Under the guidance of the Head of the Lower School and the supervision of the Director of Counseling Services, the full-time Lower School Counselor is responsible for supporting children in grades K-3 in their social, emotional, and academic development. The ideal candidate will possess strong interpersonal and communication skills and work in close collaboration with students, families, and faculty in a warm, compassionate and nurturing manner. He/she will have a solid understanding of child development and children’s social and emotional needs, experience in a school setting, and a passion for working with young children.
Responsibilities of the Lower School Counselor:
Proactively guide and augment the social and emotional learning program within the classroom, across grades, and throughout the division, which may include training of new faculty members in SEL program implementation.
Observe and support students in the classroom and play settings. Lead friendship/social skills discussion groups.
Collaborate and consult with the division head, teachers, and other school personnel regarding the social, emotional and behavioral needs of the students.
Identify individual, classroom, and grade-wide social and emotional needs of students and address specific trends within a group or individual settings, as well as interventions to support such needs.
Participate in Student Support Team Meetings to review, plan for, and implement appropriate modifications and accommodations in the classroom that will lead to an optimal learning environment.
Stay attuned to the diversity of our students and demonstrate cultural competency in the classroom and by serving families from different backgrounds.
Provide referrals for and collaborate with outside providers as needed.
Provide support to parents, as requested, regarding the social-emotional needs of their child/children.
Develop and lead presentations/conversations for parents on child development and parental concerns.
The successful candidate will possess the following qualifications:
A Master's or Doctoral degree in counseling, child psychology, or school psychology
Five or more years of experience in a school setting
Knowledge of Social Emotional Learning curriculum, i.e., Responsive Classroom. Background in RULER (http://ei.yale.edu/ruler/) is preferred, not required
A highly responsive work style
The ability to take the initiative and think proactively
Please submit your cover letter and résumé to the following dedicated email address, indicating that you learned of the position through NAIS: firstname.lastname@example.org
About The Chapin School
The Chapin School is an independent, all-girls day school in New York City serving nearly 800 students K–12. Founded in 1901, Chapin prepares a diverse and talented community of young women to thrive and lead in a global society through its dedication to academic excellence, personal integrity and community responsibility. Chapin cultivates in each student a love of learning, independent thinking, emotional resilience and a dedication to serving others.
Chapin’s Focus Forward strategic plan, which has guided our work since 2010, has intensified Chapin’s historic commitment to offering the most challenging academic curriculum while also teaching the social, emotional, and other life skills that will set the stage for its students’ success in this century. Focus Forward is a commitment to strengthening teaching and learning; culture, community, and global awareness; character, ethics, and emotional well-being; and financial sustainability.
Specifically, at the heart of Focus Forward is a two-part commitment: to a learning environment that enables all students to embrace the challenges and opportunities of the 21st century to the best of their abilities, and to classroom teachi...ng that both meets the highest standards of academic excellence and is tailored to each student’s interests and potential. As part of our pledge to enhance our curriculum and pedagogy to reflect research and best practices, we place each student at the center of her own learning. Student-driven inquiry sets the stage for enduring understanding. Likewise, a commitment on the part of students and educators alike to a growth mindset ensures that for all students understanding key concepts in all disciplines is possible. Inextricably linked to our academic program are efforts that support the emotional health and well-being of our students.
Chapin's Commitment to Diversity
Chapin is committed to diversity in its culture, curriculum and program. Believing that an equitable, inclusive community is essential to learning, Chapin actively seeks families, faculty and staff who bring a range of experiences to the school. Chapin embraces and respects differences in age, ethnicity, gender, learning style, physical ability, race, religion, sexual orientation and socioeconomic class. Expecting and requiring respect for others are hallmarks of our educational process.