reunification and different cultures.
22. Initiates and leads EL/SLIFE/EML students and MCPS staff in becoming aware of cultural, linguistic, developmental and trauma (Adverse Childhood Experiences (ACES) issues in the EML/EL population.
23. Actively participates in workgroups, including those that are centrally based or county-wide, including Children Fleeing Violence, unaccompanied minors, social-emotional learning (SEL), trauma-informed, Student Well-Being Team, Graduation Validation, Reimagining METS, Newcomer Task Force etc.
24. Presents information regarding diversity, culture, language, mental health issues and other relevant issues at Board of Education meetings, events, MCPS media, and community functions such as Town Hall and Parent Academy, etc.
25. Supports the creation of equitable SEL lessons in multiple languages throughout MCPS.
26. Participates in interviewing, selecting and evaluating staff.
27. Supervises ETCs and facilitates professional growth and development activities.
28. Performs related work as required.
Class Established: 05/2023
Date(s) Revised:
Last Reviewed:

This description may be changed at any time.