Job Counselor jobs at Suffolk County Community College - 524 jobs

Job Description North Suffolk is looking for Awake Overnight Counselors to join our Emergency Respite Program team! Overnight Residential Counselors reports to the Program Manager. Under the supervision of the Respite Program Manager, the Overnight Support Specialist is responsible for the safety and well-being of persons in site based respite settings during overnight shifts. This position provides direct services to persons in ICGLE/IMGLE settings based on need level and adheres to all agency policies and procedures and licensing/funding source requirements. Salary starting at:$20hr What you'll do: Be awake and available to persons during overnight shift until persons have left residential program, or until the morning staff person arrives. Check in with staff, persons who are awake and complete a walk-through of the program every hour. Read the Staff Communication Log and review risk plans. Document each person's progress in the confidential record. Perform household maintenance and upkeep as needed. Write daily notes at end of shift if needed, noting any incidents and maintain regular communication with other team members. Complete medication counts. What you'll need: Education: High School diploma or GED required. Bachelor's degree in any related field preferred. Experience: In lieu of college degree, at least six months experience with population that has severe and persistent mental illness and/or substance use disorder. Skills: Must have valid Massachusetts Driver's license. Must be or able to become MAP certified CPR/First Aid certified within five months of hire (training provided). Competitive & Comprehensive Benefits Paid Time Off - Two weeks' vacation per year (three weeks' after 1 year of service), 12 sick says per year, and 11 paid holidays per year Eligible employer for the Public Service Loan Forgiveness program Health & Dental Insurance, with generous employer contribution Employer Paid Life Insurance 403 (b) Retirement Plan with employer matching Voluntary Short and Long Term Disability Insurance Medical & Dependent Care Flexible Spending Accounts Access to Credit Union Banking Access to State Tuition Remission Program (Worksite Specific) Employee Referral Bonus Program Discounted Movie Tickets Comprehensive Training Program Internal Advancement Opportunities

INTERNATIONAL LEADERSHIP CHARTER MIDDLE SCHOOL BILINGUAL SCHOOL COUNSELOR The Bilingual Social Worker/Counselor will provide services and assistance to improve the social and psychological functioning of students and their families to maximize well-being and academic functioning. The Social Worker/Counselor will assist parents and students at the International Leadership Charter Middle School to achieve social and academic goals. Key Duties: • Interview and counsel at risk youths, develop and maintain service plans; including long-term and short-term goals. • Schedule and facilitate individual and group sessions. Facilitate weekly leadership/conflict resolution workshops with participants. Incorporate leadership and conflict resolution curricula into individual and group sessions. • Maintain records and prepare reports. Maintain daily attendance, registration and case referral logs. • Counsel students whose behavior, school progress, or mental or physical impairment indicate a need for assistance, diagnosing students' problems and arranging for needed services. • Consult with parents, teachers, and other school personnel to determine causes of problems such as truancy and misconduct, and to implement solutions. • Performs other duties as assigned. Job Description: Provide services and assistance to improve the social and psychological functioning of students and their families to maximize well-being and academic functioning. Assisting parents and students at the International Leadership Charter High School to achieve social and academic goals. Interview and counsel at risk youths, develop and maintain service plans; including long-term and short-term goals. Schedule and facilitate individual and group sessions. Facilitate weekly leadership/conflict resolution workshops with participants. Incorporate leadership and conflict resolution curricula into individual and group sessions. Maintain records and prepare reports. Maintain daily attendance, registration and case referral logs. Counsel students whose behavior, school progress, or mental or physical impairment indicate a need for assistance, diagnosing students' problems and arranging for needed services. Consult with parents, teachers, and other school personnel to determine causes of problems such as truancy and misconduct, and to implement solutions. Performs other duties as assigned. Qualifications: • Master's degree in Counseling and/or Social Work • Minimum of three (3) years of experience • Previous case management, assessment, counseling and crisis intervention preferred. • Bilingual (English/Spanish) is a plus • Strong communication skills required and strong interpersonal skills to work with school, students, parents and community-based agencies. • Professional clinical experience with students and their families and a commitment to working with parents and students as partners in education. • Belief that all students can learn and become socially responsible • Respect for all students and their families. • Demonstrate an ability to multi-task effectively and prioritize strategically • Demonstrate a strong commitment to and alignment with the mission, beliefs, and values of International Leadership Charter School, and to going above and beyond the requirements of the job Compensation and Benefits: The compensation will be commensurate with level of experience and a record of demonstrated success. We are seeking an individual of outstanding quality with a track record of positive outcomes. The International Leadership Charter Middle School is prepared to offer a compensation package commensurate with experience, to include a competitive base salary as well as health, dental, vision and 401K Additional Application Instructions: • Resume must be accompanied by a cover letter (*****************) • Salary Range: $70,000.00 - $85,000.00 Please visit our website for more information about our school: ********************

Job Number #169945 - New York, New York, United States Who We Are Colgate-Palmolive Company is a global consumer products company operating in over 200 countries specializing in Oral Care, Personal Care, Home Care, Skin Care, and Pet Nutrition. Our products are trusted in more households than any other brand in the world, making us a household name! Join Colgate-Palmolive, a caring, innovative growth company reimagining a healthier future for people, their pets, and our planet. Guided by our core values-Caring, Inclusive, and Courageous-we foster a culture that inspires our people to achieve common goals. Together, let's build a brighter, healthier future for all. Litigating matters under the supervision of the Chief Litigation Counsel, with responsibility for management, coordination, and strategy of portions of the Company's product liability litigation, consumer class actions and general commercial litigation, as well as the evaluation and resolution of pre-litigation demands. Responsibilities: Conducting comprehensive case analysis and research to assess litigation matters and threats, enabling strategic decision-making that aligns with organizational objectives Coordinating communications between outside counsel and the Company's in-house legal organization and Company senior management and employees Participating in the preparation or depositions of corporate representatives and current/former Company employees Overseeing the Company's relationships with its retained experts and third party vendors for Litigation matters Collecting and reviewing documents as part of the Company's litigation risk assessment Liaising with opposing counsel on litigation matters, including settlement negotiations Coordinating the Company's response, along with Consumer Affairs, to significant consumer product complaints Attending court conferences and hearings as needed Drafting or overseeing the drafting of legal documents, briefs, and pleadings, and representing the company in court or other settings, articulating legal strategies and positions persuasively Assisting with the preparation of discovery responses Counseling the business and assisting with risk assessments relating to marketing and advertising campaigns Minimizing legal exposure through training, counseling, and pre-litigation risk mitigation measures Conducting legal research Using tools and technology to ensure compliance with records retention and discovery obligations Overseeing and managing budgets for litigation matters Using data to drive informed decision-making Required Qualifications: Bachelors Degree Juris Doctor 6+ years of litigation experience, within a law firm or in-house Experience with product liability litigation, marketing and false advertising class action litigation, and/or general commercial litigation Preferred Qualifications: Experience with intellectual property litigation and/or conducting internal investigations, and prior in-house experience Strong analytical, communication, negotiation, critical thinking, decision making and legal writing skills as well as very strong litigation skills Proactively enhance technical expertise by attending external training and reading current legal materials Process-oriented with strong organizational skills while also being flexible to changing needs Compensation and Benefits Salary Range $151,200.00 - $213,000.00 USD Pay is determined based on experience, qualifications, and location. Salaried employees may also be eligible for discretionary bonuses, profit-sharing, and long-term incentives for Executive-level roles. Benefits: Salaried employees enjoy a comprehensive benefits package, including medical, dental, vision, basic life insurance, paid parental leave, disability coverage, and participation in the 401(k) retirement plan with company matching contributions subject to eligibility requirements. Additional benefits include a minimum of 15 vacation/PTO days (hourly employees receive a minimum of 120 hours) and 13 paid holidays (vacation days are prorated based on the employee's hire date within the calendar year). Paid sick leave is adjusted based on role and location in accordance with local laws. Detailed information regarding paid sick leave entitlements will be provided to employees upon hiring and may be subject to adjustments based on changes in legislation or company policies. Our Commitment to Inclusion Our journey begins with our people-developing strong talent with diverse backgrounds and perspectives to best serve our consumers around the world and fostering an inclusive environment where everyone feels a true sense of belonging. We are dedicated to ensuring that each individual can be their authentic self, is treated with respect, and is empowered by leadership to contribute meaningfully to our business. Equal Opportunity Employer Colgate is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity, sexual orientation, national origin, ethnicity, age, disability, marital status, veteran status (United States positions), or any other characteristic protected by law. Reasonable accommodation during the application process is available for persons with disabilities. Please complete this request form should you require accommodation. For additional Colgate terms and conditions, please click here. #LI-Hybrid

SY26-27 SEZP Counselor (Clinician) Grade Level: 6-8 Full Time Start Date: August 2026 (exact start date TBD) Base Salary: Up to $96,864.45 and commensurate with experience Educators in the Springfield Empowerment Zone Partnership are responsible for ensuring that students have access to strong instruction, experience a deep sense of belonging in school, and are prepared for meaningful academic and life opportunities. SEZP educators serve as instructors, mentors, and collaborators. They contribute to school communities that value strong relationships, clear expectations, and continuous improvement-for students and for adults. Clinical Responsibilities: Implement the middle and high school SEL curriculums Understand continuum of mental health services, referring students and family to an appropriate level of care in coordination with their supervisor Counsel individuals and small groups of students toward academic, social, and emotional growth Consult with and train teachers, parents and staff regarding student's needs Work with other Counselors and staff to refer students who have barriers to learning and their parents to special programs, specialists and outside agencies Provide consultation and facilitate referrals to appropriate levels of care and specialized services based on the student's needs. Optimize the collaboration and coordination of the interdisciplinary team to enhance the environment of student care Participate in and facilitate the problem solving process (STAT) Participate in the planning and evaluation of the counseling program Maintain current professional license and adhere to ethical standards in accordance with SEZP Consistently attend work on scheduled day and time, in professional attire and with a professional demeanor PROFESSIONAL RESPONSIBILITIES: Maintain confidentiality Maintain records consistent with ethical and legal guidelines Perform responsibilities in an organized, accurate, timely and dependable manner Operate within the federal and state laws and the established SEZP, district, and school procedures and policies Provide support for other school and district programs and personnel Attend SEZP professional development and meetings Keep informed of current professional trends Utilize computers effectively in the performance of assigned duties and responsibilities Pursue professional growth Complete other duties as assigned by the supervisor QUALIFICATIONS: Certification as a School Social Worker/Adjustment Counselor or Guidance Counselor by the Massachusetts Department of Education at the appropriate grade level required (Counselors without DESE license may be eligible for a licensure waiver) Master's Degree in Social Work, Counseling or related field preferred; bachelor's degree required Effective problem solving and communication skills Experience working with students and families, plus community health and social service agencies Must be able to complete thorough clinical documentation Strong Interpersonal and communication skills Knowledge of theoretical frameworks of intellectual, social, and emotional development Familiarity with philosophy, principles, and practices in social work or counseling Familiarity with mental health and emotional impairments including learning disorders affecting student achievement Familiarity with prevention and treatment of substance abuse, physical and sexual abuse, and violence in students Experience with crisis management and intervention Knowledge of medical conditions and medication related to physical disabilities and learning disorders If you meet many-but not all-of the qualifications above, we encourage you to apply. SEZP values educators who are reflective, collaborative, and committed to continuous growth. We encourage you to reach out to us at ************* if you have questions about the role or your qualifications. We are happy to help you feel ready to apply! Benefits Selection as an educator in SEZP recognizes an individual for their outstanding vision, capacity, and commitment to students. Educators in SEZP are eligible for the same competitive benefits available to Educators in the Springfield Public Schools. Educators joining SEZP may also be eligible for the following recruitment incentives, which may be offered individually: Signing bonus in addition to base salary Relocation award for candidates from regions beyond western Massachusetts About the Springfield Empowerment Zone Partnership: While Massachusetts is consistently ranked as one of the top states for education results in the country, we have one of the highest and most persistent opportunity gaps. The Springfield Empowerment Zone Partnership (SEZP) - established in 2015 as a collaboration between Springfield Public Schools (SPS), the Massachusetts Department of Elementary and Secondary Education (DESE), and the Springfield Education Association (SEA) - seeks to improve the longitudinal life outcomes of the more than 2,500 students in our 8 middle schools. SEZP combines district-based public education with the flexibility of autonomous school models, granting schools meaningful control over curriculum, staffing, scheduling, and budgeting-while maintaining clear accountability for student learning and growth. Across all of its work-including school improvement and educator preparation-SEZP is guided by three core values: Access: Expanding access to strong learning environments, skilled mentors, and clear pathways for students and educators Belonging: Building communities where people are known, supported, and accountable to one another Opportunity: Preparing students and educators to learn, lead, and thrive over time NONDISCRIMINATION EMPLOYMENT STATEMENT The Springfield Public Schools does not discriminate in employment on the basis of race, color, religion, national origin, sex, gender identity, sexual orientation, genetic information, pregnancy or pregnancy related conditions, ancestry, age, disability, veteran status, or marital status. NOTICE OF SEX NONDISCRIMINATION Springfield Public Schools does not discriminate on the basis of sex and prohibits sex discrimination, including sexual harassment, in any education program or activity that it operates, as required by Title IX and its regulations, including in admission and employment. Inquiries about Title IX may be referred to the Springfield Public Schools' Title IX Coordinator, ************************************, the U.S. Department of Education's Office for Civil Rights at ********************************** or both. The Springfield Public Schools Title IX Coordinator is Katie O'Sullivan, Senior Administrator of Human Resources, 1550 Main Street, Springfield, MA 01103, ************ ext. 55428, ************************************. Springfield Public School's sex nondiscrimination policy and grievance procedures can be located on the Springfield Public Schools website, *************************************************** To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to ************************************

This is an entry-level direct care position assigned to community residences. Incumbents are assigned to shifts to ensure the provision of 24-hour-a-day, seven-day-a-week coverage. Workers in this job category perform a wide variety of tasks related to the care, nurturing, treatment, education, socialization, habilitation, recovery/healing, safety, security, and support of adults diagnosed with mental illness and substance abuse disorder. These tasks focus on supporting, instructing, and assisting recipients of services to develop the skills needed to attain personal goals, live, be educated, work, and socialize successfully in the community environments of their choice and also in maintaining a safe, clean environment. In addition, workers also advocate for clients and support families or other caregivers in their efforts to assist these individuals. ESSENTIAL TASKS: To perform this job successfully, an individual must be able to perform each essential duty listed satisfactorily. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the essential functions unless this causes undue hardship to the agency. * Throughout assigned shift performs regular inspections inside of the facility to ensure the safety of the consumers and residents, accountability of property, cleanliness of consumer rooms and common areas. * Immediately reports serious incidents, serious incident allegations, incidents, or sensitive situations to supervisors. Completes incident reports in accordance with Institute for Community Living policy. * Explains the types of services, recreational activities and other programs available to consumers and residents, instructs the consumer or resident in daily living skills, socialization skill enhancement and conflict resolution. * Executes emergency plans as outlined in the policy and procedure manual under the direction of the assigned supervisor and adheres to program policy on securing the safety and well-being of consumers/residents, staff and visitors requiring emergency medical care. * Assists and instructs individuals in attending to personal hygiene, grooming, nutrition and daily living; ensures that sufficient and appropriate attire is available. * Encourages and assists individuals to participate in physical, social, recreational, educational, and other rehabilitation goals to enhance the individual's recovery/healing, and draw individuals into fuller participation in the life of their family and community. * Reviews the staff communication log at the beginning of the work shift and makes entries in the staff communication log concerning security checks, crisis incidents, emergency situations, incident reports, or other essential elements of information designated by program management. * Observes the physical environment and performs housekeeping tasks as necessary to ensure the maintenance of a safe, clean, comfortable and healing environment for individuals. * Documents all significant behavioral responses in prescribed format; assist in crisis and emergency situations to protect the welfare of individuals, staff, and others. * Encourages and coaches individuals to participate in physical activities, exercise and athletic games, to promote physical well being; instructs and supports individuals in the performance of tasks such as shopping, meal preparation, housekeeping, transportation, and routine household operation and maintenance. * Accompanies and/or transports individuals to regularly scheduled or emergency visits to medical treatment facilities, and therapy sessions, as necessary and to social agencies, government offices, and social activities, such as dances, picnics, shopping visits, field trips to cultural and athletic events, and weekend activities, or other locations associated with the treatment or assistance of the consumer. * May assist in developing educational, vocational, and social skills within the framework of the individual's treatment/service plan. May lead skills development or activity groups with individuals and families, as appropriate. * Models appropriate interpersonal behavior and social skills. * May assist and supervise individuals in meal preparation, laundry and light housekeeping tasks; * May supervise activities of consumer workers in special tasks. * Participates in fire drills, performs headcounts, fire-watch and heat safety activities with other team members. Assists the clinical staff in accounting for residents/consumers. May assist in the filing of missing person reports on residents/consumers not accounted for in accordance with Institute for Community Living policy and procedure * Expected to comply with attendance rules and timekeeping procedures and to report to work as scheduled and/or required on a regular basis. Must have availability and ability to work beyond the normal schedule as needed. * Expected to participate in clinical case conferences, attend regular scheduled team and staff meetings and supervision; complies with all required in-service training, and staff development activities. * As assigned, provides monitoring of medications and makes appropriate medication administration form entries in accordance with the medication protocol. As assigned, assists consumers/residents who are on a monitored medication regime. * Observes individuals' behavior and specific responses to treatment and rehabilitation programs, support services and medication and reports observations orally and/or in writing, including computer entries, as instructed and in accordance with applicable audit and agency standards. * Other job related duties that may be assigned from time to time. DESIRABLE KNOWLEDGE, SKILLS, AND ABILITIES: * Basic knowledge of mental illness and serious emotional disturbances and substance abuse disorders. * Basic knowledge of treatment, rehabilitation, and community support programs as they relate to consumers/residents, families, and staff. * Basic knowledge of routine clinical procedures and medications. * Basic knowledge of techniques for identifying and preventing potentially violent behavior, including crisis management techniques. REQUIRED KNOWLEDGE SKILLS AND ABILITIES: * Ability to work with consumers/residents, families, and staff in a caring and respectful manner, and with due understanding of and consideration for cultural differences. * Serve as a role model to residents/consumers. * Ability to read and write at least at the secondary school level and to follow written and oral instructions. * Ability to complete written forms and reports in an accurate and timely manner, manually and by computer. * Ability to communicate effectively with staff, consumers/residents, families, and the public. * Ability to accompany or transport residents/consumers (Some assignments may require possession of a valid driver's license). * Ability to be empathetic and supportive to consumers, instructing, demonstrating, modeling, and encouraging appropriate behavior and skills. * Ability to secure and maintain certification for Standard First Aid and CPR. MINIMUM QUALIFICATIONS: High school graduate or GED plus one year of related human services experience. Specialized training or education in human services may be substituted for experience. NYS driver's license may be required of some assignments. This position description is a guide to the critical duties and essential functions of the job, not an all-inclusive list of responsibilities, qualifications, physical demands, and work environment conditions. Position descriptions are reviewed and revised o meet the changing needs of the agency at the sole discretion of the management.

Our Institution: Founded in 1860, Bard College is an international network of highly innovative and admired educational institutions grounded in the liberal arts and sciences. Simon's Rock at Bard College actualizes the simple yet radical idea that many students are ready for college before the age of 18. This idea, first envisioned by Elizabeth Blodgett Hall on the original Simon's Rock campus in 1966 in Great Barrington, MA, launched the Early College movement in the United States and beyond. Simon's Rock has carried out this mission for 59 years in Great Barrington, and in July of 2025 is relocating to the Massena campus of Bard College, in Annandale-on-Hudson, NY. In this new location, Simon's Rock will have a diverse student population of approximately 180 students, both boarding and day students, drawn nationally and internationally, with a significant population of students identifying as LGBTQIA . This includes enrollment in the Early College Associate in Arts degree program as well as in Bard Academy. Launched in 2015, Bard Academy is a two-year high school program with courses designed and taught by college professors and leading to entry into college after the 10th grade. Students at the Massena campus may enter the Early College either as matriculants from Bard Academy or as students directly admitted to Early College after completing 10th or 11th grade, or the equivalent in homeschooled or non-traditional pathways. The Role: For Simon's Rock at Bard College, we seek one or more mental health counselors to join the multi-disciplinary team to provide counseling services to our Academy and Early College students. This is primarily a direct service position with opportunities for campus training, group work and outreach. This position is a nine-month, full-time position with benefits, on-site five days per week at the Massena campus of Bard College in Annandale-on-Hudson, NY. Duties include: * Individual counseling to provide therapeutic support, as appropriate, to Academy and Early College students. * Crisis intervention, assessment and case management * Consultations with family, health services, college administration, residential staff, faculty and outside providers regarding students, as needed and appropriate * Collaboration with the counseling team and consulting psychiatrist * Outreach, training and group work, as needed, in relevant topic areas with students and college staff * Evening and weekend on-call * Clinical documentation * Other duties as required and assigned by the supervision * Maintain compliance with all institutional policies and procedures Required qualifications: * Independently licensed clinician in the state of NY with an advanced degree (LICSW, LMHC, PhD, PsyD) * Minimum of 5 years of relevant, post-graduate experience with college students and/or adolescents * Demonstrated ability to work cooperatively within an engaged and collaborative team * Commitment to inclusion and culturally competent practice * Sensitivity, understanding and experience in working with a diverse community of students, especially under-represented populations * Excellent communication and interpersonal skills * History of impeccable clinical judgment, ethical practice and professional discipline * Flexible, positive and helpful with a balanced, reasoned perspective in managing complex situations * Attention to detail and consistent follow through on required clinical documentation and scheduling Preferred qualifications: * Experience with an Early College program * Experience with an independent school and/or liberal arts college Compensation: $54,000 to $60,000 This salary range reflects the College's good faith and reasonable estimate of the compensation for the position at the time of the job posting. Salary decisions are dependent on several factors including but not limited to market and organizational considerations, experience, and qualifications of a selected candidate as well as internal and external equity. All applications must be accompanied by a cover letter, résumé, and contact information for three references. Submit your files to interfolio.com. Address email inquiries to ******************. No phone calls, please. For full consideration, please submit applications by February 3, 2025, but applications will continue to be accepted until the position is filled.

Kids Orbit, an after-school program with locations in Brooklyn, is interviewing for both RECESS (lunch time) and AFTER-SCHOOL counselors. These are ideal positions for college students and graduates looking to build their resumes. If you are a studying to become a teacher, youth worker, social worker or are a student who enjoys working with children and wants to make a difference, this is the job for you! Our after-school programs are open Monday through Friday. Counselors must be available to work at least 3 days a week. After school hours are generally from 2:00 PM - 6:00 PM, but vary slightly according to school schedules. Recess schedules also vary according to school schedules, but occur between 10:00 AM - 2:00 PM. Requirements Candidates should… be at least 17 years old and, at minimum, a senior in high school have previous job experience working with school-age children (3.5 - 11 yrs. old.) After school or camp experience is preferred. enjoy recreational activities, especially games and sports. Join our team and you will learn to…. build positive relationships with children and staff teach new skills lead group games and sports encourage children to develop their creative talents encourage and support students while they complete their homework Salary Description $16 - $22/hour

Job Description Are you looking for a summer job that will be both fun and rewarding? Do you enjoy spending your summer outside? Do you have experience working with children? Can you bring excitement and energy? If so, we have the perfect opportunity for you! Dedham Community House Summer Camp is hiring for the 2026 camp season. Counselors must be at least 16 years old by June 1 and experience working with children in a camp or group setting. The responsibilities of a counselor include: Assisting the Head Counselor in group management, attendance, and following the schedule daily Interact with and form positive relationships with campers in your group and the camp Assisting in specialty areas with campers and any behaviors that may need to be addressed Be prepared to get into the pool with your group on a rotation with other counselors in your group. Setting the example for campers and staff alike to help keep camp safe, fun, and inclusive Details: Camp season runs from June 8-August 21 Operated Mon-Fri 8:45 am-4:30 pm (staff arrive at 8:30 am and leave at 4:45 pm) Optional additional hours for AM and PM care, 7:30-8:45 am and 4:30-5:45 pm Job Type: Temporary Pay: $15.75 - $17.00 per hour Schedule: 8-hour shift Day shift Monday to Friday

The Arthur O. Eve Higher Education Opportunity Program (HEOP) is a partnership between Alfred University and the New York State Education Department (NYSED). This program is designed for students who have the potential and drive to further their education, but due to limited academic and financial resources, would not otherwise have the opportunity to attend college. The goal of HEOP is to enroll, retain and graduate promising students who will succeed at the college level and beyond. The HEOP Counselor assists in the provision of individual and group advising to selected HEOP students. They provide programming geared to promoting students' academic success. They conduct academic skills assessment and coursework evaluation. They provide support, motivation, and guidance in decision-making. This position reports to the Director of HEOP and it is a full-time, on-site position. The working hours are 8:30am to 4:30pm from Monday through Friday, with occasional weekends and evenings when necessary. Rate: $22.25-$23.54, 35 hours per week Essential Functions: Provide academic, personal, financial, crisis, and career advisement leading to the retention and graduation of a caseload of HEOP students as assigned by the Director, as well as maintain accurate case files on each student in the caseload Participate with the Director in the recruitment of prospective HEOP students by representing the program at College Fairs and Scheduled high school visits as assigned by the Director Participate in planning, coordinating, and implementing the four-five-week HEOP Summer Program Attend weekly staff meetings, one-on-one meetings with HEOP Director, professional development opportunities and serve on college committees as assigned Assist students with financial aid concerns by partnering with the Office of Financial Aid, the Office of Student Accounts, and the office of the Registrar to ensure students have completed all necessary paperwork and met all institutional and federal deadlines Monitor student progress through ongoing communication with faculty, tutors, staff, and administrators, and counsel students on academic probatio Safety: Participate in safety training and comply with safety rules, regulations, and protocols Assume other related duties/responsibilities as delegated or assigned by the HEOP Director Abilities: Ability to work occasional evenings and weekends in support of programs and activities, conferences, and training Ability to sit at a desk and/or look at screens for extended periods of time Ability to occasionally lift and/or move up to 15 pounds Other Duties & Responsibilities: Supports and assists in creating intersections for faculty, staff and students that will assist in transforming people's lives Supports and assists in creating an evolving culture of mentoring and rich engagement opportunities for faculty, staff, and students Maintains a commitment to diversity, equity and inclusion and a high degree of cultural competence and respect for a wide range of identities and experiences, therefore welcoming and supporting all faculty, staff and students and expanding access to the AU experience Maintains a safe working environment within and around their facilities and associated equipment and supplies including, but not limited to, obtaining Safety Data Sheet (SDS) information pertaining to any hazards associated with their work environment Participates in all required assigned training, including safety training and will comply with safety rules, regulations, and protocols Effective written and oral communication skills Contributes to the overall success of the University by performing other duties as assigned Qualifications-Education & Experience, Knowledge, Skills & Abilities: Bachelor's Degree in a social science or counseling field required A minimum of one year's experience working with individuals from diverse backgrounds preferred Genuine interest in working with college students as well as the ability to work well with, and relate to, a diverse population of students Have an energetic, engaging, positive personality and character with the ability to encourage students to seek guidance and participate in the program Additional Knowledge/Skills: Excellent communication skills, organizational skills, and attention to detail Excellent computer skills and ability to learn new programs Demonstrated ability to adhere to the highest standards of professionalism Demonstrated ability to engage in active listening, be a team player, and reinforce boundaries with students Full availability from June through August in preparation for and during the HEOP Summer Program Knowledge of Banner, Canvas, Degree Works, and Microsoft Office Physical Demands & Work Environment: 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 Personal Protective Equipment must be worn when required A respiratory function test and the ability to use respirators may be required Stairs and uneven surfaces may be present; artificial lifts, etc. may or may not be available The position may require the incumbent to walk outdoors in all types of weather to other buildings or offices located on the campus. The Campus is located in an area that contains numerous hills and slopes and may not always be fully accessible for mobility impaired individuals About Alfred University: Lighting the way for students since 1836. "We've always been a place for makers, especially those who make the future. Our commitment to independent thinking, creativity, academic rigor and community have made us a unique kind of leader since 1836." Alfred University (AU) was founded on principles of social justice in 1836 by liberal, independent thinkers who placed high value on education for all citizens. The University has retained and built upon the strong values of its founders, developing as an institution of national and international renown that is responsive to the needs of contemporary society while remaining consistent with the spirit of its origins. Alfred University is the second oldest coeducational college in the United States as well as one of the earliest nineteenth century colleges to have enrolled African American and Native American students. It has a long-standing history of educating socially conscious students who make a difference in their professions and their communities. Over the course of the twentieth century, Alfred University evolved into a complex institution offering a full range of programs in the liberal arts and sciences, art and design, engineering, business, education, counseling, and school psychology to its nearly 2,000 undergraduate and graduate students that live, learn, and play on a 232-acre campus located in an idyllic, creative valley in Western New York. To learn more, visit alfred.edu. Alfred University actively subscribes to a policy of equal employment opportunity, and will not discriminate against any employee, student or applicant because of race, age, sex, color, sexual orientation, gender identification or expression, physical or mental disability, religion, ancestry or national origin, marital status, genetic information, military or veteran status, domestic violence victim status, criminal conviction status, political affiliation or any other characteristic protected by applicable law.

Fiscal Year 2025-2026 Position Title Counselor Classification Title Counselor Department The University at Buffalo Posting Number R260001 Posting Link ********************************************* Employer Research Foundation Position Type RF Professional Job Type Varies Appointment Term Salary Grade E.79 Posting Detail Information Position Summary As a Counselor, you will provide counseling services within an education, vocational, social service or health care fields. Tasks may include: * Conduct preliminary interviews with students, clients or patients determine specific needs and problems * Determine the best course of action and make referrals as necessary * Collaborate as team members as well as provide personal counseling This is a pooled posting positions are filled on an as needed basis. About The University at Buffalo The University at Buffalo (UB) is one of America's leading public research universities and a flagship of the State University of New York system, recognized for our excellence and our impact. UB is a premier, research-intensive public university dedicated to academic excellence. Our research, creative activity and people positively impact the world. Like the city we call home, UB is distinguished by a culture of resilient optimism, resourceful thinking and pragmatic dreaming that enables us to reach others every day. Visit our website to learn more about the University at Buffalo. As an Equal Opportunity / Affirmative Action employer, the Research Foundation will not discriminate in its employment practices due to an applicant's race, color, religion, sex, sexual orientation, gender identity, national origin and veteran or disability status. Minimum Qualifications * Master's degree in appropriate discipline. * Dependent upon the nature of the position, New York State license may also be required. * Requires specific human relations skills in assisting clients including interviewing, gathering and evaluating sensitive data about the client, and mutually developing options for action by the client. * General knowledge of resources available and processes necessary to carry out counseling plan. Preferred Qualifications Physical Demands Salary Range Competitive Additional Salary Information This is a pooled posting and is not for a specified position. Individuals selected for consideration will be provided a reasonable estimate of the possible compensation based on the role. Work Hours Hours to be determined based on individual assignment. Campus As Assigned Posting Alerts Special Instructions Summary Is a background check required for this posting? Yes Background Check Notification Employment in this position will be contingent on the university's verification of credentials and any other information required by federal or state law, and University at Buffalo policies, including the completion of a criminal history check. Contact Information Contact's Name Human Resources Contact's Pronouns Contact's Title Contact's Email ***************** Contact's Phone ************ Posting Dates Posted 01/05/2026 Deadline for applicants Open Until Filled Date to be filled References Number of references required 3 Reference Cutoff Date Instructions to Applicant

Requirements Masters Degree in Human Services or related field and a minimum of 6 months counseling experience. Field placement as an intern may be applied to the required counseling experience. Must possess and maintain a current Qualified Health Professional status. Or Bachelors Degree in Human Services or a related field and a minimum of one year counseling experience. Field placement as an intern may be applied to required counseling experience. Must possess and maintain a current Qualified Health Professional status. Or Associates Degree in Human Services or a related field; must possess and maintain a current Qualified Health Professional status and two years counseling experience in the appropriate field. Field placement as an intern may be applied to required counseling experience. Able to ensure confidentiality Must posses a New York State driver's license with an acceptable driving record Salary Description $60,000

Preferred Qualifications Licensed in mental health service-delivery in NY Experience counseling young adults, adolescents, or college populations Commitment to social justice advocacy and diversity work Interest or experience in working with diverse student populations Interest or experience in leading group therapy Interest or experience working with trauma survivors Work Schedule This position may work up to 20 hours per week.

The School Counseling master's program in the Graduate School of Counseling and Social Work invites applications for one (1) non-tenure-track (NTT), open rank, 9-month faculty position beginning January 2026. An earned doctorate in Counselor Education, Counseling, Counseling Psychology, Education leadership or a closely related field is preferred; candidates who hold a master's degree in Counseling with at least 10 years of professional practice experience including a strong 1:1 counseling background may be considered. With appropriate experience and background there is a possible opportunity for advancement to assuming the role of School Counseling program director. On Campus and Online School Counseling Program(s) Aligned with the mission of Merrimack College, the Master of Education in School Counseling represents a dynamic, innovative, and growth-oriented training program with a commitment to the principles and values of supporting all youth in their psychological, academic and career growth and development. Our on-campus and online programs maintain high-touch engagement and connectedness to meet the needs of graduate students as we prepare them to deliver quality care for youth, using strengths-oriented and evidenced-based interventions. Our graduates are trained to meet the growing demand for mental health counseling in schools as well as address academic needs and career and college planning. As a School Counseling faculty, the successful candidate will be responsible for providing formal on ground and online teaching including; effective delivery of instructional material and course management (e.g., assessments, grading, etc.), advising and mentoring of graduate students, and involvement in school counseling programmatic tasks (such as field supervision, capstone evaluation and portfolio assessment). The successful candidate should demonstrate the experience or ability to teach a range of courses in the counseling discipline including but not limited to: Foundations of School Counseling, Group Counseling, Mental Health Interventions and Assessment in Schools, Counseling Theory and Technique, Research and Leadership in Counseling, and other related courses. Primary Responsibilities: The faculty member based on their academic category would teach between 12-16-credit/contact hours (3 or 4 courses) both during the fall and spring semesters of the academic year in addition to advising and mentoring students, attending faculty meetings, completing school counseling programmatic tasks, and other responsibilities as determined by the Program Director or Academic Dean. Courses taught during the summer may be counted within overall teaching load during the academic year. Required Qualifications: An earned doctorate (Ph.D., Psy.D., or Ed.D.) in Counselor Education, Counseling, Counseling Psychology, Education leadership or a closely related field. Evidence of teaching experience at the post-secondary level for at least 5 years. Demonstrated understanding of counselor supervision in schools and school counselor program evaluation. Evidence of commitment to excellence in mentoring graduate students. Preferred Qualifications: Licensure as a school counselor/school social worker or clinical mental health counselor with a minimum of 10 years of professional practice experience after obtaining licensure. Experience with online platforms for course delivery and assessment. Experience with evidence-based practices and assessment of counselor effectiveness. Demonstrates a strong commitment to serving all youth to ensure that all children have equal access to programming and are supported to engage fully in the learning environment. Application Materials Should Include: Cover letter stating motivation and interest in the position, citing experience relevant to the required and preferred qualifications. Curriculum vitae. Experience in teaching specific content area(s): foundations of school counseling, counseling theory and technique, group counseling, research and leadership; along with copies of teaching evaluations. Teaching philosophy statement describing how to facilitate engagement and excellence in the classroom for all students. Statement of experience with, and commitment to, our Catholic Augustinian mission and our values. Contact information for three professional references (name, title, address, phone number, email address). Applicants will be notified before references are contacted. For questions related to application submission, please contact Dr. Michael Mobley, Academic Dean, Graduate School of Counseling and Social Work at ************** or via email at *********************. Applications will be reviewed immediately and priority given to those received by September 15, 2025. This position is subject to the successful completion of a criminal background check. Work Location This is an on-campus position as employees are essential in order to provide a fully on-campus, residential college experience for our students and the community. Compensation: The expected 9-month base salary range (paid over 12 months) for the Assistant Professor or Practice position is $78,000-$85,000; for the Associate Professor of Practice is $90,000-$105,000, and for the Full Professor of Practice is $110,000-$120,000. The actual pay offered to the selected candidate will be determined based on factors such as, but not limited to, candidate qualifications and prior experience, scope of responsibilities, internal equity, and market considerations. Statement on Our Mission Merrimack College is a Catholic Augustinian institution of higher education committed to building unity within our community. Our mission is to enlighten minds, engage hearts, and empower lives and is inspired by our Catholic faith and the Augustinian tradition of seeking truth through inquiry and dialogue. About Merrimack College The only Catholic, Augustinian institution of higher education in New England, Merrimack College is a private, independent, coeducational institution with more than 4,100 undergraduate, 2,500 graduate students and 50 doctoral students from 48 states and 63 countries. The College features more than 160 career-focused undergraduate, professional and graduate programs, all taught by exceptional faculty who are passionate about their subject and student success. The College has six schools: arts and sciences, engineering and computational sciences, nursing and health sciences, education and social policy, the Girard school of business and the graduate school of counseling and social work. The College's suburban 220-acre campus is just north of Boston in North Andover, Massachusetts. Merrimack is a Master's Colleges and Universities/Larger Programs (M1) institution in the Carnegie Classification of Institutions of Higher Education. Merrimack is one of the fastest growing educational institutions in the country and has steadily climbed up in the U.S. News & World Report's ranking of Best Colleges, ranking 38th in the Regional Universities North category in 2026. Merrimack is a NCAA Division I athletic institution. Merrimack College is an Equal Opportunity Employer.

THIS IS A LONG-TERM SUB POSITION that is expected to starting 01/02/2026 to 03/26/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ The School Counselor, through the process of individual and group counseling, helps students to understand their aptitudes, capabilities, and limitations in making personal decisions, educational plans, and occupational choices. The School Counselor is also responsible for developing, organizing, directing, supervising, and evaluating guidance and related programs. Reports to: Principal/Head of School Responsibilities Plans, develops, and implements all guidance programs in cooperation with the Headmaster and the Program Director for Guidance and Support Services. Counsels students individually and in small groups. Implements and interprets for students, faculty, and parents' evaluative appraisals of students. Assists in the programming, record keeping, placement, and discharge of students. Develops a positive working relationship with other support service personnel to identify problems, share information, and design programs. Provides college counseling and support for students in the college search and application process. Designs and implements a program of educational and vocational information. Performs other related duties as requested by the Principal/Headmaster. Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate. Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. Consistently defines high expectations for student learning goals and behavior. Assesses student learning regularly using a variety of assessments to measure growth, and understanding. Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) Builds a productive learning environment where every student participates and is valued as part of the class community. Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students. Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) Engages with families and builds collaborative, respectful relationships with them in service of student learning. Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications Required MA DESE School Counselor License at the appropriate level. Master's Degree in counseling, education or related field. Ability to meet the BPS Standards of Effective Practice as outlined above. Experience working with urban youth in an educational or human services setting. Qualification-Preferred Experience with database management. Demonstrated writing ability. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

THIS IS A LONG-TERM SUB POSITION that is expected to starting 01/02/2026 to 03/26/2026. Please note that all substitute teachers are hired as per diem subs, even when placed in long-term assignments. All substitutes begin at the per diem rate of pay. For further information about becoming a BPS sub, please refer to our website (************************************************************************ The School Counselor, through the process of individual and group counseling, helps students to understand their aptitudes, capabilities, and limitations in making personal decisions, educational plans, and occupational choices. The School Counselor is also responsible for developing, organizing, directing, supervising, and evaluating guidance and related programs. Reports to: Principal/Head of School Responsibilities * Plans, develops, and implements all guidance programs in cooperation with the Headmaster and the Program Director for Guidance and Support Services. * Counsels students individually and in small groups. * Implements and interprets for students, faculty, and parents' evaluative appraisals of students. * Assists in the programming, record keeping, placement, and discharge of students. * Develops a positive working relationship with other support service personnel to identify problems, share information, and design programs. * Provides college counseling and support for students in the college search and application process. * Designs and implements a program of educational and vocational information. * Performs other related duties as requested by the Principal/Headmaster. Core Competencies: Using the Rubric of Specialized Instructional Support Personnel (SISP), the Office of Human Resources has identified priority skills and abilities that all BPS SISP should demonstrate. * Accountability for Student Achievement (II-A-1 Quality of Effort and Work, II-D-2 High Expectations, I B-2 Adjustments to Practice) * Sets ambitious learning goals for all students, uses instructional and clinical practices that reflect high expectations for students and student work; engages all students in learning. * Consistently defines high expectations for student learning goals and behavior. * Assesses student learning regularly using a variety of assessments to measure growth, and understanding. * Effectively analyzes data from assessments, draws conclusions, and shares them appropriately. * Communicating Professional Knowledge (I-A-1 Professional Knowledge, I-A-2 Child Adolescent Development, I-A-3 Plan Development) * Exhibits strong knowledge of child development and how students learn and behave, and designs effective and rigorous plans for support with measurable outcomes. * Demonstrates knowledge of students' developmental levels by providing differentiated learning experiences and support that enable all students to progress toward intended outcomes. * Equitable & Effective Instruction (II-A-3 Meeting Diverse Needs, II-A-2. Student Engagement, II-B-1. Safe Learning Environment, II-B-2 Collaborative Learning Environment, I-D-3 Access to Knowledge) * Builds a productive learning environment where every student participates and is valued as part of the class community. * Uses instructional and clinical practices that are likely to challenge, motivate and engage all students and facilitate active participation. * Consistently adapts instruction, services, plans, and assessments to make curriculum/ supports accessible to all students. * Cultural Proficiency (II-C-1. Respects Differences, II-C-2. Maintains a Respectful Environment) * Actively creates and maintains an environment in which students' diverse backgrounds, identities, strengths, and challenges are respected. * Parent/Family Engagement (III-A-1. Parent/Family Engagement, III-B-2. Collaboration) * Engages with families and builds collaborative, respectful relationships with them in service of student learning. * Consistently provides parents with clear expectations for student learning behavior and/or wellness and shares strategies to promote learning and development at school and home. * Professional Reflection & Collaboration (IV-A-1. Reflective Practice, IV-C-1. Professional Collaboration, IV-C-2. Consultation) * Regularly reflects on practice, seeks and responds to feedback, and demonstrates self-awareness and commitment to continuous learning and development. * Consistently collaborates with colleagues through shared planning and/or informal conversation to analyze student performance and development, and to plan appropriate interventions at the classroom or school level. * Regularly provides advice and expertise to general education teachers and the school community to support the creation of appropriate and effective academic, behavioral, and social/emotional learning experiences for students. Qualifications Required * MA DESE School Counselor License at the appropriate level. * Master's Degree in counseling, education or related field. * Ability to meet the BPS Standards of Effective Practice as outlined above. * Experience working with urban youth in an educational or human services setting. Qualification-Preferred * Experience with database management. * Demonstrated writing ability. * BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali. Terms: The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate on the basis of race, color, age, criminal record, physical or mental disability, pregnancy or pregnancy-related conditions, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics, natural or protective hairstyle, military status, immigration status, English language proficiency, or any other factor prohibited by law in its programs and activities. BPS does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals' dignity or interferes with their ability to work or learn. If you require an accommodation pursuant to the ADA for the application process, please contact the Accommodations Unit at accommodations@bostonpublicschools.org.

Statement on Our Mission Merrimack College is a Catholic Augustinian institution of higher education committed to building an accepting and respectful community. Our mission is to enlighten minds, engage hearts and empower lives and is inspired by our Catholic faith and the Augustinian tradition of seeking truth through inquiry and dialogue. Merrimack College seeks candidates who understand, respect, and can contribute to Merrimack's Catholic and Augustinian mission. All candidates should describe in their application how they will foster a culture that supports our mission. About Merrimack College The only Catholic, Augustinian institution of higher education in New England, Merrimack College is a private, independent, coeducational institution with more than 4,100 undergraduate, 2,500 graduate students and 50 doctoral students from 48 states and 63 countries. The College features more than 160 career-focused undergraduate, professional and graduate programs, all taught by exceptional faculty who are passionate about their subject and student success. The College has six schools: arts and sciences, engineering and computational sciences, nursing and health sciences, education and social policy, the Girard school of business and the graduate school of counseling and social work. The College's suburban 220-acre campus is just north of Boston in North Andover, Massachusetts. Merrimack is a Master's Colleges and Universities/Larger Programs (M1) institution in the Carnegie Classification of Institutions of Higher Education. Merrimack is one of the fastest growing educational institutions in the country and has steadily climbed up in the U.S. News & World Report's ranking of Best Colleges, ranking 38th in the Regional Universities North category in 2026. Merrimack is a NCAA Division I athletic institution. Merrimack College is an Equal Opportunity Employer.

Counselors and Therapists, are you looking for a position with creative and enthusiastic co-workers in a supportive work setting, and no insurance billing? Clarkson University's Counseling Center is hiring master's-level, licensed professionals to join our team. Responsibilities include individual and crisis counseling for enrolled students as well as education and outreach to promote wellness. The benefits of working in a University setting are numerous, including manageable caseloads, access to on-campus facilities, comprehensive benefits, and free tuition for employees and their dependents. Staff counselors work an 11-month schedule with a 1-month summer break. Responsibilities Provides individual group and couples counseling Provides crisis intervention Provides after-hours, on-call support as scheduled Conducts clinical and psychological assessment Maintains a working knowledge of DSM criteria, recommended therapeutic interventions, and refer for psychopharmacological evaluation Provides consultation services Provides referrals to students for on and off campus needs Provides outreach services and presentations Creates original presentations and workshops as assigned Demonstrate ability to make clinical and ethical decisions in a team-based environment Serves as liaison or committee member in designated area May serve as a coordinator of outreach, groups or other area as assigned Provides case management services as assigned Participates in staff meetings, trainings, and orientations as assigned Maintains timely and accurate clinical documentation and scheduling in electronic health records system Operate in a professional manner as regulated by Federal law, New York State law and professional and ethical guidelines of mental health professionals Assists with other projects, administrative duties and initiatives as assigned Performance of the above duties require you to be at work Qualifications Education: Minimal Qualifications: • Minimum of a master degree in mental health counseling related field, or PhD/PsyD in clinical psychology • Licensed or license eligible in the state of New York to practice mental health counseling Preferred Qualifications: • certification or significant training, and experience treating, trauma, eating disorders, and/or neurodiverse populations (ADHD, autism spectrum disorders, etc) • experience and/or significant training serving BIPOC, AAPI, and/or the LGBTQ+ communities • experience and/or significant training providing substance disorder treatment Experience: Minimal Experience: • Experience/interest in working as part of an integrated health team Preferred Experience: • Previous experience working with college/university students in a counseling setting • Experience with short term therapy models • Experience providing case management services • Experience in crisis intervention • Experience in group counseling modalities Essential Skills The Counselor I position requires a clinician to work independently with strong clinical skills This position will also need to be able to build and foster collaborative relationships across the campus Creativity in problem solving The ability to handle a flexible workflow and need to meet rapidly rising demand is also necessary Keen multi-tasking, time management and planning skills Ability to defuse an emotional or tense situation and offer viable solutions Demonstrated ability to process and maintain highly confidential information Demonstrated commitment to Diversity and Inclusion Able to develop, coordinate, and participate in outreach activities and special projects as assigned Competency working with a diverse array of students, and with a variety of presenting diagnosis / needs Strong interpersonal, organizational, and communication skills Ability to adequately maintain documentation in an electronic records system Physical Demands The physical demands characteristics 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. Health & Safety Health & Safety: All staff has a statutory responsibility to take reasonable care of themselves, others and the environment and to prevent harm by their acts or omissions. All staff is therefore required to adhere to the University's Health, Safety, and Environmental Policy & Procedures. Disclaimer Statement DISCLAIMER: The above statements are designed to indicate the general nature and level of work performed by employees assigned to this classification. They are not intended to be construed as an exhaustive list of all duties, responsibilities, skills, and qualifications required of personnel so classified. EEO Statement Special Instructions to Applicants: An equal opportunity/affirmative action employer, Clarkson actively seeks and encourages applications from minorities, women and people with disabilities. All offers of employment are subject to the applicant successfully passing a background check (including, but not limited to, employment verification, educational and other credential verification, and criminal records

Lower School (K-5) Counselor Department: Lower School Hours: Full-time FLSA: Exempt Classification: Faculty (Academic Year) Salary Range: For the 2025 26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy s faculty salary scale, which is designed to ensure equitable pay progression. Housing Stipend: Lower and Middle School Faculty members are not eligible to live on campus as part of the Upper School residential life program; therefore, they will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above. Milton Academy is an independent college preparatory K 12 school, boarding and day in grades 9 12, located just outside of Boston. Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care. In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, Dare to be true. Summary of Position: Milton Academy is seeking a Lower School Counselor starting in August 2026. The Lower School Counselor will support students ability to learn and teachers ability to teach by promoting mental health, learning, and prosocial behavior. They work with families, educators, and other professionals to create safe, healthy, and supportive learning environments. The Lower School Counselor has strong knowledge of mental health and child development and, in collaboration with the Learning Resource Team, is responsible for facilitating student support services in the Lower School. The counselor will work with the Lower School Learning Resources Team and provide classroom support, including social-emotional curricula, short-term school-based counseling identified from data collected in the child study team process, participate in regular meetings with teachers about student support, and document and communicate interventions and progress with team members and caregivers. They will also engage with students as part of school life and handle all administrative responsibilities of the role, including regularly updating student notes in the school s electronic health records system. The Lower School Counselor works to ensure the Lower School is a safe, healthy, and positive learning environment for all students. Essential Functions and Responsibilities: Teaching and Curriculum Provide short-term, school-based counseling support for identified students in a small group or individual setting. Teach social emotional skills in classrooms. Consult with faculty regarding students' social/emotional and mental health concerns and help teachers identify and support students with behavioral or emotional needs. Share tools to improve student engagement and social-emotional learning. Collaborate with members of the Learning Resources Team to craft and lead professional development workshops on pertinent topics related to neurodiversity and supporting students with varied learning needs. Provide support to caregivers about mental health and help families access community resources. Ensure schools are safe, healthy, and positive learning environments and support division-wide systems for addressing student support teams or mental health initiatives. Participate in designing and evaluating Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) supports. Conduct behavioral observations and help create and monitor positive behavioral support plans. Assist with or facilitate the student of concern referral process and protocol. Attend Individualized Learning Guide (ILG) and Evaluation Summary family meetings. Regularly monitor and document students progress toward their goals. Using formal and informal measures, adjust data-based interventions, and regularly communicate progress to team members and caregivers. Support Lower School teachers in interpreting external evaluations and implementing strategies for students with varying learning profiles. Provide guidance, recommendations, and support for accommodations and interventions to promote effective learning. Communicate regularly with outside service providers (i.e. psychologists, etc.) and liaise directly with families to maintain continuity of goals and complementary and integrated services. Other responsibilities as assigned by the Lower School Principal or the Director of Learning Resources. Participate in the life of the school outside the classroom, faculty meetings, lunch and recess duties, and advising student activities. Create a student-centered learning atmosphere that fosters a positive classroom environment which encourages student participation and discussion. Adapt teaching methods to accommodate diverse learning styles and abilities. Stay informed about the latest developments in K-5 counseling & social/emotional education, trends, and innovations, and incorporate these into the program. Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students. Collaborate with K-5 colleagues, as needed, to develop inter-departmental and cross-disciplinary projects and initiatives. Actively support students, providing mentorship and academic guidance. Assess and evaluate student performance through assignments, projects, and observations. Communicate effectively with students, parents, and colleagues regarding academic progress. Participate in regular collaborative meetings with Upper and Middle School Counselors. Community Be a visible, accessible presence around campus. Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for. Share in the enforcement of our expectations for students. Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, or acting as an affinity group facilitator. Other Professional Expectations and Responsibilities Work cooperatively with students, parents, peers, administration, and community members. Act in a manner that is respectful, generous toward others, supportive of colleagues, and based on a belief in the competence and good intentions of all members of the community. Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents. Create and maintain classroom and campus environments that are open and flexible, reflecting the school s values related to diversity, equity, and belonging. Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school s growth statements. Exhibit skills in collaborative problem-solving, critical thinking, and teamwork. Meet deadlines. Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required. Prepare for and participate in the opening of school programming, curriculum nights, open houses, and all other key student/family moments that are part of the school calendar. Complete school-required training. Abide by the school s policies and procedures as outlined in the provided handbooks. Communicate with the appropriate supervisor when unable to meet any professional obligation. Supervision to be received: Supervised by the Lower School Director of Learning Resources and the Lower School Principal. Supervision to be exercised: None. Education/Certification/Licensure Required: Advanced degree in clinical social work, counseling, clinical psychology, or a related field A valid Massachusetts license to practice therapy as LMHC, LICSW, School Psychologist, or Clinical Psychologist Experience Required: At least 3 years of proven experience in school-based counseling. Preferred: Experience working in an independent boarding / day school. Competencies Required: Proficiency in social-emotional curriculum creation and instruction. Excellent verbal and written communication skills. Demonstrated computer expertise including GoogleSuite, Microsoft Word, and Adobe. Ability to work collaboratively with internal and external constituencies. Understanding of confidentiality and related issues. Receptive to supervision and professional development. Desire to be a part of a dynamic educational community. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to teach in a classroom setting and use relevant instructional technology. Must possess the physical and mental stamina to manage long days and multiple student sessions. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform their supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer that does not discriminate on the basis of race, color, national or ethnic origin or ancestry, age, veteran status, religion, creed, sex, sexual orientation, gender identity or expression, genetic information, marital status, disability, or any other characteristic protected by law. Diversity, equity, inclusion, and justice are fundamental elements of Milton s mission. We welcome applications from candidates of all backgrounds.

Lower School (K-5) Counselor Department: Lower School Hours: Full-time FLSA: Exempt Classification: Faculty (Academic Year) Salary Range: For the 2025-26 academic year, faculty salaries range from $50,000 to $120,000 annually. Placement within this range is determined by years of experience, in alignment with Milton Academy's faculty salary scale, which is designed to ensure equitable pay progression. Housing Stipend: Lower and Middle School Faculty members are not eligible to live on campus as part of the Upper School residential life program; therefore, they will also receive an annual stipend of $12,600 (in 2025-26) in addition to the base salary listed above. Milton Academy is an independent college preparatory K-12 school, boarding and day in grades 9-12, located just outside of Boston. Milton Academy cultivates in our students a passion for learning and a respect for others. Milton students grow by developing their own identities, learning from and listening to the lived experiences of others, and living and working among peers whose differences they accept with respect and care. In our ongoing work to create an environment that confronts bias, injustice, and bigotry, we encourage each other to be open to learning, explore our histories and identities, and seek to understand the world around us with a critical lens. At Milton, we prepare students to partner with their future communities to create a more just world, and to have the courage to speak up and live by our motto, “Dare to be true.” Summary of Position: Milton Academy is seeking a Lower School Counselor starting in August 2026. The Lower School Counselor will support students' ability to learn and teachers' ability to teach by promoting mental health, learning, and prosocial behavior. They work with families, educators, and other professionals to create safe, healthy, and supportive learning environments. The Lower School Counselor has strong knowledge of mental health and child development and, in collaboration with the Learning Resource Team, is responsible for facilitating student support services in the Lower School. The counselor will work with the Lower School Learning Resources Team and provide classroom support, including social-emotional curricula, short-term school-based counseling identified from data collected in the child study team process, participate in regular meetings with teachers about student support, and document and communicate interventions and progress with team members and caregivers. They will also engage with students as part of school life and handle all administrative responsibilities of the role, including regularly updating student notes in the school's electronic health records system. The Lower School Counselor works to ensure the Lower School is a safe, healthy, and positive learning environment for all students. Essential Functions and Responsibilities: Teaching and Curriculum Provide short-term, school-based counseling support for identified students in a small group or individual setting. Teach social emotional skills in classrooms. Consult with faculty regarding students' social/emotional and mental health concerns and help teachers identify and support students with behavioral or emotional needs. Share tools to improve student engagement and social-emotional learning. Collaborate with members of the Learning Resources Team to craft and lead professional development workshops on pertinent topics related to neurodiversity and supporting students with varied learning needs. Provide support to caregivers about mental health and help families access community resources. Ensure schools are safe, healthy, and positive learning environments and support division-wide systems for addressing student support teams or mental health initiatives. Participate in designing and evaluating Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) supports. Conduct behavioral observations and help create and monitor positive behavioral support plans. Assist with or facilitate the student of concern referral process and protocol. Attend Individualized Learning Guide (ILG) and Evaluation Summary family meetings. Regularly monitor and document students' progress toward their goals. Using formal and informal measures, adjust data-based interventions, and regularly communicate progress to team members and caregivers. Support Lower School teachers in interpreting external evaluations and implementing strategies for students with varying learning profiles. Provide guidance, recommendations, and support for accommodations and interventions to promote effective learning. Communicate regularly with outside service providers (i.e. psychologists, etc.) and liaise directly with families to maintain continuity of goals and complementary and integrated services. Other responsibilities as assigned by the Lower School Principal or the Director of Learning Resources. Participate in the life of the school outside the classroom, faculty meetings, lunch and recess duties, and advising student activities. Create a student-centered learning atmosphere that fosters a positive classroom environment which encourages student participation and discussion. Adapt teaching methods to accommodate diverse learning styles and abilities. Stay informed about the latest developments in K-5 counseling & social/emotional education, trends, and innovations, and incorporate these into the program. Learn about diversity, equity, and inclusion in education; incorporate related principles when designing curriculum, teaching, and engaging with students. Collaborate with K-5 colleagues, as needed, to develop inter-departmental and cross-disciplinary projects and initiatives. Actively support students, providing mentorship and academic guidance. Assess and evaluate student performance through assignments, projects, and observations. Communicate effectively with students, parents, and colleagues regarding academic progress. Participate in regular collaborative meetings with Upper and Middle School Counselors. Community Be a visible, accessible presence around campus. Contribute to creating a positive community culture that ensures students are heard, seen, valued, and cared for. Share in the enforcement of our expectations for students. Actively participate in greater community enrichment activities, such as advising a student activity, acting as a faculty sponsor to a student club, or acting as an affinity group facilitator. Other Professional Expectations and Responsibilities Work cooperatively with students, parents, peers, administration, and community members. Act in a manner that is respectful, generous toward others, supportive of colleagues, and based on a belief in the competence and good intentions of all members of the community. Communicate openly and promptly, supporting colleagues, students, and the integrity of the institution in conversations with students and parents. Create and maintain classroom and campus environments that are open and flexible, reflecting the school's values related to diversity, equity, and belonging. Strive to grow and improve professionally, demonstrating a commitment to continuing professional development in alignment with the upper school's growth statements. Exhibit skills in collaborative problem-solving, critical thinking, and teamwork. Meet deadlines. Attend all school-wide, divisional, and faculty meetings and events and serve on committees as required. Prepare for and participate in the opening of school programming, curriculum nights, open houses, and all other key student/family moments that are part of the school calendar. Complete school-required training. Abide by the school's policies and procedures as outlined in the provided handbooks. Communicate with the appropriate supervisor when unable to meet any professional obligation. Supervision to be received: Supervised by the Lower School Director of Learning Resources and the Lower School Principal. Supervision to be exercised: None. Education/Certification/Licensure Required: Advanced degree in clinical social work, counseling, clinical psychology, or a related field A valid Massachusetts license to practice therapy as LMHC, LICSW, School Psychologist, or Clinical Psychologist Experience Required: At least 3 years of proven experience in school-based counseling. Preferred: Experience working in an independent boarding / day school. Competencies Required: Proficiency in social-emotional curriculum creation and instruction. Excellent verbal and written communication skills. Demonstrated computer expertise including GoogleSuite, Microsoft Word, and Adobe. Ability to work collaboratively with internal and external constituencies. Understanding of confidentiality and related issues. Receptive to supervision and professional development. Desire to be a part of a dynamic educational community. Physical Abilities Required: Must be able to work at a computer for up to 8 hours each day in conjunction with OSHA requirements. Must be able to teach in a classroom setting and use relevant instructional technology. Must possess the physical and mental stamina to manage long days and multiple student sessions. Must be able to move around the Milton Academy campus without restriction. Must be able to lift up to 10 pounds. All interested internal candidates must complete an application for promotion or transfer and inform their supervisor as soon as possible. The essential functions and basic skills have been included in this job description; it is not intended to be construed as an exhaustive list of all functions, responsibilities, skills and abilities. Additional functions and requirements may be assigned by supervisors as deemed appropriate. This position description is subject to change at any time. Milton Academy is an equal opportunity employer that does not discriminate on the basis of race, color, national or ethnic origin or ancestry, age, veteran status, religion, creed, sex, sexual orientation, gender identity or expression, genetic information, marital status, disability, or any other characteristic protected by law. Diversity, equity, inclusion, and justice are fundamental elements of Milton's mission. We welcome applications from candidates of all backgrounds.