https://careers.nais.org Latest NAIS Career Center Jobs Fri, 06 Mar 2026 12:50:00 Z https://careers.nais.org/jobs/rss/22099462/lower-school-middle-school-high-school-head-of-student-support https://careers.nais.org/jobs/rss/22099462/lower-school-middle-school-high-school-head-of-student-support London, United Kingdom, 3 positions available, 1 per division. The divisional Head of Student Support is responsible for leading and coordinating the systems, processes and practices that ensure every student receives the best possible support to thrive. The Head will manage a team of committed educators, which includes educational psychologists, learning support teachers, speech and language therapists and reading specialists to serve all students through a Multi-Tiered Support System (MTSS). This approach requires frequent assessment, data sharing, and consultation among classroom teachers, learning support teachers and other specialists. The goal of the MTSS is to support the development of students’ capabilities, self-advocacy, and well-being.  The divisional Head of Student Support reports directly to their divisional Principal and works with the Office of Teaching and Learning on K-12 alignment, resource allocation, and professional development. The person in this position reflects a passion for the school’s mission, demonstrates understanding and respect for a diversity of learning profiles and Diversity in all its manifestations, and supports the student support team as they strive to meet the needs of all learners. Essential qualifications/experience Substantive experience as a school or teacher leader, in addition to experience as a student support service provider Master’s degree in education and/or a specialist certificate in special education or counselling Strategic leadership and experience working within a Multi-Tiered Systems of Support (MTSS) model Deep expertise in diverse learning profiles, neurodiversity, and inclusive practices Strong data analysis and evidence-based decision making Skilled cross-functional collaboration and consultation with teachers and leaders Strong facilitation to lead multidisciplinary teams A relational and collaborative approach to leadership Excellent organisational and communication skills A deep and demonstrated commitment to diversity, inclusion and belonging A proven commitment to the safeguarding and welfare of children and young people   Desirable qualifications/experience  Recent professional development in research-based methodologies related to learning support and neurodiversity Leadership training or recent professional development in leading effective teams  Strategic resource allocation and budget management Design and delivery of high-impact professional development Fri, 06 Mar 2026 11:20:53 -0500 https://careers.nais.org/jobs/rss/22096217/school-counselor https://careers.nais.org/jobs/rss/22096217/school-counselor Saltsburg, Pennsylvania, The Opportunity: The School Counselor supports the academic, social-emotional, and personal development of students in alignment with the school’s mission. As a visible and trusted presence on campus, the counselor fosters a culture of belonging, resilience, character, and well-being while partnering closely with faculty, families, and administrators. At Kiski, the counselor plays a proactive role in community development, preventative programming, and individualized student support within a mission-driven educational environment. The key responsibilities of the position will be: Student Support & Counseling Provide short-term individual and small-group counseling. Support students experiencing social, emotional, academic, or behavioral challenges. Develop and implement student support plans in collaboration with families and faculty. Maintain appropriate documentation in accordance with professional and legal standards. Refer students and families to outside providers when necessary.       Preventative Programming Lead programming focused on topics such as belonging, resilience, conflict resolution, digital citizenship, stress management, and leadership. Partner with faculty to embed character education and community norms into school culture. Support advisory programs where applicable. Assist students with goal setting, time management, and study strategies.   Crisis Response & Risk Assessment Serve as a member of the school’s crisis response team and safety committee. Conduct risk assessments when concerns arise. Partner with administration in health and safety protocols. Support re-entry plans following extended absences, hospitalization, or major life events. Family and Faculty Partnership Serve as a trusted resource for parents regarding adolescent development and social-emotional growth. Communicate proactively and professionally with families. Offer parent education workshops or resources as needed. Consult with teachers on classroom management, student development, and behavioral concerns. Provide professional development on student mental health and well-being. Participate in and lead student support team meetings and faculty discussions.   The ideal candidate for the position will possess the following qualifications and qualities:   Relevant experience working with students in a residential setting, preferably in a boarding school environment. Ability to engage fully with boarding school life, potentially performing weekday and weekend residential life duties, coaching a sport, serving as an advisor, or advising a club/student organization. Effective interpersonal and communication skills for collaboration with students, parents, and faculty. Empathy, patience, and the ability to navigate sensitive and complex situations with discretion and professionalism. Innovative and adaptable mindset to navigate the challenges and opportunities of working with young people. Successful experience working collaboratively as a member of a team to identify and solve challenges. An excellent written and oral communicator. Why Work at Kiski? Kiski offers a close-knit community of passionate and dedicated educators on a beautiful and spacious campus that includes trails, wooded areas, and river access. Overlooking the charming small town of Saltsburg, Kiski’s location offers the peace and beauty of a rural area, but is just 30 miles from downtown Pittsburgh, a world class city that has undergone a tremendous renaissance over the last 20 Kiski provides structured mentorship and support for educators at every career stage and fosters a culture of innovation and collegiality. Kiski provides a competitive benefits package with generous support for professional development and continuing education, and offers tuition remission for eligible children of employees. Kiski provides on-campus housing as well as meals for employees and their families in the Turley Dining Hall. Employees have access to the state-of-the-art Rogers Athletic Center, including a weight room, gym, tennis courts, and indoor and outdoor pools. Most teachers live on campus creating a small village atmosphere. Most importantly, working at Kiski provides each employee with the opportunity to make a profound impact on the lives of young Our alumni and their families are deeply loyal to the school and grateful to their teachers and they stay in touch long after they graduate. Requirements Master’s degree in School Counseling, Mental Health Counseling or related field Valid CPR/AED Certification Valid First Aid Certification Possession of a valid driver’s license Prior work in a school setting is preferred Thu, 05 Mar 2026 14:01:27 -0500 https://careers.nais.org/jobs/rss/22092385/school-social-worker-psychologist-counselor-student-support-team https://careers.nais.org/jobs/rss/22092385/school-social-worker-psychologist-counselor-student-support-team Boulder, Colorado, Temple Grandin School Located in Boulder, Colorado, Temple Grandin School was founded in 2011 to provide a supportive, socially engaging educational community for neurodivergent students in grades 6-12 whose complex needs were not fully addressed by other school environments. Our students are intellectually able, often gifted, but many are unable to access critical learning opportunities due to challenges with anxiety, sensory sensitivity, social cognition, or executive functioning. The TGS educational program is inspired by the educational experiences of Dr. Temple Grandin, the acclaimed animal scientist and autism advocate whose example reminds us that the world needs all kinds of minds.   Working at TGS Are you committed to making a difference for neurodivergent students? When you work at TGS, you are part of a team and environment that changes lives. By its very existence, our community provides renewed hope for neurodivergent students and their parents. We journey together on an educational quest where academic and social learning are equal partners. We believe the world needs all kinds of minds, and we welcome each member's contributions to our curriculum and community. We celebrate what unites us, and what makes us each unique. We never ask of our students less than we ask of ourselves as we learn, grow, and laugh together. If you're a lifelong learner who seeks to grow from your strengths, you'll love TGS. We encourage you to apply!   Desired Qualifications for all Full-Time TGS Staff Demonstration of and commitment to TGS Core Values: Perseverance, Understanding, Collaboration, Caring, Community, and Adaptability Ability to collaborate and work effectively as part of a team with colleagues, students and families Understanding of neurodiversity, and desire to engage deeply with neurodiverent students Lifelong learner and expert in your subject matter, and desire to share your subject passion(s) with students Ability to differentiate subject matter across a range of ability and engagement levels Willing to join in a variety of enrichment and leisure activities to model appropriate participation for students Committed to supporting students socially as well as academically Demonstrates growth mindset towards self, teammates, and students Calm and patient, with a playful sense of humor Socio Team Description The TGS Socio team partners with academic teaching faculty to support TGS students' full engagement in the classroom and throughout the school day. Socio team members may include professionals from school psychology, social work, special education, behavior, and mental health/counseling. Responsibilities may include coaching in social communication and executive function skills at a school-wide, classroom, small group, and individual level; close collaboration with students, teammates, and parents; program development related to socio curricula and transitions program, admissions application review, progress monitoring, and research opportunities.   Socio Team Member Job Description TGS has openings for socio team members in School Year 26-27. Entry level and leadership positions may be available. Depending on the role and duties assigned, positions range from .5 to 1.0 FTE. Ideal candidates will enthusiastically help students, families, and school staff make the best use of available opportunities and resources to fully develop each student's individual potential. They will demonstrate patience, flexibility, sense of humor, and a deep connection to the mission of Temple Grandin School.   In collaboration with the TGS student support team, provide services to students, parents/families, and the school community: Develop and implement intervention strategies to increase students' academic and social success Participate in daily classes as assigned to support positive student engagement with peers, teachers and course material Contribute to program development that furthers the integration of social-emotional, executive function, and problem-solving skills in the classroom Participate in individual and group counseling/programming as needed to support students' positive social development Plan and facilitate daily socio-academic programming based on presenting student needs and current program goals Provide staff with essential information to better understand factors affecting individual student performance and behavior Support parents/families in understanding their student's learning and mental health needs in order to facilitate their student's school programming Develop and deliver staff in-service training programs, emphasizing evidence-based practice for the education and support of neurodivergent students Assist parents in accessing and utilizing school and community resources Participate in family meetings, team meetings, and problem-solving meetings as required to meet the needs of students Participate in school-wide activities in order to facilitate positive relationships with all students and staff Assist the admissions team in interpreting assessment results to determine appropriate-fit students for Temple Grandin School Required: Master's degree in school social work, school psychology, special education or related field 3-5+ years experience working with neurodivergent students in a school setting 3-5+ years experience leading/supporting teams (for leadership positions) Knowledge of child and adolescent development and family systems Knowledge of learning processes and appropriate interventions and supports for students on the autism spectrum who may be twice-exceptional Experience planning and facilitating adolescent group discussions and activities Ability to understand and interpret Multidisciplinary Evaluation Team Reports, Evaluation Review Reports, Functional Behavior Assessments, Behavior Intervention Plans, 504’s and other special education reports pertaining to student needs and issues Preferred: Colorado Teaching or Special Services License (School Social Work, School Psychology, School Counseling, or Special Education) Current Crisis Prevention Intervention (CPI) certification This estimate displayed represents the typical salary range of candidates hired in a full-time (1.0 FTE) position. Factors that may be used to determine your actual salary may include your work schedule (FTE), duties assigned, education, specific skills, years of experience, and comparison to other employees already in similar roles. In addition to salary, Temple Grandin School provides a variety of benefits to employees, including health insurance coverage (employer contribution to monthly employee premium), life and disability insurance, a retirement savings plan, paid holidays and paid time off (PTO). Wed, 04 Mar 2026 01:19:36 -0500 https://careers.nais.org/jobs/rss/22093153/counselor-begins-late-august-2026 https://careers.nais.org/jobs/rss/22093153/counselor-begins-late-august-2026 Chicago, Illinois, Counselor (Begins Late August 2026) Job Summary : Francis W. Parker School is a renowned JK-12th grade independent day school. Founded in 1901 on the tenets of progressive education, the school currently enrolls 940 students and employs over 200 dedicated faculty and staff members who, in addition to assistant teachers, substitute teachers and coaches, work together to ensure that the School lives up to its Mission to “educate students to think and act with empathy, courage and clarity as responsible citizens and leaders in a diverse, democratic society and global community.” We are currently seeking a  Counselor  to join our expert faculty (5th and 6th grades). The Counselor aims to provide social-emotional support to students and their families. Working closely with the Division Head, Learning Resource teachers, faculty, and parents/guardians, the Counselor identifies and addresses social-emotional and learning issues in individual students. Essential Functions : Provide brief solution focused counseling to students – but on occasion, long term supportive therapy. This may also include facilitating small groups based on student/cohort needs (i.e. new students, divorce/separation) Coordinate and make decisions about higher levels of care for students, as clinically indicated (social-emotional crises, etc.) Help coordinate student services, within the School, between teachers, Learning Resource teachers and other outside professionals (tutors, therapists, etc.) - including referrals, staffing/consultation meetings Design and facilitate lessons and workshops for students and families including: student health and wellness lessons and family-facing workshops on building awareness of developmental issues and strategies to support students Required Qualifications : Master’s degree or above in Social Work, Psychology, and/or Counseling Experience providing individual and group Counseling services to late childhood and early adolescent students (Upper Elementary and/or Middle School level), plus a strong grasp of the unique developmental needs of early adolescents and the learning needs of Middle School students Commitment to progressive education Commitment to collegiality, collaboration, and partnership within and across divisions Proficiency with data management and effective documentation for intervention implementation and tracking Commitment to chaperoning grade-level trips and other field experiences Adept at clear and tactful communication with adolescents, their families, and colleagues Commitment to ongoing professional development in Counseling practices, Mental Health, student development, and progressive education Compensation : Salary Range: Approximately $70,022 - $133,748 Faculty positions are paid on a step-level salary scale, commensurate with background and years of experience. Francis W. Parker School provides an excellent employee benefits program, including but not limited to: health and dental insurance, term and supplemental life insurance, flexible spending accounts (FSA’s), commuter benefits, and 403b retirement plan. Information on Parker’s comprehensive benefits package can be found  here . To Apply : Please submit a cover letter and resume here by clicking  here   (no telephone inquiries please). The faculty, staff and administration of Francis W. Parker School are integral parts of the School's community. Through their passion, dedication and commitment to the School's mission, they create and support an environment where exceptional child-centered learning can occur. Francis W. Parker School is committed to cultivating a community of dedicated students, parents, faculty and staff, trustees, administrators and alumni, who acknowledge, respect, and esteem diversity in our school; and who reflect, through their presence, the diversity of Chicago communities and the wider world. Francis W. Parker School is an equal opportunity employer. Wed, 04 Mar 2026 12:28:29 -0500 https://careers.nais.org/jobs/rss/22087717/director-of-graduate-success https://careers.nais.org/jobs/rss/22087717/director-of-graduate-success Lawrence, Massachusetts, Esperanza Academy, an independent middle school for girls in Lawrence, Massachusetts, seeks a Director of Graduate Success to provide comprehensive support and guidance to Esperanza Academy’s alumni in high school and college, empowering them to achieve academic, personal, professional, and financial success. The Director serves as a dedicated advocate for Esperanza alumni, many of whom are the first in their families to graduate from high school and attend college. The Director oversees a caseload of graduates, providing tailored college counseling, financial literacy coaching, and workforce readiness support while fostering meaningful partnerships that expand opportunity and long-term stability. In addition to direct support, the Director strengthens and sustains the Graduate Success Program through disciplined systems and documentation, and builds strong relationships with students, families, and institutional partners to coordinate programs that honor the many ways our alumni define and achieve success, ensuring that Esperanza’s alumni support is trackable, scalable, and aligned with our mission. This position is primarily in-person and reports to the Chief Alumni Success Officer. ABOUT ESPERANZA: At Esperanza Academy, we are fortunate to serve our students, their families, and the community of Lawrence. We are a tuition-free independent middle school with a 12-year commitment to our students because we believe that everyone deserves the right to a high-quality independent school education. Our school is a revolutionary antidote to racism; we, as an academic community, emphasize racial and cultural identity affirmation, love of community, and restorative justice. By creating a culture of achievement in which academic success and self-discovery are paramount, we protect and nurture the innate confidence that each of our girls possesses. RESPONSIBILITIES 1. Student, Alumni, and Family Support Provide graduates in high school and post-secondary programs with academic, social, financial, and college decision-making guidance that supports long-term success and stability. Foster relationships with alumnae and families through regular communication, campus visits, graduate support lounge office hours, and special alumni events. Coach alumni through key financial milestones, including understanding financial aid packages, student loans, repayment options, and loan forgiveness programs. Support alumni in developing foundational financial literacy skills, including budgeting, credit awareness, saving, and responsible financial decision-making. Partner with the CASO to design and facilitate workshops that strengthen financial confidence among high school, college-aged, and early-career alumni. Support FAFSA completion, scholarship applications, award comparisons, and financial planning for college persistence and completion. Expose alumni to educational, career, and workforce opportunities while supporting resume development and professional readiness. Coordinate outreach and interventions for alumni experiencing academic, financial, or personal crises. 2. Partnership Development Cultivate and manage partnerships with schools, community organizations, and external providers offering financial literacy education, student loan counseling, workforce development, and economic mobility supports. Create opportunities for students and alumni to connect, strengthening the alumni network. Leverage partnerships to expand access to scholarships, internships, and career-aligned opportunities. 3. Administrative Responsibilities Maintain clear systems for caseload management: track alumni academic, career, and financial milestones in Salesforce. Use data to identify trends, gaps, and opportunities to strengthen alumni support systems. Develop content for alumni communications and newsletters. Support the Coordinator with high school preparation programming. Participate in NativityMiguel Coalition program meetings. Bachelor’s Degree required; Master’s Degree in Education, Counseling, Social Work, or related field strongly preferred. Minimum of five (5) years of related work experience in alumni support, college counseling, or educational leadership. Fluency in oral and written Spanish. Proven track record in program development and leadership, including experience managing partnerships and driving student success outcomes. Strong personal commitment to our school values; a growth mindset, curiosity, and humility. Advanced knowledge of student success strategies, outreach initiatives, and financial literacy for underrepresented students. Exceptional organizational and time management abilities, with a focus on program design and execution. Ability to design, implement, and evaluate programs that address the needs of diverse student populations, using both qualitative and quantitative data. Availability for limited evening or weekend events, and flexibility to travel to partner organizations as needed. Ability to drive to campus visits, requiring a valid U.S. driver’s license. To APPLY: Please send a cover letter specifically detailing your qualifications for the position, a resume, and contact information for three professional references to Jadi Taveras, Head of School, at employment@esperanzaacademy.org     Esperanza Academy offers an attractive benefits package including 403(b), medical, dental, life, and disability insurance, and a comprehensive professional development program. Mon, 02 Mar 2026 15:56:28 -0500 https://careers.nais.org/jobs/rss/22087723/graduate-success-program-coordinator https://careers.nais.org/jobs/rss/22087723/graduate-success-program-coordinator Lawrence, Massachusetts, Esperanza Academy seeks a dedicated and detail-oriented team member to serve as a Graduate Success Program Coordinator. This position plays a critical role in supporting 7th and 8th-grade students and families through the high school admissions process, coordinating admissions workshops, and helping maintain communication with partner schools. The Coordinator will also teach the high school preparation class for 8th graders and support broader GSP programming in collaboration with the Chief Alumni Success Officer. The position is primarily in-person. About Esperanza: At Esperanza Academy, we are fortunate to serve our students, their families, and the community of Lawrence. We are a tuition-free independent middle school with a 12-year commitment to our students because we believe that everyone deserves the right to a high-quality independent school education. Our school is a revolutionary antidote to racism; we, as an academic community, emphasize racial and cultural identity affirmation, love of community, and restorative justice. By creating a culture of achievement in which academic success and self-discovery are paramount, we protect and nurture the innate confidence that each of our girls possesses.  RESPONSIBILITIES 1. High School Admissions and Student Support Coordinate all aspects of the 8th-grade high school admissions process, including application timelines, school selection, deadlines, essay support, interview prep, and decision-making. Teach weekly 8th-grade high school preparation classes. Track application progress and maintain updated records for each 8th grader (using Salesforce or other systems). Support 7th-grade exposure work by assisting with school visits, early interest building, and summer program placements. Provide one-on-one support to students and families, including guidance on financial aid applications and school fit. Recruit and coordinate volunteers for fall admissions workshops. Attend selected campus visits and partner school events with students. 2. Family and School Partnership Communication Communicate regularly with families, offering both in-person and virtual guidance on the admissions process. Manage logistical communication with partner high schools. Represent Esperanza Academy professionally in communication with admissions offices, summer programs, and volunteers. 3. Program Coordination and Administrative Tasks Utilize Basecamp to manage projects, organize timelines, track deliverables, and maintain shared visibility on all tasks related to the high school admissions process. Enter key updates and student notes into Salesforce, especially for alumni-related tracking and coordination. Maintain accurate student records, notes, and tracking tools to ensure smooth transitions and documentation. Maintain the Graduate Success Lounge for alumni use.  Collaborate with the Chief Alumni Success Officer and other team members to ensure students are prepared academically and emotionally for the admissions process. Participate in Student and Family Support Team meetings. Contribute to an inclusive and affirming culture rooted in Esperanza Academy’s mission of supporting girls of color from Lawrence. Bachelor’s degree required; at least two (2) years of experience in student advising, youth programming, admissions counseling, or related fields strongly preferred.  Experience working with BIPOC, first-generation, or immigrant students and families. Strong organizational and time-management skills. Comfort teaching and facilitating small group learning. Exceptional oral and written communication skills. Fluency in oral and written Spanish. Familiarity with independent school admissions processes is a plus. Availability for limited evening or weekend events, and flexibility to travel to partner organizations as needed. Ability to drive to campus visits, requiring a valid driver’s license.  To APPLY: Please send a cover letter specifically detailing your qualifications for the position, a resume, and contact information for three professional references to Jadi Taveras, Head of School, at employment@esperanzaacademy.org   Esperanza Academy offers an attractive benefits package including 403(b), medical, dental, life, and disability insurance, and a comprehensive professional development program. Mon, 02 Mar 2026 15:58:33 -0500 https://careers.nais.org/jobs/rss/22081913/lower-school-counselor-life-teacher https://careers.nais.org/jobs/rss/22081913/lower-school-counselor-life-teacher Nashville, Tennessee, Ensworth School seeks an engaging and student-centered educator to serve as the Lower School Counselor and Life Teacher. This role is dedicated to supporting student well-being and personal development by nurturing students’ emotional intelligence, social skills, and resilience through individual and small group counseling and whole class instruction. Click here for full description Fri, 27 Feb 2026 15:02:11 -0500 https://careers.nais.org/jobs/rss/22081837/k-8-counselor https://careers.nais.org/jobs/rss/22081837/k-8-counselor Oakland, California, Reports To:  Reports to Associate Head of School Position Type:   Full-Time; Faculty; Exempt   Bentley School is a K-12 co-educational, independent day school located on two campuses in Oakland (K-8) and Lafayette (9-12), California. Founded in 1920, Bentley School's legacy of excellence in teaching and learning maximizes student success in college and throughout their lives. Bentley is an inclusive community that shares a vision of academic achievement, balance, and the cultivation of character.   Engaging in continual reflection, re-assessment, and pursuit of mission-driven pedagogical practices, Bentley faculty members maintain a growth mindset by observing and learning from each other and participating in robust professional development. Teachers are expected to align unequivocally with student growth and success, establishing pedagogical objectives that are consistent with students’ development, reflecting high expectations along with demonstrated flexibility based on student achievement. Beyond the classroom, Bentley faculty members participate meaningfully in aspects of student and campus life serving as role models of compassion, respect, justice, and inclusivity as citizens of the world.   This position will be in person, primarily located at the Hiller Campus in Oakland, but will occasionally need to travel to the Lafayette campus.    Responsibilities (including but not limited to): Students Providing short-term counseling services to students seeking support. Helping students to navigate typical developmental challenges and difficulties, and support growing maturity. Providing crisis intervention, including assessment and clinical support. Creating social support groups on campus for students in need of connection and social skill building, utilizing art therapy, play therapy, and other theoretical modalities. Liaising with teachers grades 5-8 on puberty education. Provide instruction to students as needed Parents & Guardians Providing short-term counseling and follow-up support (case management) to families seeking support. Providing outside counseling and mental health referrals as determined by the family’s need or counselor evaluation. Assessing when students need ongoing psychotherapy or mental health services outside of school and collaborating with those outside providers. Assisting parents either in an individual setting, small groups, or in a presentation to improve their understanding of K–8 students to better support the child’s experience in a school setting. Faculty & Staff Serving as a consultant to faculty and administration regarding individual students and social-emotional issues. Assisting faculty and staff in their understanding of K–8 students as a way of providing support for teaching. Frequently liaising with the Learning Support Specialist to collaborate regarding care for students with combined social-emotional and learning differences/accommodation needs. Identifying potential crises and trends before they arise and implementing programs and providing training to faculty/staff to address problems before they occur. Consult and meet with others regarding student issues and clinical and legal matters pertaining to the mental health of students. Work collaboratively with others to support effective education as it pertains to SEL, inclusivity/equity and service learning within the K-8 curriculum. Administrative & Operational Responsibilities Meeting regularly with the Lower (K–5) and Middle School (6–8) Assistant Directors to keep them apprised of campus trends and students of concern. Upholding legal and ethical obligations associated with the role of counselor in a school setting, specifically regarding confidentiality laws and mandatory reporting. Staying up-to-date on legal trends and updates as they pertain and relate to the counseling of students. Maintaining excellent organizational skills, including keeping accurate notes, records, and statistics of visits and services provided to Bentley’s standards. Consulting with outside mental health providers as necessary to increase student functioning at school. Engagement with the Advisory and Life Skills curriculums. Participate in campus duties such as recess, traffic, and lunch time supervision. Other duties as assigned by the K-8 Director or Head of School. Qualifications   Master’s or Doctoral Degree in Counseling Psychology, Clinical Psychology, School Psychology, or substantially related field. Previous counseling at an independent school is strongly preferred. Must possess a current license as Psy.D., Ph.D., MFT, PCC or MSW to practice in the State of California. Internship/Apprenticeship will not be considered. Direct experience working with and supporting K-8 students and their families for at least 5 years, preferably with 2+ years of school counseling experience. Knowledge of laws, regulations and ethical guidelines relating to delivery of mental health services in the school setting (by training, study or experience, e.g., Pupil Services Credential, MFT, PCC, PsyD, etc.). Partnership approach to working with students, faculty, parents, administrators, and outside care providers. Growth mindset, detail-oriented, and sense of humor. Proven experience as a teacher and public speaker with children and adults. Ability to effectively and diplomatically communicate in difficult situations and/or conversations, with students, parents, teachers, and administrators, ensuring student and community safety is paramount and that all involved parties are respected.   Pay Range:   Bentley uses a competitive salary scale, which takes into account experience, education, and skill level. The salary scale for this position ranges from $72,685 to $140,000 annually based on years of experience.   How to Apply:   Please submit a letter of interest, a CV/resume, and a statement of teaching philosophy that addresses both your approach to working with students and how you approach your classroom practice.  A list with the names and contact information of three (3) references should also be included. No phone calls, please.   Qualified, interested candidates may apply for the position through online application at https://bentleyschool.bamboohr.com/careers/268   Bentley School is an equal opportunity employer and seeks rich diversity among faculty and administration. Bentley School offers equal employment opportunities to all applicants for employment and all employees without regard to sex, gender, gender identity, gender expression, transgender, race, color, caste, national origin, ancestry, ethnicity, religion, religious creed, sexual orientation, age, marital status, military or veteran status, genetic characteristic or genetic information, physical or mental disability, medical condition, citizenship, medical leave or other types of protected leave, domestic violence victim status, or any other characteristic protected by federal, state or local laws.  An applicant who does not meet the minimum qualifications of the position(s) for which the applicant applies will not be considered for employment. If you need a reasonable accommodation to apply or interview for the position, or otherwise participate in the hiring process, please notify Human Resources.    Fri, 27 Feb 2026 13:19:48 -0500 https://careers.nais.org/jobs/rss/22079396/school-counselor-grades-4-6 https://careers.nais.org/jobs/rss/22079396/school-counselor-grades-4-6 Nashville, Tennessee, Title: School Counselor for Grades 4-6 Status:  Full Time Reports to: Director of Upper School Classification :  Full-Time, Exempt Start Date:  August 12, 2026 About Oak Hill: Oak Hill School ( www.oakhillschool.org )  is a preK-6th coeducational, non-denominational independent school in Nashville, Tennessee. Founded in 1961, Oak Hill School provides a strong, child-centered academic program in a nurturing, Christian environment. Oak Hill School is committed to the intellectual, social, and spiritual growth of each of its 560 students. Mission: It is the Oak Hill School mission to build character and integrity in a Christian environment for a lifetime of learning and service. This faculty member will join a nurturing, Christian community committed to the School’s mission and vision for building a diverse and inclusive environment where all children learn, grow, and thrive. Summary:  The Oak Hill School seeks a warm, thoughtful, and collaborative School Counselor to support students in grades 4–6 during a pivotal stage of academic, social, emotional, and spiritual growth. This role partners closely with students, families, and faculty to ensure that each child is known, supported, and encouraged to grow into their full, God-given potential. Job-Related Responsibilities Support students as they navigate the academic, social, emotional, and developmental joys and challenges of upper elementary school Provide individual and small-group counseling to support student well-being, relationships, self-regulation, and resilience Use a variety of assessment tools, observations, and collaboration to inform student support plans and interventions Design and deliver classroom guidance lessons that promote social-emotional development, including friendship skills, teamwork, emotional regulation, empathy, conflict resolution, and responsible decision-making Manage advisory program for 5th and 6th grades and morning meetings for fourth grade Coordinate and lead special student groups Partner with teachers to support student success Maintain accurate, timely, and confidential records related to student support and counseling Collaborate with families to support student growth, communication, and care Promote a positive, inclusive, and developmentally appropriate school culture Specific Job-Related Responsibilities Serve as a counselor for students in grades 4–6, supporting academic readiness, character development, and social-emotional growth Collaborate with teachers, administrators, and learning support staff to identify and support student needs Design and facilitate social-emotional learning lessons, small groups, and classroom support as appropriate Support students in times of transition, challenge, conflict, or stress Participate in grade-level meetings, student support meetings, and parent conferences Supervise and support students in classrooms and other school settings as needed Participate in class outings, field experiences, and overnight trips, supporting student safety and community building Contribute positively to the life of the school community through participation in meetings, events, and professional development As needed, assess student well-being when safety concerns emerge, helping guide supportive responses, safety planning, and referrals Professional Responsibilities Nurture the social, emotional, and spiritual growth of each student Communicate clearly, promptly, and professionally with students, parents, colleagues, and administrators Maintain the integrity and confidentiality of sensitive student and school information Learn and implement best practices in counseling and child development through ongoing professional development Actively participate as a member of grade-level and interdisciplinary teams Serve as a positive advocate for the school, both internally and externally Skills and Characteristics A commitment to the mission and vision of Oak Hill School and to building a diverse, inclusive community that reflects God’s love as expressed in the Christian tradition A strong understanding of child development—academically, socially, and emotionally—and a passion for supporting upper elementary students Comfort in sharing one’s faith through leading morning devotion and group prayer with students A student-centered approach grounded in empathy, curiosity, and relationship-building The ability to work collaboratively with a positive spirit and a sense of humor A growth mindset demonstrated through reflection, adaptability, and openness to feedback Excellent communication, organizational, and time-management skills Enthusiasm for building strong partnerships with students, colleagues, and families Physical Demands: The work environment and physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. A request for reasonable accommodations must be submitted to the HR department.  Work for this position will take place primarily in a classroom. The physical demands of this position include lifting or carrying up to 10 pounds often, up to 25 pounds regularly, and up to 50 pounds rarely; crawling rarely; climbing/balancing and kneeling intermittently; pushing/pulling and crouching regularly; reaching, sitting, walking, standing, bending, and stooping often. To perform this job the person must be able to talk, hear, stand, sit, and/or walk for extended periods of time; and must possess normal manual dexterity and hand-eye coordination. The position may require working in various environmental conditions, including hot, cold, or outdoor settings. Nothing in this job description restricts the School’s right to assign or reassign duties and responsibilities to this job at any time. This description reflects the School’s assignment of essential functions. It does not proscribe or restrict the tasks that may be assigned. This job description is subject to change at any time.  Educational Background and Work Experience Master’s degree in School Counseling, Counseling, Social Work, or related field Experience working with children Understanding of child development and social-emotional learning Preferred School counseling license or LPC/LMSW credentials 3+ years of school-based counseling experience Experience with support systems Thu, 26 Feb 2026 14:31:17 -0500 https://careers.nais.org/jobs/rss/22079455/upper-school-counselor-leave-replacement https://careers.nais.org/jobs/rss/22079455/upper-school-counselor-leave-replacement New York, New York, Convent of the Sacred Heart is New York City's oldest independent school for girls. As an independent, Catholic school, educating students in Pre-K through 12, we are part of an international network of 160 schools. We are committed to a set of principles shared by all Sacred Heart Schools. Known as the "Goals and Criteria," these principles articulate the core components of a Sacred Heart education and charge our community with a unified educational mission. At the heart of our philosophy is the belief that each child possesses unique gifts. Our job is to unearth those gifts, nurture them, and empower each child of the Sacred Heart to share those gifts with the global community. Convent of the Sacred Heart is committed to building a community that is anti-racist, anti-bias, fair, inclusive, and welcoming to everyone and seeks candidates who connect to our  Mission and Goals . Upper School Counselor Leave Replacement Full time End of March through October 2026 Position: Upper School Counselor, Leave Replacement Reports to:  Upper School Division Head FLSA:  Exempt, full-time Salary Range:  Prorated, based on an annualized salary of $67,500 - $100,000 commensurate with education and experience The US Counselor works with the upper school administrative team in ensuring that the Goals and Criteria of CSH are integrated into the upper school program for the education of the whole child and her physical, intellectual, social and emotional well-being. The US Counselor reports directly to the division head. Responsibilities include but are not limited to: Developing, teaching and evaluating a Life Skills program for 9th and 10th grade students Developing and supervising a Peer Support program Educating and supporting faculty in an awareness of the social and emotional needs of high school students Developing and overseeing a parent education program for the Upper School Liaising with the College Counseling Office and US administration about a health program for 11th and 12th grades Maintains a referral database of mental health service providers and programs Meets with all constituents of the school regarding student issues Attends grade-level meetings as well as parent meetings Regularly attends professional development workshops Chaperoning school events Requirements: MSW or PhD Previous experience working in an independent high school It is the policy of Sacred Heart to provide equal employment opportunity to all employees and applicants. This means that all employees and applicants will be treated on an equal basis without regard to race, religion, color, creed, gender, gender identity or expression, transgender status, national and ethnic origin, ancestry, disability, age, military or veteran status, marital and partnership status, citizenship status, caregiver status, sex (including pregnancy), sexual orientation, sexual and reproductive health decisions, height or weight, predisposing genetic characteristics, criminal history, actual or perceived domestic violence victim status, or any other characteristic protected by applicable state, federal or local law (collectively referred to herein as “Protected Classifications”). In addition to the Protected Classifications set forth in this EEO Policy, the School also prohibits any form of discrimination or harassment based on being a certified medical marijuana patient, pre-employment marijuana testing, unemployment status, sexual and reproductive health decisions, salary history, arrest or conviction, or domestic violence victim status in accordance with state law. This policy applies to all terms, conditions and privileges of employment, including but not limited to: hiring, training, faculty development, transfers, promotion, compensation, benefits, educational assistance, employee facilities, termination, and retirement. commensurate with education and experience Fri, 27 Feb 2026 09:38:52 -0500 https://careers.nais.org/jobs/rss/22073532/director-of-student-services https://careers.nais.org/jobs/rss/22073532/director-of-student-services Windermere, Florida, For more information regarding this position, please click here Tue, 24 Feb 2026 13:57:21 -0500 https://careers.nais.org/jobs/rss/22062201/2026-2027-school-counselor https://careers.nais.org/jobs/rss/22062201/2026-2027-school-counselor Kansas City, Missouri, The Barstow School is seeking a full-time school counselor to join our collaborative and student-centered counseling team beginning in August 2026. This position is well suited for counselors who enjoy working with students across multiple age levels in a supportive, well-resourced, and team-oriented counseling department within an independent school setting. We are seeking a school counselor who builds relationships across all age levels, brings a strong foundation in inclusion and belonging work, and thrives in a collaborative environment, with particular strength supporting middle and upper school students. Required Qualifications Master’s degree in School Counseling or a related field School counseling certification (Missouri or eligibility to obtain) Preferred Qualifications Experience in a school setting LPC,  LCPC or equivalent licensure Experience with SEL curriculum design and implementation Experience collaborating with learning support professionals and familiarity with psychoeducational evaluations or academic testing Thu, 19 Feb 2026 13:58:50 -0500 https://careers.nais.org/jobs/rss/22058865/school-counselor https://careers.nais.org/jobs/rss/22058865/school-counselor New Hampton , New Hampshire, Job Summary: The School Counselor works collaboratively with the Director of Counseling Services to implement a holistic counseling program to support the emotional needs of students. The hours of the position are flexible, based on the interest and availability of the candidate. Candidates desiring school-day hoursare encouraged to apply. Job Status: This position is available as either a full or part-time position, depending on the applicant’s interest and availability, with flexible hours. Responsibilities Include (but are not limited to): • Respond to requests to assess students in acute distress, as needed. • Collaborate with Director of Counseling Services to strategize the most appropriate ways to support students of concern. • Collaborate with Director of Counseling Services to offer health and wellness programming for students as needed. • Collaborate with Student Life Office to conduct a monthly seminar-style educational program for students who violate substance use and possession rules of School Handbook. • Facilitate weekly counseling support group for students required to attend or personally seeking to remain substance free. • Provide counseling support to individual students in need. • Maintain accurate electronic case notes and other documentation. • Maintain professional boundaries and confidentiality. • Conduct introductory meetings with new students during the first months of their New Hampton experience to assess their transition, identify resources within the school, and introduce counseling services for students struggling with adjustment. • Attend and participate in weekly CARE Team meetings • Teach SEL competencies or similar curriculum in support of institutional needs (no more than one class). • Regularly liaise with therapists, parents, and NHS community members to ensure that all adults in the students’ lives are equipped to support them in the most appropriate ways. • Support the efforts of the Student Life Office and Counseling Services Team in providing ongoing professional development for faculty, staff, and parents on topics of student mental health. • Remain committed to strengthening counseling practice and adapt counseling techniques to ensure equitable and respectful care and support for a wide array of students. • Demonstrate a commitment to ongoing professional development regarding mental health and equity and inclusivity. • Attend school functions as directed by the Director.   Required Qualifications, Skills and Knowledge: • Master's Degree in school counseling, psychology, or related field. • License (or license in process) in social work, psychology, or school counseling. • The ability to understand the delicate balance between an individual student’s needs and those of the institution. • The ability to manage confidential information with judiciousness. • Prior experience working in a counseling role, preferably in a residential setting. • Excellent interpersonal and communication skills. • Genuine interest in working to assist people. • Professional and prompt follow-through and organization. • Willingness to take initiative, be team oriented, and remain organized. • The flexibility to meet the time-sensitive needs of the community, even outside of the typical school hours. • Experience with substance use counseling is preferred. Thu, 19 Feb 2026 10:41:03 -0500 https://careers.nais.org/jobs/rss/22055171/upper-school-learning-specialist https://careers.nais.org/jobs/rss/22055171/upper-school-learning-specialist Los Angeles, California, Brentwood School inspires every student to: Think critically and creatively. Act ethically. Shape a future with meaning.   BRENTWOOD SCHOOL Upper School Learning Specialist   Brentwood School, a vibrant and diverse K-12 independent school, is looking for a full-time Upper School Learning Specialist starting July 1, 2026. The Upper School Learning Specialist reports to the Upper School Director and qualified candidates should have a Master’s degree or Ph.D. in psychology or educational psychology and a minimum of three years of experience.   The responsibilities of this position include: General Collaborate with administration regarding various discussions and decisions related to students and families Attend all Students Support Team meetings Follow up on discussions and/or specific implementation strategies Attend all faculty meetings Engage in professional and personal development with a consistent commitment to growth Commitment to fairness and to fostering community Additional duties, such as chaperoning events, as needed, as well as serving as an advisor Serve as a member of the Upper School leadership team Teach a minimum of one course Other duties as determined by the Upper School Director   Students/Parents and Guardians Identify learning styles of individual students based on: Observations Teacher meetings Parent/guardian conversations Conversations with outside resource providers Psycho-educational reports Interpret psycho-educational evaluations to families if clarification is needed Monitor student progress Assist all students with study skills and strategies Demystify learning differences to parents and students who are aware of their learning profile If a psycho-educational evaluation is recommended, provide the family with an appropriate referral and coordinate contact Counsel students as needed with regard to learning and emotional issues   Faculty Interpret psycho-educational evaluations to faculty Speak with resource specialists regarding progress and plan for communicating concerns during the meeting Distribute current/new accommodations to teachers and assist them in implementing recommendations Work as the liaison between school and any additional service providers Work in conjunction with the college counselors to facilitate appropriate accommodations for the College Board and ACT   While being vaccinated for COVID-19 is not required, it is strongly recommended.   COMPENSATION: Brentwood School's diverse and talented faculty ranges widely in experience level, from those new to teaching to veterans who are experts in their respective disciplines with 30+ years of experience. Our salary range, of $93,000 - $133,000, includes all levels of experience. Salaries are determined based on years of experience, education, full- or part-time status, and number of months worked per school year. Salary ranges do not include benefits i.e. 403b retirement matching, paid lunchtime, free breakfast and lunch, free parking, subsidy toward medical, dental, vision, life/AD&D plans, and generous time off. The pay range is an estimate and is not guaranteed. If hired, your actual base salary will be determined by your education, experience, and schedule.   For more information about our school, please visit our website www.bwscampus.com Apply Online. https://bwscampus.clearcompany.com/careers/jobs/90fa9369-ce67-14bf-d17a-4726d8b0dba8/apply?source=3637197-CS-50023 Tue, 17 Feb 2026 15:08:08 -0500 https://careers.nais.org/jobs/rss/22047222/lower-school-counselor https://careers.nais.org/jobs/rss/22047222/lower-school-counselor Belmont, California,     Lower School Counselor Our Mission Charles Armstrong School unlocks the unique potential of students with dyslexia and related learning differences, changing the trajectory of their lives. Charles Armstrong School is the premier school for children with dyslexia and related learning differences in the San Francisco Bay Area and has a national reputation for excellence. Charles Armstrong School is a non-profit, independent, coeducational day school of approximately 240 students in grades 1-8. Charles Armstrong School is an equal opportunity employer. Position Overview: The Lower School Counselor is an integral member of our Student Support Team who provides comprehensive emotional and social support for Lower school students while working in close partnership with our academic program. Understanding that emotional well-being and academic access are deeply interconnected for students with learning differences, this role requires a holistic approach that bridges mental health support with classroom success. The Lower School Counselor collaborates extensively with teachers, the Student Support Team, and families to ensure that social-emotional support enhances students' ability to develop self-advocacy skills and access their education. Primary Responsibilities: Educate students on understanding self, strengths and challenges through reflective conversations and activities Individual intervention to improve emotional regulation strategies to increase on task time Establish and maintain a cooperative relationship with faculty, staff and administration to facilitate the provision of optimum guidance and counseling services for student success. Attend Grade Level Meetings (GLMs) to focus on coordinating student support Guide students in understanding communication with peers, conflict resolution skills Serve as consultant to parents and guardians, faculty, staff and administration. Conduct short-term groups to address social skill needs and build connections Assess risk for suicidal ideation, self-harm and abuse and neglect as indicated and follow up as required Conduct parent workshops and faculty training on topics related to student wellness when necessary Evaluate students and identify need for counseling, complete referrals for outside services as needed. Participate in parent-teacher conferences as needed Conduct interviews of prospective students and serve as a member of the Admissions Committee, reviewing applications and interviewing prospective students Keep accurate records of all counseling and guidance activities Protect the confidentiality of student records and release personal data in accordance with state laws and Board policies Assist in Outdoor Education field trips through planning and supervision as needed   Education, Certifications, and Work Related Experience: Master’s degree preferred in the field of social work therapy or counseling Minimum five years counseling, preferably in a school setting with language-based learning differences   Expected Skills: Expert clinical, interpersonal, and communication skills A passion for working with students with dyslexia and related learning differences Able to partner with community members at all levels: students, families, faculty, staff, administrators, and outside care providers Demonstrated commitment to cultural responsiveness and a trauma-informed approach to student wellness and learning Crisis management experience, including the ability to respond effectively and calmly in unpredictable situations     Charles Armstrong School Benefits: Competitive salaries commensurate with experience, ranging from $90,000 - $120,000 annually Comprehensive medical, dental and vision package, 403b plan Professional development program, including Wilson Reading System training Professional development program and wellness stipend Tuition reimbursement To apply: Direct resumes to: Hiringcommittee@charlesarmstrong.org In lieu of a cover letter, please complete Employment Application: https://bit.ly/ApplyatArmstrong Charles Armstrong School 1405 Solana Drive, Belmont, CA 94002 www.charlesarmstrong.org (650) 592-7570 Thu, 26 Feb 2026 18:23:07 -0500 https://careers.nais.org/jobs/rss/22047228/educational-psychologist-2026-2027 https://careers.nais.org/jobs/rss/22047228/educational-psychologist-2026-2027 Winter Park, Florida, About the Trinity Preparatory School of Florida: Trinity Preparatory School is an independent, coeducational college-preparatory school that develops ethical, resilient leaders who thrive in the pursuit of excellence, embrace diversity in thought and perspective, and grow spiritually. In alignment with our mission, we affirm our commitment to our core values: Trinity Family; Educational Excellence, both Academic and Extracurricular; Leadership and Character Development; and Faith and Spirituality.       In 1968, a dedicated group of Orlando community leaders led by the late Reverend Canon A. Rees Hay wanted to provide a quality, independent secondary education for students in Central Florida. As a result, they established Trinity Preparatory School in grades 6 through 12. Affiliated with the Episcopal Church, the school welcomes families and students from all faith traditions, cultures, and backgrounds, knowing that we are all enhanced by diversity.   Our devoted and notable faculty and staff are leaders in their field who share their knowledge and expertise with others at various professional development opportunities worldwide. Their dedication is demonstrated to our students, families, and communities both in and out of the classroom with a balance of academic rigor and wellness. Trinity’s student body and families reflect the world as they travel from the greater Orlando area and across the nation to take part in the Trinity experience.  Trinity Prep Professional Values: Below are Trinity Prep’s four Core Competencies that apply to all employees of the organization.  We:  Demonstrate Self-Awareness Ensure Accountability Communicate Effectively Cultivate Innovation In addition, the educational psychologist will exemplify Leadership Competencies that apply to all members of the counseling team:  Instills Trust & Values Differences Being Resilient Manages Complexity  Customer Focus Position Summary:  Trinity Prep is seeking an experienced school psychologist to support student success by providing a variety of services and counseling that promote academic striving and achievement, social and emotional development, and good mental health. The role involves collaborating with school staff at every level, assessing student and faculty capabilities, consulting with families, and intervening if or when required. Additionally, in certain circumstances, the psychologist may be required to work with families and outside agencies to coordinate external care and ensure a supportive school environment for all students.  Duties and Responsibilities: As an Educational Psychologist, you will:  Focus on research and developing evidence-based strategies to improve learning for all students, often working at a broader, systemic level. Assess students for school-related psychological issues using standardized tests, write detailed reports, and make recommendations for treatment plans and/or services based on assessment results. Conduct psycho-educational evaluations to identify learning and behavioral needs using standardized tests and other methods.  Develop and implement individualized or group interventions to address learning and behavioral problems.  Work as part of a multidisciplinary team to develop Individualized Education Programs (IEPs) and other support plans.  Maintain accurate records of confidential assessments, interventions, and counseling sessions.  Prepare reports, contribute to IEPs, and provide recommendations to school staff and families.  Possess the ability to effectively counsel diverse students from a variety of backgrounds and with a variety of emotional and mental health needs. Create a safe and accepting environment in which students feel comfortable expressing their needs. Stay abreast of all school policies, state and federal laws impacting student learning.   Keep and update HIPAA-compliant records containing privileged health information about minors. Learn and apply evidence-based diagnosis and treatment protocols in compliance with state licensing standards. Contribute to and conduct research and professional development. Stay up-to-date on current research and best practices in educational psychology.  Working closely with Middle and Upper School Faculty/Staff and Administrators, you will:  Conduct training sessions for school staff on relevant topics like behavior management and learning strategies.  Provide guidance and support to teachers, parents, and other school staff on topics such as behavior management, learning strategies, and procedures.  Effectively communicate with students’ teachers, school staff, administrators, and children’s caregivers to meet children’s mental and emotional health needs. Collaborate with the Wellness Department to design and implement intervention strategies and programs. Maintain strict confidentiality in all settings.  Regularly communicate and provide quarterly reports to the Assistant Head of School.  Qualifications and Experience Minimum of a doctoral degree in school psychology, counseling psychology, or clinical psychology or a related field from an accredited institution or the international equivalent.  Maintain a professional license and strongly prefer a certification as a national certified school psychologist (NCSP) from the National Association of School Psychologists (NASP). Minimum of 5 years as a clinical psychologist working with upper school students in independent schools preferred, with a strong background in a related field.  Promotes an inclusive environment that values, encourages, supports differences, and articulates an authentic commitment to diversity in thought and perspective while holding others accountable for the same. Obtained credentials through a process that includes gaining some clinical experience under the supervision of a more experienced mentor. Possess compassion for the needs of children, including those with disturbed behavior and a history of trauma or other challenges. Organizational skills suitable for keeping records, which may be used as legal documents or for other official purposes. Strong interpersonal and communication skills, ability to collaborate effectively, proficiency in assessment tools, and knowledge of relevant laws and regulations.  Skill at communicating with colleagues, school employees, families, and children of all ages. Ability to respond to emergencies outside of normal school hours. Able to manage their time effectively and make executive decisions about the care they provide.  Experience analyzing data, in terms of what will impact student learning and success. Ability to handle confidential material and situations with discretion and sensitivity. Proven success as a leader in program development. Possess a high degree of self-management and the ability to take initiative while being in continuous communication and collaboration with multiple stakeholders. Strong networking skills to ensure access to resources in the broader community. Exceptionally capable in bo th written and oral communication.  Excellent organizational and interpersonal skills.  Must pass a Jessica Lunsford Level II background check and drug test. Certifications Required:  CPR/AED/First Aid training is able to be gained upon hiring. Safeguarding for Children and Youth: Trinity Preparatory School of Florida is committed to ensuring the safeguarding and well-being of its students and expects all faculty, staff, and volunteers to share this commitment. The recruitment process at TPSF is carried out in accordance with recommendations of the Episcopal Diocese of Central Florida on Protection for Children and Youth from Abuse and includes rigorous background checks prior to appointment and additional training after appointment. Employee Nondiscrimination Policy: Trinity Preparatory School is an Equal Opportunity Employer.  Application Requirements:  Interested candidates should complete an application through the below link:   APPLY NOW Fri, 13 Feb 2026 18:56:32 -0500 https://careers.nais.org/jobs/rss/22043640/middle-school-counselor https://careers.nais.org/jobs/rss/22043640/middle-school-counselor Lancaster, Pennsylvania, Position Summary The Middle School Counselor is an empathetic, responsive, and highly adaptable professional dedicated to navigating the unique developmental bridge between childhood and adolescence. This individual must possess the clinical insight to identify and monitor social-emotional issues and initiate solutions while meeting LCDS expectations and utilizing mindsets and behaviors outlined in the American School Counselor Association's “Professional Standards and Competencies.” This individual should work towards establishing a visible, trusted presence in the Middle School, while proactively connecting the school, families, and external mental health resources to ensure a holistic support network for every student. Our ideal candidate will be warm, collaborative, flexible, diplomatic, confident, patient, and possessed of a sense of humor and consistent professional presence. Exemplary communication skills are essential.  We are hiring for an interim role for Spring 2026, and a permanent position to begin in August 2026. Please submit cover letter, resume, and LCDS Employment Application with references to Brenda Tarvin at tarvinb@lancastercountryday.org. General Responsibilities Student Support Conduct individual student check-ins to build rapport and identify personalized support needs.  Lead "Middle School Prep" for 5th graders, facilitating orientation classes and student panels to ease the transition to middle school. Facilitate "Sort It Out" sessions and restorative conversations to resolve peer conflicts.   Programming & Curriculum Design and deliver evidence-based Social-Emotional Learning (SEL) programming aligned with CASEL frameworks and PA Career Ready standards. In partnership with other faculty and counseling staff, coordinate and facilitate key counseling-related events, including, but not limited to: ? "Career Conversations" (similar to Career Day) PAYS survey TeenHope screening program (grades 6-12), managing all logistics, parent communications, and crisis protocols for at-risk students Utilize Lunch Clubs and Class Meetings as avenues for student connection and skill-building. Consultation & Advocacy Participate in grade-level team meetings to provide holistic perspectives on student behavior and academic performance. Consult with teachers to help create classroom conditions optimal for learning and growth. Maintain solution-focused communication regarding student progress and well-being. Provide professional expertise on trauma-informed practices and evidence-based interventions for Individual Support/Learning Plans, in collaboration with Learning Specialists. Host "Connect with the Counselor" sessions for parents and caregivers. Collaborate with the Admissions team as needed in communicating with prospective families, onboarding new students, and representing counseling services at school-wide events, such as open houses and back-to-school events.   Administrative & Safety Operations Maintain objective, ethical documentation of all student interactions. Work with administrators and fellow school counselors to monitor Bark alerts and Safe2Say Something tips regarding student safety; document actions taken and resolutions. Act as a key member of the Early Assistance Support Team (EAST). When needed, complete threat assessment documentation in consultation with administration. Perform daily operational duties as assigned, including lunch, recess, bus, or circle monitoring.   The nature of school counseling requires quick thinking, professional judgment, and may include other duties not listed above. Bachelor’s degree, plus a master’s degree in School Counseling or closely related field A minimum of two years of full-time classroom teaching experience strongly preferred Ability to maintain professionalism and confidentiality Comfort with and enthusiasm for Middle School students and their unique developmental needs Capacity to work collaboratively with others - faculty, staff, parents, and caregivers - in an educational setting Desire to be part of building the larger school culture and community, particularly with regard to diversity, equity, inclusion, and belonging efforts Thu, 12 Feb 2026 13:10:16 -0500 https://careers.nais.org/jobs/rss/22040365/school-counselor https://careers.nais.org/jobs/rss/22040365/school-counselor Richmond, Virginia, Orchard House Middle School School Counselor (Revised 1/28/2026)   General Information: A ten month, full-time, salaried employee with all applicable benefits Additional key duties: 8th Grade Homeroom/CORE Teacher and High School Coordinator Other duties as determined by the Head of School Start date August 15, 2026   Reports to:   Head of School      FLSA Status:   Exempt   Mission and Values: Orchard House Middle School educates and inspires middle school girls in a responsive, academically engaging community that fosters each girl’s intellectual curiosity, social responsibility, emotional integrity, and physical well being.    Diversity and inclusion are central to OHMS’s mission. As part of our broader effort to ensure that our hiring process and our community reflect that mission, we are actively seeking candidates to help us build a team with diverse backgrounds. All applicants should be enthusiastic about these principles and eager to carry them forward in their curricular and relational work.    Responsibilities: The School Counselor plays a vital role in supporting the OHMS mission by helping students navigate the social, emotional, and academic transitions of adolescence. Guided by the American School Counselor Association (ASCA) National Model , the counselor provides a proactive, comprehensive program that nurtures self-awareness, resilience, and healthy relationships within a caring, inclusive school environment.   Job Description: The School Counselor is responsible for the following essential duties:   Direct Student Services Provide individual and small-group counseling that supports students’ emotional well-being, self-understanding, and growth. Design and deliver classroom lessons , morning meetings, and homeroom sessions that promote confidence, empathy, and responsible decision-making. Offer short-term counseling and crisis support to students experiencing personal challenges. Be a visible, approachable, and trusted presence for students throughout the school day. Serve on the school Threat Assessment Team . Serve as 8th Grade Homeroom/CORE Teacher , providing optimal development of 8th grade girls during their final year at OHMS. Serve as High School Coordinator , helping families and 8th grade girls with high school options, planning, and application process as needed for each 8th grade student.   Indirect Student Services Partner with faculty, staff, and parents to support the healthy development of each girl and promote her success both in and beyond the classroom. Collaborate with outside professionals and community resources as needed to ensure continuity of care for students. Participate in student support and leadership team meetings to identify strategies that best serve individual and community needs. Contribute to a school climate that values empathy, inclusivity, and belonging. Program Leadership In coordination with school leadership, develop and maintain a counseling program that reflects ASCA standards and aligns with OHMS’s values. Advocate for equitable access to opportunities and resources for all students. Provide professional development and serve as a resource for faculty and families regarding adolescent development, mental health, and social-emotional learning. Follow personnel policies as described in the Employee Handbook and support student behaviors as described in the Family Handbook.   Homeroom Teacher: Homeroom teachers serve as each girl’s main advocate and as the chief communication link among all constituencies of the school.  Homeroom teachers are charged with promoting the school’s yearly agenda, cultivating positive and substantive interactions of their group, and with overseeing, advocating, and communicating each girl’s safety, education, and optimal development. See the Employee Handbook for details of Homeroom Teacher essential duties.   CORE: Teach CORE one section per week. Develop, refine, and share an annual, grade-level CORE curriculum. Share a yearly calendar of grade-level CORE activities. Work with CORE Co-Coordinators and other CORE teachers to ensure the overall. CORE program is mission aligned, philosophically cohesive, and well-articulated.   The High School Coordinator: Meet with seventh grade parents to discuss specific steps to be taken as they begin the high school selection process Meet with eighth grade parents to review the process and what will be required of them and their daughters as they choose a high school Meet with seventh grade students to explore high school options and begin to prepare them for the process Meet with eighth grade students to help them make high school choices, review the process of application for different schools, and narrow their selections Provide weekly emails to eighth grade parents reminding them of important application information and deadlines Coordinate the distribution, completion, and submission of recommendations Support and encourage parents in their efforts to review their daughters’ high school application forms for completeness and accuracy of information Submit transcripts for each student to each high school Coordinate a rising 8 th grade meeting to provide high school information Review high school applications for accuracy   Essential Skills/Qualities: Warm, approachable, and genuinely invested in the growth and well-being of girls during this formative stage of life. A reflective practitioner who listens deeply, responds thoughtfully, and maintains professionalism and confidentiality. Collaborative and flexible, with the ability to work effectively as part of a small, close-knit faculty community. Guided by empathy, curiosity, and integrity in supporting students, families, and colleagues. Understanding of the development of adolescent girls and a sincere respect for students and their families. Ability to balance multiple demands in ways that are well organized, clearly. communicated, and inclusive of a wide range of perspectives within the school. Ability to manage difficult decisions with sensitivity and conviction. Strong communication and collaboration skills with students, families, and colleagues.   Education and Experience: Master’s degree in School Counseling or a related field from an accredited program. State certification/licensure as a School Counselor. Demonstrated experience working with adolescent girls in educational or counseling settings. Knowledge of ASCA National Model and best practices in counseling middle school students. Experience in an independent school setting is preferred. Demonstrated commitment to belonging and inclusion, and to fostering a safe, supportive environment for all.   Work Environment: Classroom and office, in person Other (field trip or offsite meeting) Competitive benefits package Wed, 11 Feb 2026 08:22:01 -0500 https://careers.nais.org/jobs/rss/22040748/school-counselor https://careers.nais.org/jobs/rss/22040748/school-counselor Seattle, Washington, Who We Are: We are an independent PreK-5 school located in Wallingford's Good Shepherd Center. Meridian inspires children to approach learning with passion and curiosity. Classes are small and our curriculum is challenging. We encourage students to be reflective, and to explore a diversity of thoughts and perspectives. We ask a lot of our students. We ask them to try, to make mistakes, to rebound, to apologize, to move forward with integrity. We ask them to take intellectual risks, and to be thoughtful caring community members. As citizens of the world, we encourage them to make connections between themselves, their local community and the larger global society. We strive for Meridian students to develop into curious, compassionate, responsible young adolescents who begin to understand the power that resides in their hearts and their minds. We believe the challenges of our world require culturally-competent, well-rounded, critically thinking individuals prepared to be responsible and active global citizens. This is our work as educators in partnership with students and their families.  We offer an academic education that balances the intellectual, emotional, and social growth of children. We believe a school community that is inclusive and diverse promotes a child’s sense of belonging. Meridian students learn to understand varying points of view, which over time will fuel innovation, creativity, and positive change for communities near and far.   Job Summary: Under partnering supervision, works directly with students, staff, and families on SEL needs. Provides leadership creating and implementing Student Support Plans. This position consists of approximately 50% counseling support and 50% supporting SEL focused classroom teaching. Specific Responsibilities: Provides small group and individual support for students Pre-Kindergarten to 5 th grade Reviews and summarizes neuro and psychoeducational evaluations, and supports the implementation of recommendations through the development of social-emotional goals through Student Support Plans Member of the Student Support Team which includes two learning specialists and the Assistant Head of School. This team meets weekly to discuss students in need of support, following through on appropriate action items, collaborating and consulting with relevant faculty, administration, and families Offers curriculum resources and training to faculty and staff around social-emotional-behavioral health Supports classroom SEL activities in collaboration with classroom teachers Collaborates with the Director of Enrollment Management to support the School’s admissions process in its efforts to skillfully balance learner needs across the student body by reviewing prospective students’ application materials and classroom observations; supports orientation of new students and families  Develops a system to track and document students’ progress toward their social-emotional goals Facilitates communication and recommendations between students, parents/families, and faculty and staff regarding students’ social-emotional growth and progress Along with the Director of Equity and Inclusion and the Faculty Equity Team, acts as a resource for faculty and staff in providing emotional and social support for students/families of diverse backgrounds Supports the Assistant Head of School in organizing and building out the SEL curriculum and program Collaborates with the Assistant Head of School on specific self-harm and risk assessments as needed Conducts student classroom observations alongside the learning specialists Partners with community agencies and clinicians to make appropriate referrals for students and families Fosters a school climate that enhances community and student growth Has a commitment to ongoing cultural competence and professional development that includes anti-bias and anti-racist education, and the motivation to put these skills into practice Actively participates in and attends weekly faculty and staff meetings Stewards student culture in alignment with Meridian’s Mission and Values Maintains a professional demeanor in all communications and interactions with students, faculty, parents, and any other member of the Meridian community Supervises students in a variety of settings, including the classroom, the playground, and field trips Supports teachers as needed, including morning meetings, lunch, recess, and dismissal Cultivates community relations by maintaining open dialogue with all of the school’s constituencies Actively participates in the full life of the school Vigorously engages in their own professional development; is a life-long learner Is familiar with and complies with all policies and regulations as put forth in the school’s documents Takes all necessary and reasonable precautions to protect students, faculty, and staff Performs other duties as assigned   Education & Experience: Master’s degree in social work, counseling, educational psychology, or psychology required Training in de-escalation preferred 3+ years’ experience as a school counselor, school psychologist, or social worker Experience planning SEL curriculum and lessons Experience working in an independent school environment preferred Required Knowledge, Skills & Abilities: Ability to manage and support people in emotional distress, and help keep them and others safe Ability to relate to all constituents in the community Flexibility and adaptability to meet the needs of the students and the program Demonstrates knowledge and skill to work with students from diverse backgrounds Demonstrates skills in preparing lessons to serve a variety of learning styles, needs, and accommodations Commitment to teaching the whole child Understanding of the developmental needs of elementary school students Considers themselves a master relationship builder and mission-centered culture-shaper Impeccable written and verbal communication skills Ability to be adaptable and responsive  Commitment  to ongoing cultural competence and professional development that includes anti-bias and anti-racist education Enthusiasm, flexibility, maturity, and a sense of humor Ability to keep information in the strictest of confidence Proficient at working in a Google suite environment; ability to master common automated systems for record keeping, and learn new technology Ability to lift up to 20 pounds Ability to work outside, travel locally (for field trips), and attend overnight experiential learning Salary and benefits are competitive with independent schools in the Seattle area and based on our faculty salary scale, which considers years of teaching experience and education. The Meridian School offers a comprehensive and generous benefits package intended to support and promote the health and well-being, work/life balance, and financial security of our regular, full-time faculty, staff, and their families: Employer-paid medical/vision insurance for employee Employer-paid dental insurance for employee 403(b) Retirement Savings Plan with Employer Contribution Long-Term Disability Insurance Life/AD&D Insurance Employee Assistance Program Section 125 Health and Daycare Spending Accounts Voluntary Short-Term Disability, Supplemental Dental and/or Vision, Cancer/Specified Disease, Critical Illness, and Hospital Confinement Insurance School breaks that follow the academic calendar Paid Time-Off for holidays, sick leave, personal leave, jury/witness duty leave, and bereavement leave Professional Development Wed, 11 Feb 2026 18:47:03 -0500 https://careers.nais.org/jobs/rss/22037834/school-counselor https://careers.nais.org/jobs/rss/22037834/school-counselor Saratoga, California, Job Overview:  Provides comprehensive, developmentally responsive social–emotional and behavioral support for students in PreK–4th grade. As an integral member of the Student Services Team, the counselor collaborates closely with learning specialists, teachers and families, and helps sustain a schoolwide culture of emotional safety, belonging, and restorative practices. This role emphasizes early relationship-building, knowledge of neurodiversity, and strengths-based support tailored to the needs of young learners ages 4–9.   Reports To:   Director of Student Services Job Type:   On-Site, Full-time, Exempt, Salary Compensation :  $78,836 to $124,774   Benefits:   Kaiser, UHC Health plans with school contribution up to 90%, dependent coverage up to 25%  Guardian Dental, Vision, Life, Accident, Short/Long Term Disability, covered by school  Retirement 401K plan with school contribution of 6%  FSA (Flexible Spending Account for healthcare) with school match up to $1000  Additional FSA-Dependent Care, Specified Disease, Hospital Confinement, Whole Life available  Paid Vacation/Personal Days, paid Holidays, paid School Breaks, Sick Leave with rollover hours  Partial tuition remission is available   Years of service bonus  Paid professional development and continuing education  Responsibilities and Duties:   these are not written to be all inclusive and not limited to - Tier 2 & 3 Support:  Design and lead targeted small groups addressing emotional regulation, friendship skills, flexibility, conflict resolution, and executive functioning.  Provide brief, solution-focused 1:1 skill building for students experiencing behavioral, social, or emotional challenges.  Conduct classroom observations, behavior snapshots, and strengths-based assessments to guide interventions.  Progress-monitor group goals and collaborate with teachers and Learning Specialists to identify students for Tier 2 support. Faculty Collaboration & Consultation:  Partner with Learning Specialists (who remain case managers for academic and social/behavioral needs) to support neurodiverse learners.  Serve as a thought partner to teachers regarding student behavior, emotional development, and classroom climate.  Offer strategies, visuals, and co-regulation tools that promote emotional safety and reduce disruptions.  Participate in grade-level meetings to align on support plans and next steps for students of concern. Clinical Crisis Support:  Provide immediate, trauma-informed support during emotional or behavioral crises, when School Counselor is unavailable.  Conduct or assist with risk assessments, safety planning, and coordination with families and administrators.  Maintain accurate, confidential documentation aligned with school policies and best practices. Professional Collaboration & Leadership Participate actively in Student Services meetings and cross-disciplinary consultations. Maintain strong partnerships with Learning Specialists, division leadership, and outside providers. Engage in ongoing professional learning related to SEL, trauma-informed practices, and child development.  Additional Duties  Participate in parent-teacher and student conferences   Attend school chapel, committees, meetings, and other internal school functions  Participate in and help support, Back to School Nights, Open Houses, Graduation and Admissions Events, as scheduled on weekdays and weekends  Chaperone student field trips; some overnight  Engage in ongoing professional development experiences, including out of the area opportunities, throughout the calendar year (including summer) as directed and supported by the administration   Other related duties assigned by Supervisor  Qualifications: Master’s Degree in Social Work (MSW/LCSW) School Counseling, or Counseling Psychology  Clinical Licensure (LPC, LCSW) or eligibility. ABA training is a plus.  Demonstrated experience with safety planning and crisis de-escalation. Demonstrated experience and knowledge of neurodivergent profiles.  2–3 years of experience in a school setting with PreK–4th grade. Eligibility to work in the USA; we are unable to provide sponsorship Pass background check and references, provide negative TB test  Current Bloodborne Pathogens, First Aid & CPR, California Mandated Reporter & Sexual Harassment certifications, or able to attain within the first 3 months of employment  Skills and Characteristics:   Strong knowledge of child development, neurodiversity, SEL frameworks, and restorative practices. Warm, equity-centered approach to collaboration with students, families, teachers, and staff. Ability to remain attuned, patient, and regulated in fast-paced, dynamic school environments. Communicate with warmth, clarity, and cultural responsiveness to sustain strong home–school partnerships. Reading, writing, speaking, listening, basic mathematics Desires a highly collaborative work environment Values innovation and creativity Growth mindset Good sense of humor Passion for interacting with students in and outside of the classroom  Positive team player, ready to contribute as needed Ability to use technology to enhance the classroom experience Motivation to use a range of resources that represent diverse cultures, experiences and viewpoints  Equipment / Materials:   Apple/Mac and iOS environment with laptop and similar devices, and accessories  Google Suite cloud applications Integration of technology into classroom, presentation electronics, software, and accessories Operate standard office equipment including copier, postage machine, laminator  Physical Requirements:   Ability to visually monitor a room and students  Ability to prolong standing up to and above for 45 minutes at a time. Includes sitting, squatting, reaching, and kneeling.  Climb stairs and navigate sloping terrain Ability to move equipment/boxes and ability to lift up to 25lbs.  Work Environment:   Navigate 10 acres of land with multi surfaces, multi-level with transitions Surfaces including wood, linoleum, grass, concrete, dirt, gravel.  Sustain loud noises for a minimum of 50% of time depending on activities  Sustain indoor artificial lighting for 80% of time or higher depending on activities, backlit monitors Able to handle outdoor weather including bright sun to rain, and temperature from cold to hot When applying: Resume and Cover letter upload in PDF or Word, all prior work history in all Educational Institutions, and 3 References required Tue, 10 Feb 2026 13:10:51 -0500 https://careers.nais.org/jobs/rss/22038039/school-counselor-grades-9-12-2026-2027 https://careers.nais.org/jobs/rss/22038039/school-counselor-grades-9-12-2026-2027 Winter Park, Florida, About the Trinity Preparatory School of Florida: Trinity Preparatory School is an independent, coeducational college-preparatory school that develops ethical, resilient leaders who thrive in the pursuit of excellence, embrace diversity in thought and perspective, and grow spiritually. In alignment with our mission, we affirm our commitment to our core values: Trinity Family; Educational Excellence, both Academic and Extracurricular; Leadership and Character Development; and Faith and Spirituality.       In 1968, a dedicated group of Orlando community leaders led by the late Reverend Canon A. Rees Hay wanted to provide a quality, independent secondary education for students in Central Florida. As a result, they established Trinity Preparatory School in grades 6 through 12. Affiliated with the Episcopal Church, the school welcomes families and students from all faith traditions, cultures, and backgrounds, knowing that we are all enhanced by diversity.   Our devoted and notable faculty and staff are leaders in their field who share their knowledge and expertise with others at various professional development opportunities worldwide. Their dedication is demonstrated to our students, families, and communities both in and out of the classroom with a balance of academic rigor and wellness. Trinity’s student body and families reflect the world as they travel from the greater Orlando area and across the nation to take part in the Trinity experience.   Trinity Prep Professional Values: Below are Trinity Prep’s four Core Competencies that apply to all employees of the organization.  We:  Demonstrate Self-Awareness  Ensure Accountability  Communicate Effectively  Cultivate Innovation  The school counselor will demonstrate the following Leadership Competencies that apply to all members of the counseling team:  Values Differences Being Resilient Manages Complexity  Customer Focus Position Summary:   Trinity Prep is seeking an experienced, full-time school counselor to support the social-emotional well-being of students in grades 9 through 12. This individual will join a learning support team to ensure that we continue to meet individual needs and develop a comprehensive school counseling program for all students in the Upper School. Competitive candidates should have experience in independent school(s), and a commitment to student well-being and human development. They must have demonstrated expertise in adolescent development and learning as well as experience working with children and families.  This community builder provides support and care for all students in the Upper School and works collaboratively with the Wellness Department staff (i.e. school nurse, counselors, and other learning specialists), faculty, department chairs, and administration to facilitate the implementation of the Trinity Prep mission.  Q ualified candidates must have the ability to develop meaningful relationships with highly motivated students from diverse backgrounds. This school counselor should plan to be an integral component of the life of the school by collaborating with colleagues.  Duties and Responsibilities: As the Upper School Counselor, you will:  Build relationships with students and become an integral part of a healthy, supportive school community. Serve as an active and engaged member of the Counseling Team and Wellness Department and u se reflection and feedback aimed at continued growth. Demonstrate the American School Counselor Association (ASCA) standards in the design, implementation and assessment of a comprehensive school counseling program.  Maintain and enhance the comprehensive school counseling program by addressing academic achievement, college readiness/career planning, and social/emotional development. Support wellness education and school policies around mental health, wellbeing, and mandated reporting in collaboration with the Counseling Team and Upper School Administrators.  Provide short-term counseling and crisis intervention to students and make recommendations for outside mental health and therapeutic support.  Coordinate care between the school, parents, and outside mental health professionals. Maintain accurate, detailed records and uphold confidentiality. Assist in the development of a standard operating procedures manual with the Counseling Team. Participate in professional development and maintain licensure. Perform other duties as assigned by the supervising administrator. Working closely with school leadership:  Collaborate with school leadership to determine student needs, offer guidance, facilitate communication, and advocate how to best support students in the classroom. Implement the designated Advisory Curriculum:  Select activities that enhance and reflect a healthy culture and schoolwide traditions.  Develop advisory activities that promote mindfulness/wellness tools, effective communication and friendship skills, address healthy ways to reduce stress and anxiety, etc. Serve as a resource and support to advisors and their advisees. Provide training and support for all advisors and oversight to new faculty advisors. Serve as an advisor when needed. Qualifications and Experience: Minimum of a master’s degree in a related field from an accredited institution or the international equivalent. Doctoral degree preferred.  Maintain a professional license that mandates specific action in the fulfillment of counseling duties. Minimum of 5 years of counseling experience with upper school students in an independent school preferred, with a strong background in a related field.  Promotes an inclusive environment that values, encourages, and supports differences, and articulates an authentic commitment to diversity in thought and perspective while holding others accountable for the same. Ability to bring joy, kindness, humor, maturity, and empathy to the work and school environment balanced by professionalism and sound judgment.  Experience analyzing data, in terms of what will impact student learning and success. Ability to handle confidential material and situations with discretion and sensitivity. Proven success as a leader in program development. Possess a high degree of self-management and the ability to take initiative while being in continuous communication and collaboration with multiple stakeholders. Full understanding of differentiated instructional strategies across upper school curriculum. Strong networking skills to ensure access to resources in the broader community. Exceptionally capable in bo th written and oral communication.  Excellent organizational and interpersonal skills.  Must pass a Jessica Lunsford Level II background check and drug test. Benefits: Comprehensive benefits package including medical, dental, vision, life and disability, 403(b) plan. Certificates, Licenses, Registrations Required:  CPR/AED/First Aid can be gained upon hiring. Employee Nondiscrimination Policy:  Trinity Preparatory School is an Equal Opportunity Employer. Safeguarding for Children and Youth: Trinity Preparatory School of Florida is committed to ensuring the safeguarding and well-being of its students and expects all faculty, staff, and volunteers to share this commitment. The recruitment process at TPSF is carried out in accordance with recommendations of the Episcopal Diocese of Central Florida on Protection for Children and Youth from Abuse and includes rigorous background checks prior to appointment and additional training after appointment. Application Requirements:  Interested candidates should complete an application through the below link: APPLY NOW Tue, 10 Feb 2026 19:45:20 -0500 https://careers.nais.org/jobs/rss/22034904/school-counselor https://careers.nais.org/jobs/rss/22034904/school-counselor Atlanta, Georgia, Position Title : School Counselor Classification : Exempt, Instructional Faculty, 10 1⁄2 Month Reports To : Director of Psychological and Learning Services Mission The Howard School celebrates each student, transforming the learning experience and developing lifelong strengths. Position Purpose The School Counselor, as part of the counseling team, creates and implements a proactive program of emotional and mental health wellness to support students and provides collaborative services to address students’ emotional, social, behavioral, and/or learning needs. The Howard School serves students grades K-12. Responsibilities -Build and nourish relationships with students in the assigned Division including building trust and openness around self-advocacy and healthy help-seeking behaviors as aligned with the school’s mission. -Counsel students as needed for the purposes of crisis intervention, conflict resolution, and brief solution-focused individual counseling. Lead groups based on student need (e.g.,social skills, peer conflict, stress management). -Assist in the ongoing campus wide education and implementation of restorative practices. -Plan and implement in-services for faculty and staff for training in best practices grounded in current research as well as plan and facilitate parent engagement and parent education. -Consult and collaborate with teaching teams (lead teacher, assistant teacher, speech-language pathologist, literacy teacher, math specialist, specials teachers, assistive technology), parents, administration, and outside professionals to address students’ behavioral, social-emotional and learning needs. -Conduct formal and informal classroom observations. -Review student files and assist with interpretation of findings in psychoeducational reports with teachers. -Offer learning, social-emotional, and disciplinary recommendations based on and for the purpose of meeting students’ individual needs. -Design and assist in the implementation of interventions, including behavioral interventions with behavioral support plans. -Develop and implement classroom-based prevention programming related to mental health and students’ social, emotional, and behavioral needs (e.g., anti-bullying,self-regulation). -Make referrals to and collaborate with outside psychologists, psychiatrists, and other human service providers. Maintain a list of recommended outside professionals. -Review admissions files to produce recommendations for appropriateness of fit, contingencies, and services. Participate in admissions interviews and shadow day observations as needed. -Participate in student-led conferences, student staffing/problem solving meetings, and division level (lower school, middle school, transition, high school) team meetings. -Accompany classes on field experiences as needed. -Formulate and maintain a budget for professional resources including books, games,and therapeutic toys. -Complete any tasks as assigned by the Supervisor. Physical Requirements -Audible voice and adequate hearing and vision required as well as sufficient mobility and agility needed to participate in indoor and outdoor activities with children. -Ability to lift young children if needed. Minimum Qualifications -Masters degree in a counseling related field. -Minimum 5 years post licensure / certification experience preferred. -Experience working with teachers, families, and children required. -Experience working with children with learning differences is preferred. -Licensure/certification, as appropriate, in given field. Skills/Abilities -Strong organizational and time management skills. -Strong interpersonal skills working within a team-oriented structure. -Ability to work both collaboratively and independently. -Willingness, not only to support, but to actively engage in school values of (1) practicing kindness and respect (2) seeking a spirit of partnership (3) honoring one another’s humanity and (4) celebrating our differences. The Howard School is an equal opportunity employer that is committed to diversity and inclusion in the workplace. All applicants will be considered for employment without regard to race, color, creed, religion, sex, sexual orientation, gender identity, national origin, citizenshipstatus, age, pregnancy, disability/handicap, genetic information, uniform service member status or any other protected status in accordance with applicable federal, state, and local Mon, 09 Feb 2026 12:59:28 -0500 https://careers.nais.org/jobs/rss/22034916/coordinator-student-wellness https://careers.nais.org/jobs/rss/22034916/coordinator-student-wellness Incline Village, Nevada,   The Student Wellness Coordinator is responsible for the social-emotional health of the entire student body. This role balances support with strategic educational leadership, providing on-site counseling and teaching social-emotional learning (SEL) curricula. By integrating wellness into every facet of the student experience, from class contributions to direct stress-management instruction, this role ensures a holistic environment where emotional stability and academic success go hand-in-hand.   Bachelor's degree in School Psychology, Clinical Psychology, Counseling, Social Work, or a closely related behavioral health field. Must hold (or be eligible for) state licensure as a therapist or school counselor (e.g., LPC, LCSW, LMFT, or school-specific psychologist certification). The ability to handle confidential student information with professionalism. Proven experience in school-based counseling and adolescent psychology, with a track record of managing social-emotional programs and the clinical judgment to lead crisis interventions and external referrals. Mon, 09 Feb 2026 13:17:21 -0500 https://careers.nais.org/jobs/rss/22033363/upper-school-counselor https://careers.nais.org/jobs/rss/22033363/upper-school-counselor Hilton Head Island, South Carolina, Hilton Head Preparatory School is a joyful, accepting, and ambitious community where students discover what is great about themselves and the world around them. Our Core Values, Scholarship, Community, Integrity, Excellence, and Creativity guide every aspect of teaching and learning. We seek educators whose instruction, character, and leadership naturally reflect these values. Position Overview Hilton Head Preparatory School invites applications for a full-time Upper School Counselor beginning August 2026. The ideal candidate is a student-centered, empathetic, and collaborative professional who understands the critical role that social-emotional learning, academic support, and student advocacy play in helping adolescents thrive. This position is central to supporting student well-being, fostering a strong sense of belonging, and advancing a cohesive, developmentally responsive All-School Counseling Program aligned with Prep’s mission and core values. The Upper School Counselor works closely with students, families, faculty, and administrators to support academic, social, and emotional growth. The counselor serves as a trusted advocate for students, a resource for families and teachers, and a collaborative partner in creating a joyful, inclusive, and ambitious learning environment. Strong Candidates Will Demonstrate: A deep commitment to student well-being and adolescent development Knowledge of and experience with social-emotional learning frameworks, particularly RULER Strong interpersonal, communication, and collaboration skills Experience supporting students academically, socially, and emotionally in a school setting Commitment to Prep’s Mission and Core Values: Scholarship, Community, Integrity, Excellence, and Creativity Willingness to be an active, visible presence in the life of the school Engagement with professional learning and school counseling organizations Experience in an independent school setting is preferred. Key Responsibilities Student Support & Counseling Advocate for all students, supporting their academic success, emotional well-being, and sense of belonging. Provide short-term counseling and crisis support for Upper School students as needed. Identify students of concern and collaborate with Division Heads, advisors, faculty, and the Learning Resource Specialist to develop appropriate support strategies. Refer students and families to outside therapists or specialists when additional support is warranted. Partner with the Lower and Middle School Counselor to implement and embed RULER practices in Upper School classrooms as a core component of Upper School culture. Collaboration & Communication Consult regularly with parents, teachers, and administrators regarding students’ social, emotional, and academic needs. Collaborate with Division Heads to develop grade-level resources and calendars that support advisory programming and student development. Support academic advisors by helping integrate SEL curriculum and best practices into advisory meetings. Coordinate outside speakers and community organizations to address relevant student issues and topics. Programming & Instruction Support and help advance Prep’s SEL programming using the RULER framework and other research-based practices. Assist in developing and delivering workshops or lessons focused on emotional intelligence, wellness, identity development, and healthy decision-making. Community Engagement Contribute meaningfully to the broader life of the school through club sponsorships, co-curricular involvement, athletics, or arts programming. Maintain a visible, approachable presence on campus to build strong relationships with students. Participate in professional development and remain current with best practices in school counseling and SEL. Qualifications Bachelor’s degree required; Master’s degree or postgraduate work in School Counseling or a related field strongly preferred. Demonstrated experience supporting the social, emotional, and academic needs of adolescents. Familiarity with or training in RULER or similar SEL frameworks (preferred). Strong verbal and written communication skills. Technological proficiency related to counseling, curriculum design, and group presentations. A collaborative, flexible, and student-centered approach. A passion for working with adolescents and supporting their intellectual, emotional, and personal growth. About Hilton Head Prep Hilton Head Preparatory School is a leading independent school serving students from 15 months through 12th grade, with approximately 560 students overall and just over 200 in the Upper School. Located within the Sea Pines Resort on Hilton Head Island, Prep offers unparalleled access to natural beauty, a thriving coastal community, and a supportive school environment. The school is entering an exciting period of strategic growth , including program enhancements and campus development supported by strong leadership and community engagement. Benefits Competitive salary commensurate with experience Comprehensive benefits package (health insurance, retirement, PD funding) Supportive, collaborative professional culture Opportunities for leadership and advancement Application Process Interested candidates are invited to submit a cover letter, resume, and contact information for three professional references to Tina Webb-Browning ( TWBrowning@hhprep.org ). Please include "Upper School Counselor Application" in the subject line. Hilton Head Prep is an equal opportunity employer and does not discriminate based on race, color, religion, gender, sexual orientation, national origin, age, or disability. Deadline for Applications:  February 27, 2026 We look forward to welcoming a dedicated and enthusiastic Upper School Counselor to our team at Hilton Head Prep!   Sun, 08 Feb 2026 08:41:27 -0500 https://careers.nais.org/jobs/rss/22027451/school-counselor https://careers.nais.org/jobs/rss/22027451/school-counselor Falmouth, Massachusetts, Falmouth Academy is seeking a full-time School Counselor for the 2026-2027 academic year. The position could start as early as spring 2026, but no later than mid-August 2026. Aligned with the school’s mission and the National Association of Independent Schools (NAIS) Principles of Good Practice, the Counselor supports students' intellectual, social, emotional, and ethical development through a comprehensive, developmentally responsive counseling program. The School Counselor reports to the Head of School and serves as a core member of the Student Support Leadership Team alongside the Dean of Students, Middle School Coordinator, and faculty advisors. This team collaborates closely to coordinate student well-being, behavioral support, academic engagement, and community health across divisions. In addition, the School Counselor serves as a confidential advisor and consultation partner to the Head of School on matters related to student well-being, school climate, community health, and emerging social-emotional trends. As the school’s primary counseling professional, the School Counselor designs and delivers a proactive, preventive, community-based model that emphasizes group interventions, classroom partnerships, faculty consultation, and community education, while providing limited short-term individual counseling and crisis support as needed. Essential Duties and Responsibilities:   Counseling Program Leadership Design, implement, assess, and continuously refine a comprehensive school counseling program aligned with NAIS Principles of Good Practice and the school’s mission Develop a counseling model that prioritizes group counseling, psychoeducational programming, and classroom-based social-emotional learning Use qualitative and quantitative data, observation, and community feedback to inform program development and resource allocation Build partnerships with local universities and counseling training programs to host supervised practicum and internship placements that expand student support capacity while upholding professional, ethical, and supervisory standards Student Support & Well-Being Facilitate small-group counseling and preventative interventions that support student growth, resilience, and healthy relationships Provide short-term, goal-focused individual counseling for situational concerns while maintaining appropriate boundaries between school counseling and long-term clinical therapy Conduct risk assessments and collaborate with school leadership in crisis response and safety planning Maintain referral relationships with community-based providers and support families in accessing external mental health resources Monitor student well-being trends and proactively address emerging needs Advise student clubs focused on social-emotional well-being Provide learning sessions to parents and guardians on relevant topics   Collaboration & Consultation Partner with teachers, advisors, and administrators through consultation and shared problem-solving Participate in student support teams and contribute a whole-child, equity-minded perspective Collaborate with families as partners in student development while maintaining appropriate professional boundaries Support faculty and staff through guidance on student mental health, social-emotional learning, and developmentally appropriate practices Serve as a member of the Admissions and Retention Committees, contributing insights related to student support, transitions, and long-term student success Serve on internal committees supporting community safety and student well-being Ethical Practice & Systems Management Uphold ethical standards consistent with professional counseling organizations and NAIS expectations Maintain accurate documentation and confidentiality in accordance with state and federal regulations Establish and maintain protocols for crisis response, mandated reporting, referrals, and re-entry after hospitalization or extended absence Apply trauma-informed, developmentally appropriate, and culturally responsive practices Community Engagement & Professional Growth Contribute to a school culture that values wellness, inclusion, and belonging Engage in ongoing professional development related to adolescent development, group counseling, and school-based mental health Participate in supervision, consultation, or professional learning communities as appropriate Qualifications: Master’s degree in School Counseling, Clinical Mental Health Counseling, Social Work, or a related field Appropriate state licensure or certification (or eligibility) Experience in school-based counseling, independent schools, and/or group counseling models preferred Demonstrated ability to work independently while collaborating effectively within a school community Excellent verbal and communication skills Excellent organization skills Ability to use technology efficiently Falmouth Academy does not discriminate in employment, recruitment, admission, or the administration of any of its programs based on race, creed, national or ethnic origin, gender, sexual orientation, age, or physical disability. Interested candidates should submit a resume, cover letter, and three references to Leslie Walters, Assistant to the Head of School, at candidates@falmouthacademy.org.        Falmouth Academy offers a generous benefits package, including medical, dental, and vision coverage; a 403(b) matching program; and a tuition discount. Fri, 06 Feb 2026 16:22:24 -0500 https://careers.nais.org/jobs/rss/22027582/lower-school-counselor https://careers.nais.org/jobs/rss/22027582/lower-school-counselor Indianapolis, Indiana, Park Tudor School seeks an experienced, student-centered Lower School Counselor to join our community for the 2026–2027 school year. This role is central to supporting the social-emotional well-being of our youngest learners and requires a counselor who is highly skilled, well-organized, and deeply committed to helping children thrive—academically, socially, and emotionally. The ideal candidate brings prior school counseling experience, demonstrates the ability to structure a daily schedule that is intentionally student-focused, and excels at both direct student support and collaborative work with teachers and families. Essential Responsibilities: Student Support & Counseling Provide short-term individual and group counseling for students experiencing typical, non-clinical stressors, including but not limited to anxiety, self-regulation, and social skills development Design, facilitate, and oversee student support groups (e.g., new students, friendship skills, divorce/family change). Maintain a daily schedule that prioritizes direct student contact, responsiveness, and flexibility based on student needs. Social-Emotional Learning & Character Education Deliver developmentally appropriate character education and social-emotional learning mini-lessons in Lower School classrooms. Oversee and coordinate Lower School SEL initiatives that support our Responsive Classroom and Ruler Programs Promote equitable, inclusive, and non-biased social norms that honor diverse cultural, religious, and personal identities. Teacher Collaboration & Classroom Support Partner closely with teachers to: Provide practical, actionable strategies to support students who are struggling with self-regulation or dysregulated behavior. Consult on classroom management approaches that are developmentally appropriate and trauma-informed. Participate in Student Strategy Meetings, Grade-Level Meetings, and the Student Support Team process. Family & Community Partnership Support families through consultation and referrals to outside providers as needed; communicate and collaborate with clinicians when appropriate. Help coordinate parent education on child development and social-emotional topics via the PT Times or other school communications. Collaborate with administrators, school psychologists, faculty, and parents to continually assess and strengthen wellness programming. Serve as a member of the school-wide mental health crisis team and respond to student crises as needed. Report and/or assist staff in reporting suspected child abuse to the Department of Child Services, in accordance with state law. Other duties as assigned.   Qualification Requirements: Education: Master’s Degree required Experience: Previous experience preferred Required Qualifications: Strongly student-centered, with a proven ability to build trusting relationships with students, faculty, and families High-energy, proactive, and enthusiastic, with the ability to engage young students, respond quickly to needs, and take initiative in a fast-paced school environment Exceptionally strong interpersonal skills, including the ability to communicate effectively, collaborate across roles, and navigate sensitive conversations with warmth and professionalism Highly organized and capable of managing a dynamic, student-driven daily schedule Skilled in crisis management and calm, thoughtful response under pressure Collaborative, reflective, and open to feedback for continual growth Effective communicator with strong problem-solving skills Demonstrates professionalism, empathy, and sound judgment at all times Commitment to ongoing professional development Proficient at using technology tools such as Google Workspace, MS Outlook, Veracross, Canvas Willingness to engage in all aspects of the Park Tudor community while promoting and supporting the School’s mission, vision, and values How to Apply: Interested candidates should submit a cover letter, résumé, and a brief statement describing their approach to social-emotional learning and student support in a Lower School setting, combined into a single PDF. This statement should reflect the candidate’s philosophy and practice related to supporting young students’ social-emotional development, collaborating with teachers and families, and fostering an inclusive, student-centered school environment. Candidates may address how they work directly with students, partner with teachers and families, and respond to common developmental challenges such as anxiety, peer conflict, and self-regulation.   Please email the combined PDF to hr@parktudor.org . In addition, all applicants must complete the online employment application at: https://parktudor.formstack.com/forms/employment_application . Park Tudor School is an Equal Opportunity Employer. Candidates who would contribute to the diversity of our community are strongly encouraged to apply. For more information about Park Tudor School, please visit www.parktudor.org. Fri, 06 Feb 2026 13:35:38 -0500 https://careers.nais.org/jobs/rss/22027512/upper-elementary-school-counselor-and-sel-teacher https://careers.nais.org/jobs/rss/22027512/upper-elementary-school-counselor-and-sel-teacher Denver, Colorado, Employment Opportunity at Stanley British Primary School    Position: Upper Elementary School Counselor and SEL Teacher   Position to begin August 2026 for the 2026-2027 school year. This position reports to the Head of 3-4-5 and is charged with providing counseling support to students in 3rd, 4th, and 5th grade as well as teaching weekly proactive social-emotional lessons. We are seeking candidates with a strong understanding of child development and an appreciation of the challenges students face in upper elementary school.   About Stanley BPS:   Stanley British Primary School, located in Denver’s Lowry neighborhood, is a progressive independent school serving 477 children from Pre- kindergarten through 8th grade.  For over 50 years, Stanley classrooms have been filled with engaged learners guided by inspired teachers. At Stanley, a child's education goes well beyond academics - our teachers and our instruction principles give children the opportunity to reach their full potential academically, creatively, socially, emotionally and physically. We asked parents, teachers, staff and students to reflect on why they chose Stanley BPS. The answers we heard reflect a place and a philosophy unlike any other in the Denver independent school landscape. Teaching and learning at Stanley goes beyond a simple education. Students here have a chance to play, to choose, to interact and to own and embrace their own learning. SBPS is committed to maintaining a diverse and inclusive school community. Candidates from diverse backgrounds are encouraged to apply.   We value: An inclusive and diverse community  Joyfulness  Lifelong learning  Positive and constructive communication  Creativity, flexibility, and resourcefulness  An understanding of children and childhood  Commitment to making a positive difference in the world   Essential Duties and Responsibilities:  Provide individual school counseling for students needing extra support. Support students with social-emotional growth by facilitating small groups with targeted goals. Teach 10 SEL classes per week on topics that are pertinent to third, fourth, and fifth-grade students. Respond to students in emotional distress as needed and in consultation with classroom teachers, Learning Specialists, Families, and the Head of 3-4-5.  Create and update behavior support plans for students as needed, with specific social, emotional, or mental health goals, and communicate with the Head of 3-4-5, classroom teachers, and learning specialists about these plans to ensure they are implemented appropriately.  Communicate with families and teachers when a child needs social-emotional support.  Connect with outside therapists working with 3-4-5 students to ensure continuity of care for students.  Communicate more broadly to grade level and/or all-school constituencies around topics of relevance (such as: stress, mindfulness, bullying, healthy eating habits, self-care, human development). This communication might include updates on best practices or current strategies being considered in schools, and could take the form of updates in the weekly newsletter, communications from the Head of 3-4-5, grade-level coffee chats, presenting at team meetings, collaborating with PK-8 counselors, etc.  When appropriate, participate in planning and collaboration related to cross-division parent education events, and in consultation with school administrators.  Attend faculty meetings to proactively share information about strategies to support students of concern and to coordinate communication and support plans. Maintain records of student information as related to their social emotional development. Maintain a network of local, outside mental health professionals and make referrals to outside resources when warranted.  Coordinate health and human development curriculums for students yearly, and coordinate related communication and caregiver education.  Coordinate grade-level community-building activities four times per year. Maintain and adhere to the school’s policies on confidentiality, mandatory reporting, and harassment and bullying. Support division head with the second to third grade transition, including information sessions for parents as well as classroom placements.  Participate in the school-based crisis team and threat assessment team as appropriate. Assist with duties as needed, such as carline, recess, lunch and other duties as assigned.    Other Duties and Responsibilities:  Commit to a flexible schedule that includes night and weekend consultation and communication with the faculty, administrators, and families.  Participate in all full-staff professional development, and any social-emotional teacher specific trainings, particularly related to confidentiality, mandatory reporting, and harassment.  Involvement in student-life activities including school assemblies, grade-level community building field trips, and traveling on overnight trips to Cal-Wood.  Assist in leading family group meetings, which are dedicated to social-emotional learning in groups of TK-8 learners and faculty and staff. Take a proactive approach to stay engaged with mental health and social-emotional education trends within independent schools.   Desired Qualifications and Background Experience:  An appreciation for and understanding of Stanley British Primary’s philosophy of education, including the seven goals for learners of self-awareness, collaboration, respect, curiosity, perseverance, academic resourcefulness, and joyful, lifelong learning  A deep enjoyment of working with kids and getting to know them as individual people, honoring and valuing each individual child.  A commitment to, enjoyment of, and appreciation of the development needs of third, fourth and fifth-grade students.  A commitment to improving one’s craft and growing professionally, modeling the joyful, lifelong learning we seek to impart on our students.  A bachelor’s degree is required; the ideal applicant for this position will have a master's or doctorate degree in Counseling, Psychology or Social Work, with current licensure in Colorado and experience as a teacher or counselor at the upper elementary level.  Experience teaching third, fourth and fifth graders preferred Experience working in a diverse environment.  Highly organized and attentive to detail, able to keep track of a wide variety of dates, deadlines, and logistics.  A willingness to pitch in and help out wherever needed.  A self-starter who is attentive to the needs of individual faculty and of the overall 3-4-5 team.  Strong oral and written communication skills.  Familiarity and comfort with a range of technology, including the Google platform.    Salary and Benefits: Salary range is $57,000 - $88,000 based on experience and education   The salary range listed is just one component of Stanley’s total compensation for employees. Stanley offers wide-ranging opportunities to supplement individual salary with stipends. Stanley provides excellent benefits including medical, dental, life and disability insurance, retirement, paid time off in addition to paid fall, holiday and spring breaks, tuition remission and professional development.      Equal Opportunity Employer  Stanley BPS is committed to a policy of nondiscrimination and equal opportunity for all persons regardless of race, ethnicity, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, disability, or veteran status. This policy covers all programs, services, policies, and procedures of Stanley BPS, including admissions, employment and access to services and programs.    To Apply: To initiate an application, send a cover letter and resume to: Susan Farr Stanley British Primary School Executive Assistant to the Head of School susan.farr@stanleybps.org   Interviews will start as resumes are received. We will be accepting resumes until our position is filled.   Fri, 06 Feb 2026 11:27:15 -0500 https://careers.nais.org/jobs/rss/22025099/high-school-learning-specialist https://careers.nais.org/jobs/rss/22025099/high-school-learning-specialist San Francisco, California, Our School The International School of San Francisco is a bilingual, multicultural learning community where students learn to navigate the complexities of the world with confidence, empathy, and joy. Our vibrant urban campus is situated in the heart of the city and serves nearly 1,100 students beginning at age 2 and continuing through grade 12.    Mission Guided by the principles of academic rigor and diversity, The International School of San Francisco offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance.    Opportunity Working at The International School of San Francisco opens up a myriad of opportunities both personal and professional. When minds and cultures from around the world come together, boundless curiosity takes hold; faculty and staff benefit from that deep intellectual engagement and joyful discovery as we live out our values of respect, integrity, inclusion, collaboration, and curiosity. Each employee is both teacher and learner in our vibrant, multicultural, multilingual school community.   Position:  The Learning Specialist facilitates an inclusive learning environment by providing direct learning support within the context of a holistic approach to addressing student needs. Reporting to the Director of Student Support and proactively collaborating with the student support team, including learning specialists and counselors from all sections of the school, the Learning Specialist maintains the practices and procedures that ensure a multi-tiered system of support which is coherent and continuous as students move through the school. The Learning Specialist communicates actively with all stakeholders, including leaders, faculty/staff, families and caregivers, and especially students, to foster a joyful and supportive experience for neurotypical and neurodiverse students alike.   Focus and  Responsibilities:  Support the Director of Student Support in gathering, updating, and interpreting data on student progress and needs, including internal data and external evaluation reports Maintain records of student progress and services in accordance with school policies and practices Collaborate with the Director to identify students with emerging or shifting needs Collaborate with the Director of Student Support, the student support team, and the section team and faculty to create data-informed learning and support plans for students, taking into account both academic and social-emotional needs Facilitate student-centered, inclusive processes for regularly updating learning plans, annually at a minimum Provide small group, targeted Tier 2 support during student free periods, in alignment with schoolwide progressions and best practices in the field; this work should constitute at least 22 hours of direct student contact  Support students in self-advocacy and facilitate student-teacher communication that empowers students to access a range of supports within and outside the classroom Through coaching, class visits, and resource sharing, support faculty in providing robust tier 1 classroom accommodations  to enable all students to thrive Foster inclusive physical learning environments that incorporate the needs of students with a range of neurotypes Complete necessary documentation for accommodations on external standardized testing, and ensure full provision of those accommodations Act as case manager for individual High School students as assigned by the Director Communicate consistently with classroom teachers of students in the case load to share current strategies and ensure thorough implementation of learning plans internally Maintain strong lines of communication with families and caregivers of students in the case load, providing semi-annual progress reports at a minimum  Participate in meetings regarding student progress as directed by the Director and the High School Principal, including conseils, student support meetings, and others In collaboration with colleagues, design and deliver professional development for faculty on key areas including differentiation, executive functioning, and study skills With the support of the Director, communicate and collaborate as needed with outside evaluators and service providers Maintain a strong understanding of current learning support techniques for adolescents, and collaborate with the Director and student support team to provide a developmentally-appropriate sequence of research-based strategies across the school   Key qualities: Excellent knowledge of best practices in learning support with grades 9-12  Strong cross-cultural communication skills and the ability to develop trust with all constituencies A team-oriented, collaborative approach A desire to work in a fast-paced multilingual environment Empathy, patience, and a genuine passion for supporting students’ holistic development A growth mindset and a practice of keeping current with developments in the field Bachelor's degree and/or professional coursework or certification indicating training applicable to the responsibilities of the position; advanced coursework preferred Knowledge of French a plus but not required   This is a full-time, salaried position reporting to the Director of Student Support. Salary range is specified by the collective bargaining agreement, based on education and relevant years of experience.   Salary range for this position $65,153 - $110,975.   HOW TO APPLY **please note that during the application process you are required to send a request to 2 professional references. If you do not wish to provide your references at this moment, please enter email addresses of contacts you are comfortable with listing.   ABOUT OUR SCHOOL  The International School of San Francisco is a PK-12 independent school.  Founded in 1962, our school is a multicultural, multilingual educational institution with over 1,100 students across an urban campus in the heart of the city. Guided by the principles of academic rigor and diversity, the French American International School offers programs of study in French and English to prepare its graduates for a world in which the ability to think critically and to communicate across cultures is of paramount importance. Our international community brings together people from many backgrounds. Together we strive to create a shared culture that develops compassionate, confident and principled people who will make the world better. We base our community on these values: Respect, Integrity, Inclusion, Collaboration, Curiosity.   Excellent knowledge of best practices in learning support with grades 9-12  Strong cross-cultural communication skills and the ability to develop trust with all constituencies A team-oriented, collaborative approach A desire to work in a fast-paced multilingual environment Empathy, patience, and a genuine passion for supporting students’ holistic development A growth mindset and a practice of keeping current with developments in the field Bachelor's degree and/or professional coursework or certification indicating training applicable to the responsibilities of the position; advanced coursework preferred Knowledge of French a plus but not required Thu, 05 Feb 2026 15:54:48 -0500 https://careers.nais.org/jobs/rss/22022131/social-justice-coordinator-fall-2026 https://careers.nais.org/jobs/rss/22022131/social-justice-coordinator-fall-2026 Dedham, Massachusetts, Social Justice Coordinator (Fall 2026)   Job Summary The Rashi School, the Boston Area’s Reform Jewish Independent School, serving students in grades Pre-K-8, seeks a Social Justice Coordinator for the 2026-2027 school year. Rashi’s social justice program was founded nearly thirty years ago, and social justice is a cornerstone of a Rashi education. The most recent Social Justice Coordinator revamped the program in many exciting ways, including revising the mission of social justice education at Rashi. Her departure offers the incredible opportunity to continue in the creation of a future vision of Social Justice at Rashi. Reporting to the Director of Jewish Learning and Life, the Social Justice Coordinator has responsibilities both in and out of the classroom.  The Rashi School is a warm and inclusive community , where children are appreciated for who they are as they learn and develop their identities. With the school’s foundation of rigorous academics and differentiated instruction and a mission rooted in social justice, we want our students to ask the tough questions—not just the who, what, where, but the how, why, and what can I do to fix it? Rashi graduates have the confidence to try new things and to fail forward. With kindness at their core, they become empowered learners, change agents, global Jewish citizens, and good friends.  From the founding of the Rashi School, Rashi’s mission has always put tzedek , justice, and tikkun olam , repairing the world, at our core. We are inspired by the mission set by the prophetic call to be a light unto the nations ( Isaiah 49:6). Our founders envisioned students learning and living social justice through direct service in our communities, by meeting social justice workers from around the world, and through an integrated social justice curriculum, showing that learning and justice go hand in hand.  Teaching Responsibilities: Cultivate and maintain a healthy and trusting learning environment, encouraging and nurturing relationships with students. Guide students in their social-emotional development and in their ability to establish positive and rewarding relationships. Teach weekly social justice classes to students in Grades Pre-K-2, grounded in Jewish texts and values.  Collaborate with faculty in Grades 3-8 to bring Social Justice education into their classes and the overall student experience. Develop and implement interdisciplinary curriculum and student-centered pedagogy.  Support individual and small group student initiatives by mentoring them, and helping them bring their ideas to fruition.  Communicate with families in positive and professional ways including email, phone calls, meetings, and parent-teacher conferences. Attend relevant meetings during the school day and faculty meetings on Wednesdays after school. Share duties (recess, lunch, etc.) and participate in other aspects of school life set by school leadership.   Programmatic Responsibilities: Coordinate community wide service opportunities.  Plan and implement Middle School Social Justice days.  Lead the Mitzvah Makers program, and intergenerational service learning opportunity for students in Grades 2-5, in partnership with the Newbridge on the Charles Hebrew Senior Life staff.  Participate in an intergenerational Middle School program where students work with patients dealing with Alzheimer’s and dementia.  Lead Rashi’s annual all school Social Justice project, Tamchui , highlighting non-profit organizations and their work for students across the grades. Advocate for social justice throughout the school and broader school community. Collaborate with appropriate faculty to network, building and maintaining partnerships with community organizations, activists, and educators to enhance the impact of social justice initiatives. Assess and evaluate the effectiveness of social justice programs and initiatives, making adjustments as needed to meet objectives. Personal Characteristics:   Passionate Dynamic Empathic Creative Continuous learner Open to feedback Strong communicator  Active listener Commitment to working in and fostering an inclusive community Belief in Rashi’s Mission and Core Values Qualifications : Bachelor's (master's degree preferred) in education, sociology, social work, or a related field. Deep understanding and proven commitment to social justice. Strong verbal and written communication skills, with the ability to facilitate difficult conversations and engage diverse audiences. Strong interpersonal skills. Ability to work collaboratively with diverse groups and individuals. Ability to utilize technology to support efficient and effective processes.  3-5 years of classroom teaching at the middle or lower school level and/or previous experience in a social justice related field. Physical Requirements: Able to sit, stand, type, twist, bend. Able to use telephone and computers.   How to apply :  Interested candidates should email a cover letter, resume, and professional references to jobs@rashi.org .   Rashi is proud to be an equal opportunity employer. Guided by our core values of justice, respect, learning, community, and spirit, and with social justice as a foundational cornerstone of our school, we are committed to building an inclusive community that honors and respects each individual, their varied identities, and their spirit. We seek to listen, learn, and grow together to ensure that we are a place in which all community members can thrive. We welcome applicants of all backgrounds, including age, race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, mental disorder, familial status, veteran status, genetic information, or any other protected characteristic as  established by law. Wed, 04 Feb 2026 09:13:59 -0500 https://careers.nais.org/jobs/rss/22022292/lower-school-counselor https://careers.nais.org/jobs/rss/22022292/lower-school-counselor Raleigh, North Carolina, Ravenscroft School is a PreK–12 independent school where students are known, challenged, valued, and supported. We believe exceptional schools are built by people who teach with joy, lead with integrity, and commit themselves to lifelong learning. Our community is guided by  Lead From Here , an educational framework designed to intentionally develop leadership through collaboration, accountability, empathy, and strategic thinking. Ravenscroft is seeking a  School Counselor  (2026–2027) in the  Lower School Counseling and Health Department  to contribute meaningfully to our student-centered, mission-driven community. This is a  full-time, exempt, 11-month  faculty position. This role is ideal for someone who is a collaborative and student centered professional who values authentic relationships, exercises sound judgement and is energized by working in a fast-paced mission-driven school environment. Supervisory Responsibilities:  None What You'll Do Provide individual and group counseling services to Lower School students, delivering social-emotional support with the highest ethical and professional standards. Serve as an active member of the Counseling and Health Department, reporting to the Associate Head of School for Student Affairs and participating in weekly case consultation and program planning meetings. Act as a key member of the Lower School Leadership Team, participating in leadership meetings, grade-level faculty meetings, and chairing the Lower School Student Assistance Team (SAT). Partner with Academic Skills faculty to interpret psychoeducational testing and support the implementation of academic accommodations through the Learning Enrichment and Advancement Program (LEAP). Serve as an objective and trusted resource for Lower School faculty and staff, offering consultation, guidance, and professional development on child development, group dynamics, relationships, and student support strategies. Support and help coordinate developmentally appropriate social-emotional learning programming, including collaboration around advisory programming and integration of  Lead From Here  and the Citizen Leader Framework. Maintain confidential student records and documentation in accordance with ethical standards, legal requirements, and school policies using the school’s database management systems. Partner with the Counseling and Health Team and Lower School Leadership Team to develop and deliver parent and family education programs related to child development, identity development, interpersonal relationships, social media use, and puberty education. Serve as a liaison to outside providers, maintaining a strong referral network, supporting families with resources, and coordinating care when students require external services or medical leave. A full list of essential functions will be shared during the interview process.    Qualifications Required: Master’s degree in School Counseling, Clinical/Counseling Psychology, School Psychology or Clinical Social Work Strong interpersonal skills with a high degree of warmth, empathy, and professionalism Experience working with children and families in a school or similar setting Excellent organizational, documentation, and computer skills Demonstrated cultural competence and ability to work collaboratively with diverse students, families, faculty, and staff Ability to navigate complex, sensitive situations with discretion and sound judgment Preferred: Eligibility for (or current) licensure in the state of North Carolina Experience developing and delivering student and parent education programs Familiarity with psychoeducational testing interpretation and academic accommodations Experience in an independent school or similarly fast-paced educational environment   Work Environment and Physical Demands  This role is based on Ravenscroft’s campus and includes work in offices, classrooms, shared community spaces, and student areas. The position requires regular movement throughout campus, visibility in student spaces, effective communication with students and adults, and the ability to maintain confidential records. Some evening or occasional weekend responsibilities may be required. Reasonable accommodations may be made for qualified individuals with disabilities.     Wed, 04 Feb 2026 13:53:32 -0500 https://careers.nais.org/jobs/rss/22019399/counselor https://careers.nais.org/jobs/rss/22019399/counselor East Haddam, Connecticut, Franklin Academy seeks a compassionate, student-centered Counselor to support the social, emotional, and personal growth of neurodivergent adolescents in our community-oriented residential school. This engaging role involves providing individual and small-group support, collaborating closely with academic and residential staff, and guiding students as they develop emotional regulation skills, healthy coping strategies, and greater independence. The Counselor is an active member of daily campus life, offering support both in and out of traditional office settings and participating in residential activities, school programming, and ongoing professional development. Student Counseling & Clinical Support Serve as a primary counseling resource for assigned students, providing ongoing therapeutic support. Conduct individual counseling sessions tailored to each student’s cognitive, emotional, and developmental profile. Design and facilitate group counseling experiences focused on social skills, emotional regulation, executive functioning, and adaptive skills. Apply evidence-based techniques to support student growth and well-being.   Residential & Community Support Provide milieu counseling support in residential and community settings. Participate in residential interventions as needed to support students daily living, social integration, and emotional health.  Serve in assigned residential coverage duties, including one weekday evening per week and weekend rotations. Provide crisis intervention and emotional support during evenings, weekends, and on-call situations.   Collaboration & Consultation As a member of the Student Life Division, consult regularly with residential and academic staff to support student success and coordinate interventions. Participate in multidisciplinary Student Life meetings to review student progress and update support strategies and interventions. Coordinate care and maintain communication with outside psychiatric and therapeutic providers. Maintain open, consistent communication with parents and caregivers regarding student progress and concerns.   Program Development Contribute to the student life division through enhancing the vision of the counseling department in alignment with Franklin Academy’s mission. Participate in staff training and provide professional support to colleagues when appropriate.   Community Engagement & School Service Chaperone off-campus trips and school-related travel. Serve on Franklin Academy committees as assigned. Actively participate in school-wide professional development activities. Engage fully in the life of the school community, including residential and extracurricular programming. Housing stipend provided with salary. Tue, 03 Feb 2026 11:20:38 -0500 https://careers.nais.org/jobs/rss/22019684/associate-director-of-college-advising https://careers.nais.org/jobs/rss/22019684/associate-director-of-college-advising Seattle, Washington, SEATTLE ACADEMY  is a dynamic community that challenges students to question, imagine, and create in order to contribute boldly to a changing world. We achieve this exciting mission as an independent school serving 6th – 12th grades located in an urban, Seattle environment.  We seek an  ASSOCIATE DIRECTOR OF COLLEGE ADVISING  for our active and engaged College Advising team starting in the 2026-27 school year. This team supports the mission by serving the interests of our students in their well-informed considerations of college.  As an expansion to a highly functional existing team, this individual will be a deeply engaged member of the community, endeavoring to understand, participate in, and translate the vibrant life of Seattle Academy to outside groups.   In providing organized and energetic support of students, the  Associate Director of College Advising  will guide in their college search approximately 35-45 members of the 11th and 12th grades; monitor the progress and completion of each advisee's applications; and participate in all activities required to sustain and advance a productive and dynamic college advising program.   Key characteristics for the person in this position include: Ability to work effectively with all constituent groups when needed - students, parents, teachers, college partners, and administrative teams; Desire, interest, and enthusiasm for working with upper school-aged students; Compassion, patience, flexibility, sense of humor, contextual emotional intelligence; Ability to manage multiple priorities, set timelines and meet deadlines; Excellent organizational, written and verbal communication abilities; Effective work on your own and with the team; Effective problem-solving skills; and Confidentiality and discretion Successful candidates must have a Bachelor’s Degree, first-hand understanding of independent schools and of selective college admission, and five years of previous college admission experience, either as a high school-based college advisor or as an admission representative. The position is salaried (exempt) with a salary range of $85,000 to $100,000, depending on relative experience. Successful candidates must be able to pass a fingerprint background check as a contingency of employment. HOW TO APPLY: SAAS offers a competitive salary and an excellent benefits package. View our  Faculty Benefits here . APPLY ONLINE HERE Seattle Academy provides Equal Employment Opportunities to all applicants without regard to race, color, religion, sex, gender, gender identity, gender presentation, sexual orientation, national origin, age, disability, genetic information, marital status, amnesty or status as a covered veteran in accordance with the applicable federal, state, and local laws.  Tue, 03 Feb 2026 16:26:37 -0500 https://careers.nais.org/jobs/rss/22019385/academic-advisor-college-counselor https://careers.nais.org/jobs/rss/22019385/academic-advisor-college-counselor East Haddam, Connecticut, Franklin Academy is seeking dedicated and proactive candidates for the role of Academic Advisor & College Counselor to work with a cohort of neurodivergent post?graduate students. This position provides individualized academic support and targeted interventions aligned with each student’s learning profile and performance needs. The Academic Advisor & College Counselor will directly monitor student progress, provide academic and course advising, conduct both 1:1 and group interventions, and collaborate closely with Franklin Academy faculty and partner college faculty to promote student success. This role is responsible for guiding students and families through the post?secondary application and transition process. The ideal candidate brings a background in education, special education, or transition services and a strong commitment to supporting student growth in organization, goal?setting, executive functioning, and social engagement. Case Management & Student Support Serve as the primary point of contact for academic services for a cohort of approximately 16–19 post-graduate students, providing ongoing academic and emotional support. Directly advise 6-8 students, supporting direct communication and outreach to families.  Monitor and evaluate student performance, and develop and implement personalized learning plans and targeted intervention strategies. Maintain regular communication with students, faculty, and parents regarding academic progress, goals, and support plans. Conduct individual and group interventions focused on academic success, organizational skills, study strategies, and social engagement. Partner with local colleges and universities on enhancing academic course offerings for post-graduate students.    Collaboration & Communication Collaborate with faculty and staff to establish a coordinated and responsive support system for students. Ensure students’ learning plans and 504 accommodations are clearly communicated to relevant faculty and staff, with follow?up as needed. Support student registration with offices of disability services at the local community college.  Partner with internal stakeholders to align academic expectations, supports, and student goals.   Progress Monitoring & Reporting Collect, analyze, and interpret student performance data to identify trends, strengths, and areas requiring additional intervention. Provide regular, clear, and actionable updates to parents and guardians regarding academic and behavioral progress. Evaluate the effectiveness of interventions and recommend adjustments or new strategies as appropriate.   Postsecondary Oversight & Transition Planning Establish collaborative and supportive relationships with students and families throughout the post?secondary planning process. Assist students with college or post?Franklin program applications, ensuring timely and accurate completion of required materials. Create, maintain, and file student transcripts as requested during enrollment and post?graduation. Utilize the student information system to track progress, inform advising decisions, and communicate next steps to families. Collaborate with the Associate Dean of College & Career Counseling to design and deliver workshops or classes preparing students for transition beyond high school.   Community Engagement & School Service Serve on Franklin Academy committees as assigned. Actively participate in school-wide professional development activities. Engage fully in the life of the school community, including residential and extracurricular programming.   Evening & Weekend Programming  As part of Franklin Academy’s residential program, participation in evening and weekend programming is required and additional stipend is earned.  Responsibilities include: One assigned evening duty per week, based on residential life needs. Weekend duty as assigned per residential life schedule. Leading or supporting evening seminars, workshops, or activities. Participating in all?campus special events and community programming.   Salary includes on-campus housing or a housing stipend. Tue, 03 Feb 2026 10:55:38 -0500 https://careers.nais.org/jobs/rss/22017380/school-counselor https://careers.nais.org/jobs/rss/22017380/school-counselor Easton, Maryland, School Counselor   The Country School is an independent, coeducational, PK-8 school founded in 1934 with an enrollment of 330 students. Located on Maryland’s Eastern Shore, a few blocks from downtown historic Easton, we offer a challenging academic program in a nurturing environment focused on educating the whole child.    The Country School seeks an experienced, dedicated PK-8 School Counselor. The counselor provides counseling support for students and is an integral part of the school culture. This position works closely with the lower school and middle school learning specialists to meet student needs, and the counselor collaborates effectively with the administration, faculty/staff, and partners with families. The counselor develops, leads, coordinates, and promotes initiatives and projects that benefit the school and the larger TCS community. In addition to counseling responsibilities, the School Counselor teaches a weekly course titled Seminar to each of the four middle school grades. This course is taught in conjunction with a team of teachers and focuses on emotional health and well-being for adolescents.    Start Date is August 24, 2026.   Key Responsibilities: Promote and facilitate the development of social-emotional competencies through program development, teacher/staff collaboration, and classroom learning opportunities. Provide direct counseling services to students through small groups and short-term 1:1 support. Work in partnership with the Student Support Team to develop plans and systems to remove barriers to students’ academic success and to promote personal growth, health, and well-being. Provide responsive student services, including school-based mental health risk assessments. Provide information, consultation, and support for faculty and staff. Lead initiatives that support students who represent diversity in our community and foster understanding, inclusion, and acceptance. Develop positive working relationships with community-based professionals in order to facilitate referrals, educational planning, and ongoing monitoring of student progress.   Qualifications & Skills: Bachelor’s degree in counseling or related field.  Master’s degree in social work, counseling or related field and active, up-to-date state licensure.  Five or more years of experience with school-age students in a school setting preferred. Demonstrated expertise in facilitating small group counseling and classroom lessons. Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities. Highly organized with strong attention to detail and the ability to manage multiple projects.   Qualified applicants should submit a cover letter and resume to: Jay Parker, Head of School resumes@countryschool.org   Salary The Country School’s salary range for this full-time position is from $55,000 to $70,000 and is based on factors such as years of experience, qualifications, full-time status, and schedule. If selected for the role, your salary will be determined by your experience and qualifications.    Benefits TCS’s benefits include a 403(b) retirement plan with matching contributions, and medical, dental, and vision insurance for individuals and families. Health Savings Accounts are also available. Employees receive sick time, time-off for all-school breaks, disability and parental leave, and paid time-off.    Tuition Remission Under current policy, employees who are employed at TCS full-time are eligible to receive tuition remission for their children who attend our school. The first child receives 50% tuition remission, each additional child is eligible for 25% tuition remission.  - Employee children must meet the same standards for admission as all other applicants. Employees may apply for financial assistance through our need-based tuition assistance program.   The Country School Diversity Statement The Country School believes that seeking and valuing diversity of ideas, experiences, and identities, developing meaningful connections, and fostering a sense of belonging are vital to each student’s education and growth. A diverse, inclusive, and equitable school community is critical for preparing students for a role in a complex, pluralistic, and interconnected society. We actively see and value the differences of our school community, among them ability/disability, age, ethnicity, faith traditions, family composition, gender identity and expression, learning styles, race, sexuality, and socio-economic status.   Equal Opportunity Employer The Country School is an equal opportunity employer that does not discriminate on the basis of race, color, religion, age, sexual orientation, gender, nationality, or ethnic origin.   Mon, 02 Feb 2026 17:06:21 -0500 https://careers.nais.org/jobs/rss/22005797/school-counselor https://careers.nais.org/jobs/rss/22005797/school-counselor Northbrook, Illinois, This position is available immediately. The School Counselor provides direct and indirect support to K–8 students to promote social-emotional development, positive school adjustment, and overall student well-being. This role collaborates closely with educators, families, and school leadership to strengthen student success through counseling services, schoolwide SEL programming, and proactive support systems. Key Skills & Professional Dispositions The ideal candidate demonstrates: Enthusiasm for working with K–8 students and school staff A calm, steady, and professional presence during high-stress or crisis situations Excellent interpersonal and communication skills with children, families, and adults Strong professional judgment, discretion, and adherence to confidentiality and ethical standards The ability to establish and maintain clear professional boundaries Creativity, flexibility, and problem-solving skills A proactive work ethic, growth mindset, and positive attitude A highly collaborative approach to teamwork and family partnership Essential Duties & Responsibilities Student Support (Direct Services) Provide short-term, school-based individual and group counseling services Deliver push-in and pull-out supports focused on social-emotional growth, self-regulation, coping skills, and peer relationships Teach and coach skills related to emotion management, conflict resolution, and interpersonal communication Support student transitions, social dynamics, and behavioral needs across grade levels Schoolwide Programming & SEL (Tier 1) Lead and implement Tier 1 SEL curriculum and schoolwide social-emotional initiatives Teach and coach skills related to emotion management, social problem-solving, coping strategies, and interpersonal communication Support student transitions, conflict resolution, and social dynamics across grade levels Collaboration & Consultation Partner with teachers, administrators, and families to support student progress and success Participate in student support and intervention meetings, including follow-up and progress monitoring Communicate with families in a timely, compassionate, and professional manner while maintaining confidentiality Provide referrals to outside providers when appropriate and coordinate care within the school setting Systems, Documentation & Professional Practice Maintain accurate, timely records, case notes, and required documentation Support crisis response planning and student safety efforts in collaboration with school leadership Use data, observation, and professional judgment to inform interventions and measure progress Maintain professional competence through supervision, training, and ongoing professional learning Adhere to ASCA Ethical Standards for School Counselors Perform other duties as assigned by school administration Benefits Include: Sick/Personal Days, Medical, Dental, Vision, Short-Term Liability, Long-Term Liability, Life Insurance, early release (1:45pm) Fridays during Central Standard Time, and working in an amazing community with fantastic colleagues! Job Requirements Master's degree in School Counseling preferred, Social Work, or Psychology will also be considered. Degrees must be issued from an accredited program. Appropriate professional licensure or certification (or eligibility to obtain based on training pathway). Experience working with children and adolescents. Strong commitment to student well-being, ethical practice, and healthy professional boundaries. Wed, 28 Jan 2026 10:20:29 -0500 https://careers.nais.org/jobs/rss/22003438/school-counselor https://careers.nais.org/jobs/rss/22003438/school-counselor Albuquerque, New Mexico, Sandia Preparatory School is seeking an experienced, enthusiastic school counselor and educator to join our team. The position is open for the spring semester, starting in January 2026. We have a dynamic health and wellness team, where the school counselor provides invaluable counseling services and health education to support the well-being of our students. Developing relationships and collaborating with our teachers, administration, and families to serve students and implementing a school-wide program are the heart of this position. Essential functions of this middle and upper school (6 - 12 grade) position are as follows: Deliver comprehensive school counseling services that align with the ASCA National Model, New Mexico School Counselor Competencies, and integrate counseling services within the existing school culture and framework for delivery of student support services. Within Middle School PE/Health class time, deliver best practices and responsive classroom prevention and health education related to mental health and well-being.  Provide responsive short-term counseling, consultation, crisis intervention, and peer facilitation as needed, with students in grades 6 - 12. This may include developmentally appropriate solution-focused brief counseling, check-in/check-out, conflict resolution, and social skill building, etc.  Build relationships while understanding and maintaining student confidentiality and boundaries, with knowledge of current laws and ethical standards relevant to providing mental health care to adolescents in a school setting. Collaboration and working as a team with teachers, administrators, wellness team, and families is a core component of the work: participation in student support team meetings, consultation with teachers and parents, wellness meetings, grade-level and department meetings. Supporting student accommodation plans, to address social, emotional, and behavioral needs, and giving recommendations to teaching teams. Clinical consultation with the school psychologist and school nurse, with consideration of when to refer, seek additional assessment, and communication with community-based providers for longer-term mental health needs.  Assist with program development and administration to support students’ development of social-emotional learning skills, including emotional and behavioral self-regulation and self-awareness, communication with peers and adults, conflict resolution, and application of these skills within the school day and within their social life with peers. Serve as a grade-level advisor and participate in extracurricular activities, such as field trips, outdoor leadership, and program activities, after school/evening/weekend events.  These additional roles are essential to understanding student life, building relationships, and the culture of the school.     Education & Experience Master’s Degree or higher, educational background in a relevant professional field of study. Licensed as a school counselor through the New Mexico Public Education Department is strongly preferred. Licensed providers for clinical practice in New Mexico (LPCC, LSW, Psychologist, etc.) will be considered, in combination with school-based experience with adolescents.  Three years (minimum) of experience working in a school setting, middle and/or high school level preferred. Knowledge of differences between short-term, school-based, and developmentally appropriate counseling models and other types of counseling is essential. Expertise and experience with documentation of child abuse/neglect, intervening with a potential suicide, bullying, sexual harassment, and any other laws directly affecting the role of the school counselor.  Prior teaching experience of social-emotional and health content, classroom, and small group. Familiarity with private or independent school culture is desirable. Passion and experience working with adolescents, in a counseling and educational capacity, ages 12 – 19. To apply for this position, please click on the button below. No phone calls. Sandia Preparatory School is an Equal Opportunity employer. Tue, 27 Jan 2026 10:59:37 -0500 https://careers.nais.org/jobs/rss/22003527/grades-9-12-school-counselor https://careers.nais.org/jobs/rss/22003527/grades-9-12-school-counselor Potomac, Maryland, McLean School ( mcleanschool.org ) , a K-12 co-educational independent school in Potomac, Maryland, seeks a compassionate, skilled, and collaborative Grades 9-12 School Counselor to support students’ social-emotional well-being and learning and partner with faculty and families to foster student success. This 10-month position will begin with the start of the new school year in August 2026. For 70 years, McLean School has helped bright K-12 students realize their full potential by providing a comprehensive college-preparatory program that emphasizes small classes and differentiated instruction. Through our Abilities Model®, we embrace both traditional learners and those with mild-to-moderate learning challenges. We recognize and teach individual strengths, responding to areas of challenge but never defining students by them. The Upper School Counselor plays a vital role in supporting adolescents’ social, emotional, and behavioral development during a critical period of growth and transition. As a member of the Student Support and Social Emotional Learning team, the counselor provides short-term direct counseling services, consults with teachers and families, and, as appropriate, with outside providers, and collaborates with administrators to ensure students are supported academically, emotionally, and socially as they prepare for postsecondary pathways. Key Responsibilities School-Wide & Preventive Programming Contribute to the Upper School social-emotional learning initiatives, including programming focused on stress management, healthy relationships, identity development, and resilience. Support wellness initiatives related to academic balance, technology use, and mental health awareness. Assist with re-entry planning following extended absences, hospitalizations, or other significant disruptions. Student Support Support students with executive functioning, organization, time management, and strategies related to academic demands. In consultation with the administration, provide short-term individual and small-group counseling to Upper School students to address anxiety, stress management, peer relationships, self-advocacy, and school adjustment . Assist students in navigating transitions, including entry into Upper School, changes in academic placement, and preparation for postsecondary settings. Provide crisis intervention, risk assessment, and safety planning in collaboration with school leadership. Maintain timely and appropriate documentation consistent with school policies and professional standards. Collaboration & Consultation Work closely with Upper School faculty, advisors, Learning Services team, college counseling, and administrators to develop and implement student support plans. Participate in student support meetings and grade-level meetings. Consult with teachers on classroom strategies that promote wellness, engagement, and independence. Partner with families to support adolescent development and reinforce strategies across home and school. Professional Responsibilities Maintain confidentiality and ethical standards consistent with licensure requirements and best practices for work with adolescents. Engage in ongoing professional development related to adolescent mental health, social-emotional learning, trauma-informed practices, and supporting students with learning challenges. Uphold McLean School’s mission, values, and commitment to diversity, equity, inclusion, and belonging. Qualifications Master’s degree in Counseling, Social Work, Psychology, or a related field. Maryland licensure or eligibility for licensure as a Counselor, Social Worker, or Licensed Clinical Social Worker (LCSW). Experience working with adolescents in a school setting. Knowledge of adolescent development and mental health, including anxiety, depression, ADHD, and executive functioning challenges. Knowledge of Individualized Education Plans and 504’s. Strong interpersonal, organizational, and communication skills. Ability to collaborate effectively within a multidisciplinary team. Experience supporting students with self-advocacy and preparation for college or other postsecondary pathways. Attributes Warm, steady, and developmentally attuned to adolescents. Proactive, flexible, and solutions-oriented. Committed to fostering student independence, resilience, and self-awareness. Strong alignment with McLean School’s inclusive and student-centered philosophy. Salary Range: $70,000-$100,000 McLean School is an equal opportunity employer and considers all qualified applicants for employment without regard to race, color, religion, ancestry, national origin, age, sex, marital status, sexual orientation, gender identity, family responsibilities, disability, genetic status, or any other characteristic protected by applicable law. If you need reasonable accommodation due to a disability during recruitment, please contact Director of Executive Support and Recruitment, Robin Speller . Application Process Interested applicants should complete an online Application and upload their Cover Letter and Résumé. Tue, 27 Jan 2026 13:23:04 -0500 https://careers.nais.org/jobs/rss/22001750/learning-specialist https://careers.nais.org/jobs/rss/22001750/learning-specialist Santa Barbara, California, Crane Country Day School is a co-educational Kindergarten-8th grade independent day school located on a beautiful 11-acre campus in Montecito, CA. Crane provides an experiential education characterized by a thoughtful balance of academic challenge and creative expression. We thrive as a community that builds character and confidence, while celebrating the joy in learning. At Crane, we understand that how we teach is just as important as what we teach. It is a welcoming and supportive place to work—a rich environment where you will find enthusiastic cooperation, healthy relationships with colleagues, and active professional development. Crane Country Day School seeks a qualified candidate to support our middle school population of approximately 110 students spread out over three grade levels. The successful candidate will be energetic and outgoing with an ability to collaborate and partner with other members of the Crane Staffulty. This position is a key member of two groups: 1) the middle school team (with the Head of Upper School and Grade Level Deans), and 2) the school-wide Student Support Services Team (with a broader K-8 perspective). We are working hard to strengthen diversity at Crane School, so the ideal candidate will also demonstrate a commitment to diversity, equity, and inclusion through their own learning, modeling inclusive behaviors, and proactively managing our own bias. We cultivate a culture of inclusion for all employees that respects individual strengths, views, and experiences. We believe that our differences enable us to be a better school – a place that makes smarter decisions, drives innovation, and delivers a more powerful education for our students. Duties and Responsibilities Serve as an integral member of Crane’s Student Support Team. Provide direct services and case management to students grades 4-8; develop individualized learning plans, manage recordkeeping, check progress, and consult with colleagues/families as needed to strengthen student support. Use data to drive student support. Confer with ISEE to facilitate students with accommodation needs. Coordinate onsite visits with local specialists, such as tutors, testers, and clinicians. Review psycho-educational evaluations from external providers, meet with families to create a reasonable accommodation plan, and disseminate those plans to Crane’s teachers; make referrals to community resources when needed. Facilitate bi-annual Student Support Plan meetings with parents of students on caseload. Support teachers in understanding and implementing student accommodations effectively. Teach students executive functioning skills and monitor students’ growth in using those skills effectively. Provide remediation for writing and math skills so students can better access curriculum in grades 5-8. Monitor overall skill development of "on watch" students. Support students to use technology/tools effectively.  Requirements and Key Competencies Bachelor’s degree; Master’s degree in Education, Special Education, Educational Therapy, or associated field preferred. Compassionate and efficient worker with exceptional interpersonal skills. Strong written communication skills. Extremely organized with a high attention to detail. High energy and enthusiasm for working in an academic setting; enjoys being part of a team but is also self-motivated with excellent follow through. Experience working with a wide range of cultures, backgrounds, aptitudes, and learning differences. Strong understanding of learning differences and behavioral intervention, as well as experience administering and interpreting assessments. Theoretical and practical understanding of working with students with dyslexia, dysgraphia, dyscalculia, auditory processing, ADHD, 2E, and/or ASD. Demonstrated facility with technology, including Google Suite and Google Classroom, and an understanding of technological aids for neurodivergent students. Physical and Other Requirements Prolonged periods of standing and walking in classrooms and throughout campus. Regularly bend, kneel, or squat to be at eye level with children. Work in person onsite. Background investigation required via Live Scan. TB assessment required for employment in CA schools. Work Environment Crane Country Day School is an equal opportunity employer. We strongly encourage applications from people of color, LGBTQ+ educators, and educators from communities that have historically been underrepresented in independent schools. Crane is committed to sustaining a diverse and inclusive community in which each member is respected and valued. We believe that a diversity of voices and backgrounds enriches the educational experience by encouraging a variety of thought, social awareness, and a creative exchange of ideas. commensurate with experience. Benefits include: Full employee coverage for medical, dental and vision. Retirement plan. Mon, 26 Jan 2026 14:27:44 -0500 https://careers.nais.org/jobs/rss/21989432/school-counselor-fall-2026 https://careers.nais.org/jobs/rss/21989432/school-counselor-fall-2026 Dedham, Massachusetts,   School Counselor (Fall 2026)   Job Summary The Rashi School, Greater Boston’s Reform Jewish Independent School, serving students in grades Pre-K-8, seeks a School Counselor for the 2026-2027 school year. The School Counselor will join a high functioning and highly collaborative Learning Team led by the Dean of Learning Support. In our warm and inclusive community , children are appreciated for who they are as they learn and develop their identities. With the school’s foundation of rigorous academics and differentiated instruction and a mission rooted in social justice, we want our students to ask the tough questions—not just the who, what, where, but the how, why, and what can I do to fix it? Rashi graduates have the confidence to try new things and to fail forward. With kindness at their core, they become empowered learners, change agents, global Jewish citizens, and good friends.  Rashi’s Lower School uses a collaborative teaching model to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience through collaborative teaching which models behaviors of the adults. We seek to employ faculty and staff with diverse backgrounds who model these traits and our core values for our students and are eager to support Rashi in fulfilling its mission.  Rashi’s Middle School seeks to promote students’ academic, social, and emotional growth by nurturing an environment that promotes risk taking, flexibility, adaptability, empathy, and resilience. We are looking for educators with a history of positive, caring student-teacher interactions, rich content expertise, and student-centered approaches to join a team of exceptional faculty who utilize a strength based approach to empower students to be their best selves in and out of the classroom. We seek to employ faculty and staff with diverse backgrounds who model our core values (respect, learning, community, spirit, and justice) for our students and are eager to support Rashi in fulfilling its mission.  Position Responsibilities: Provide direct tier 2 and tier 3 support to students with social-emotional challenges, including individual counseling and small group counseling Conduct student and family assessments to identify students’ social, emotional, and behavioral needs   Offer family/caregiver support Provide crisis intervention as needed to ensure the safety and well-being of students and staff Provide referral services to students and families seeking therapeutic support in the community Facilitate communication and collaboration between families, school, and collateral service providers Consult with teachers and administrators regarding evidence-based practices in the realm of mental health challenges, including but not limited to positive behavior supports Oversee data collection and implementation of behavior plans Lead monthly consultations with the Consulting Psychiatrist and Student Support team Attend grade level meetings as needed Attend weekly faculty meetings Consult to the Admissions Decision Committee   Personal Characteristics:   Collaborative Creative Analytical Continuous learner Open to feedback Strong communicator  Active listener Commitment to working in and fostering an inclusive community Belief in Rashi’s Mission and Core Values   Qualifications : Masters Degree in Counseling, Social Work, Psychology, or a related field required 3 to 5 years experience in school setting with students in grades PK-8 Familiarity with Responsive Classroom , Second Step, and Social Thinking preferred CPI trained preferred  Physical Requirements: Able to sit, stand, type, twist, bend. Able to use telephone and computers.   How to apply :  Interested candidates should email a cover letter, resume, and professional references to jobs@rashi.org .   Rashi is proud to be an equal opportunity employer. Guided by our core values of justice, respect, learning, community, and spirit, and with social justice as a foundational cornerstone of our school, we are committed to building an inclusive community that honors and respects each individual, their varied identities, and their spirit. We seek to listen, learn, and grow together to ensure that we are a place in which all community members can thrive. We welcome applicants  of all backgrounds, including age, race, color, national origin, ancestry, religion, sex, sexual orientation, gender identity or expression, marital status, pregnancy, disability, mental disorder, familial status, veteran status, genetic information, or any other protected characteristic as established by law. Wed, 21 Jan 2026 13:57:46 -0500 https://careers.nais.org/jobs/rss/21986567/school-counselor https://careers.nais.org/jobs/rss/21986567/school-counselor Palo Alto, California, The School Counselor at The Girls’ Middle school leads social social-emotional learning programs. As a licensed practitioner in the mental health field, the Counselor is trusted to guide classroom practices, intervention strategies, crisis response, and SEL curriculum design. The Counselor will serve on the Student Support Team and on the Academic Council to ensure that each grade level has a school experience that is developmentally appropriate, trauma informed, and culturally responsive. The counselor also plans and delivers professional development to strengthen school-wide SEL practices and family education events to promote home-school partnerships and alignment on behalf of student development. Click  here  to learn more about the position and how to apply.  dependent on experience Tue, 20 Jan 2026 01:48:13 -0500 https://careers.nais.org/jobs/rss/21987070/middle-school-student-support-specialist https://careers.nais.org/jobs/rss/21987070/middle-school-student-support-specialist Park City, Utah, Middle School Student Support Specialist Independent School | Full-Time (or Part-Time, as applicable) available immediately or by August 10, 2026.  Position Overview The Middle School Student Support Specialist works collaboratively with faculty, administrators, and families to support the academic, social-emotional, and executive-functioning needs of students in grades 6–8. This role is designed for an educator who understands the developmental needs of middle school students and thrives in a mission-driven, independent-school environment that values whole-child education. The Student Support Specialist provides targeted small-group and individual support, consults with teachers on differentiation and accommodations, and contributes to the school’s multi-tiered system of support (MTSS). Key Responsibilities Student Support & Intervention Provide Tier 2 and Tier 3 academic and executive-functioning support for middle school students Support students with organization, study skills, time management, and self-advocacy Facilitate small-group skill-building sessions and short-term targeted interventions Monitor student progress and adjust supports as needed Social-Emotional & Behavioral Support Collaborate with counselors, advisors, and teachers to support students’ social-emotional well-being Help students develop strategies for self-regulation, resilience, and problem-solving Support transitions, peer relationships, and school engagement Collaboration & Consultation Partner with classroom teachers to support differentiation, accommodations, and inclusive practices Participate in student support meetings, MTSS discussions, and problem-solving teams Communicate effectively with families regarding student progress and strategies Documentation & Systems Maintain clear records of interventions, progress monitoring, and support plans Contribute to student support documentation in alignment with independent-school practices Support smooth transitions between grade levels and divisions as appropriate Compensation & Benefits Salary range of $50,000-$70,000 for 10 months plus benefits are competitive and commensurate with experience. Independent-school benefits may include professional development support, health benefits, and tuition remission (if applicable). Application Process Interested candidates should submit a resume, cover letter, and references to jobs@parkcitydayschool.org. Applications will be reviewed on a rolling basis. Qualifications Bachelor’s degree required; Master’s degree in education, special education, school counseling, psychology, or related field preferred Experience working with middle school students in an academic or support role Knowledge of learning differences, executive-functioning development, and adolescent social-emotional growth Familiarity with MTSS frameworks, accommodations, and progress monitoring Strong collaboration, communication, and organizational skills Desired Attributes Student-centered and strengths-based approach Flexible, reflective, and solutions-oriented Commitment to equity, inclusion, and belonging Comfortable working in a collaborative, independent-school environment Enthusiasm for middle school learners and their developmental journey   Salary range of $50,000-$70,000 for 10 months plus benefits are competitive and commensurate with experience. Tue, 20 Jan 2026 15:25:48 -0500 https://careers.nais.org/jobs/rss/21986940/lower-school-counselor https://careers.nais.org/jobs/rss/21986940/lower-school-counselor Portland, Oregon, Oregon Episcopal School seeks a Lower School Counselor to begin duties in August 2026.  Interested candidates should submit a resume and cover letter addressed to Tracy Hardister (Director of Student Support) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59 acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school community.   The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the  Learning and Teaching at OES faculty growth model.    As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice and commitment beyond ourselves.   JOB SUMMARY: The LS counselor provides counseling support for students and is an integral part of the LS culture. This position works closely with the LS Learning Support Specialist to meet student needs. To that end, the counselor collaborates with the LS Student Support Team, leadership, and faculty/staff, and partners with families. The counselor develops, leads, coordinates, and promotes initiatives and projects that benefit the LS and the larger OES community. A member of the all-school Student Support Team, this position is one of the two links that connect student support across the Upper, Middle, and Lower Schools. The LS counselor is essential in fulfilling the program’s mission.   The all-school OES Student Support Team works alongside teachers, students, and parents to create inclusive, safe, and supportive learning environments where students can grow, learn, and thrive. We emphasize our students’ strengths while empowering them to be capable learners who take risks, self-monitor, self-advocate, and develop resiliency. Operating from a holistic perspective, we recognize that a positive and successful educational experience ensures that a student’s academic, social, and emotional needs are met. Through thoughtful collaboration and planning, the OES Student Support Team honors individual learning styles and differences, embracing a diverse learning community. The OES Student Support Team is composed of the Director of Student Support along with a Learning Support Specialist and a School Counselor for each Division. ESSENTIAL DUTIES: Promote and facilitate the development of social-emotional competencies through program development, teacher/staff collaboration, and classroom learning opportunities. Provide direct counseling services to LS students through small groups and short-term 1:1 support. Nurture the development of mindfulness, mental health, and regulation strategies throughout the LS. Work in partnership with the LS Student Support Team to develop plans and systems to remove barriers to students’ academic success and to promote personal growth, health, and wellbeing. Provide responsive student services, including school-based mental health risk assessments. Provide information, consultation, and support for LS faculty and staff. Work with LS colleagues to coordinate efforts on behalf of individual students. Lead initiatives that support students who represent diversity in our community and foster understanding, inclusion, and acceptance. Facilitate smooth transitions for students and their families into the Lower School, between grades, and into the Middle School. Provide parents with information, support, and referrals as needed. Develop positive working relationships with community-based professionals in order to facilitate referrals, educational planning, and ongoing monitoring of student progress.   MINIMUM QUALIFICATIONS: Master’s degree in counseling, psychology, social work, or a related field with school counseling focus preferred Five years’ or more of experience with elementary school-age students in a school setting Demonstrated expertise in developing and leading program initiatives Demonstrated expertise in facilitating small group counseling and classroom lessons Willingness to work the school year schedule plus designated additional calendar days; occasional evening or Saturday events (5 or less per year) Intercultural competence, ability to work with sensitivity and effectiveness with students, families, colleagues of diverse backgrounds and identities, demonstrated commitment to equity and inclusion for people of all backgrounds and identities Digital literacy; intermediate to advanced proficiency in MS Office Suite, Google Docs/Sheets and other web-based applications; database and cloud storage solutions, such as Google Drive, ability to troubleshoot common hardware and software issues, and good understanding of data privacy principles, particularly in safeguarding student data and personal information. Video-conferencing experience, as appropriate to job duties; flexibility and willingness to learn as digital tools evolve Ability to pass a criminal background check   PREFERRED QUALIFICATIONS: Knowledge and experience specific to Multi-Tiered System of Supports (MTSS) Experience leading evidence-based SEL Curricula (particularly the RULER program) Experience facilitating mindfulness and yoga practices in a classroom setting Experience with developing and implementing behavior support plans, social stories, and other behavioral supports   KNOWLEDGE, SKILLS, AND ABILITIES: Interpersonal skills, ability to connect well with students and partner with faculty/staff, and families, ability to maintain collegial relationships with colleagues Verbal and written communication skills, ability to manage confidential information in compliance with the law and best practice Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community Organizational skills, ability to work well on teams Knowledge of legal standards in compliance with state and federal laws, ability to maintain appropriate confidentiality Knowledge of educational technology; openness to innovation, flexibility and willingness to learn as digital tools evolve PHYSICAL REQUIREMENTS: Ability to sit at computer and keyboard for moderate periods Mobility sufficient to move about the campus, to include climbing stairs Sight and hearing adequate to perform the duties of the job, ability to communicate clearly Ability to lift and carry up to 25 pounds on an occasional basis SALARY: This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. Candidates should send both a cover letter and resume to the hiring committee through the OES Employment page: https://secure5.saashr.com/ta/OESG20.careers?ShowJob=453347458. Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status. Tue, 20 Jan 2026 12:06:47 -0500 https://careers.nais.org/jobs/rss/21986941/upper-school-counselor https://careers.nais.org/jobs/rss/21986941/upper-school-counselor Portland, Oregon, Oregon Episcopal School seeks an Upper School Counselor to begin duties in August 2026. Interested candidates should include a resume and cover letter addressed to Tracy Hardister (Director of Student Support) when submitting materials.   OUR MISSION: Oregon Episcopal School educates students to realize their power for good as engaged citizens of the world.   ABOUT US: Founded in 1869, Oregon Episcopal School today occupies a wooded 59 acre campus where 880 students in Pre-K through 12th Grade share an excellent faculty, an inquiry based curriculum, and a strong sense of community. The Upper School also includes a small boarding program of international and domestic students who live and learn together enhancing the vibrancy of the school community.   The School values employees who seek to continually develop the OES Essential Competencies in themselves and others and are prepared to engage in a vibrant, diverse learning community. Committed to the professional development of our faculty, teachers are guided by the Learning and Teaching at OES faculty growth model.  As an Episcopal school, we are rooted in a rhythm of gathering and reflection that values and respects all beliefs and cultures. As such, we educate toward a larger purpose – toward inclusion and respect, service and justice and commitment beyond ourselves.    JOB SUMMARY:   The Upper School (US) Counselor supports students in grades 9 to 12 related to academic, social-emotional, and behavioral development using a Multi-Tiered System of Supports (MTSS) framework. The counselor promotes student wellness through prevention, early intervention, and short-term individual and small group support, while collaborating closely with administrators, faculty, residence life, families, and external providers.   The all-school OES Student Support Team works alongside teachers, students, and parents to create inclusive, safe, and supportive learning environments where students can grow, learn, and thrive. We emphasize our students’ strengths while empowering them to be capable learners who take risks, self-monitor, self-advocate, and develop resiliency. Operating from a holistic perspective, we recognize that a positive and successful educational experience ensures that a student’s academic, social, and emotional needs are met. Through thoughtful collaboration and planning, the OES Student Support Team honors individual learning styles and differences, embracing a diverse learning community. The OES Student Support Team is composed of the Director of Student Support along with a Learning Support Specialist and a School Counselor for each Division. ESSENTIAL DUTIES:  Student Support, Collaboration, and Consultation: Develop and deliver school-wide social-emotional and wellness initiatives and/or curriculum focused on such topics as mental health literacy, stress management, healthy relationships, substance use, and resilience. Specific programming will be delivered through advisory programming and assemblies.  Support teachers, dorm faculty, and advisors with behavioral and social-emotional learning (SEL) strategies that create a positive, predictable learning and living environment. Provide short-term, solution-focused 1:1 counseling for students experiencing social, emotional, and/or academic concerns.   Facilitate safety planning and coordination of care for students with significant mental health needs, including communicating with the Director of Student Support, US Division Administrators, parents, and external providers as necessary. Facilitate small groups focused on topics such as stress management, relationship skills, executive functioning, or transition support for new or international students. Lead, coordinate, and facilitate the US Student Support Team (SST) Meetings. Participate in Residential Life Team Meetings to identify and support students of concern. Provide referrals to students/parents and serve as a liaison to external mental health providers, sharing information consistent with confidentiality guidelines. Assist with developing, implementing, and monitoring Student Support Plans, and serve as a Point Person (i.e., case manager) for Student Support Plans. Assist, when appropriate, with transitioning students and their families into the OES community, between grade levels, and between divisions. Offer crisis intervention and support in the event of a school crisis response need. Collaborate with the Student Support Team, student,  parents, and external providers to develop Medical Leave Plans and Re-entry Plans for students who require intensive mental health treatment.  Participate in the admissions review process through reviewing applications, attending admissions review meetings, and/or attending admission Open House and applicant screening events.  Collaborate with the all-school Student Support Team and Counseling Team, including attending regularly scheduled meetings and collaborating on initiatives.   Provide training for faculty and residential life staff on SEL and mental health topics. Partner with the school nurse to support students with medical-emotional needs. Provide parent education and consultation, including facilitating two parent partnership meetings each school year.    Professional Responsibilities Engage in ongoing professional development, including MTSS implementation, adolescent mental health, trauma-informed practice, and boarding school wellness. Participate in all required faculty duties, which may include outdoor and experiential trips, clubs, study hall supervision, evening/weekday programming for boarding students, and attendance at major school events. Communicate promptly and professionally with families, teachers, advisors, dorm faculty, and administrators. Uphold school policies and contribute to a positive, inclusive school culture. Occasional evening, early morning, and weekend responsibilities are required, particularly for crisis response or dorm-related concerns   Documentation & Compliance Maintain confidential counseling records in accordance with legal, ethical, and school-based guidelines. Complete required reporting for student safety concerns, mandated reporting, and health-related incidents. Contribute to school policies, protocols, and handbook materials related to counseling, wellness, student support, and MTSS implementation. REQUIRED QUALIFICATIONS: Master’s degree in School Counseling, Clinical Mental Health Counseling, Social Work, Psychology, or a related field. Five years or more of experience with high school age students in a school setting  Strong understanding of SEL, adolescent development, and evidence-based counseling practices. Ability to collaborate effectively across academic, residential, and administrative teams. Experience in crisis intervention and risk assessment.   PREFERRED QUALIFICATIONS: Licensed or license-eligible in appropriate counseling or mental health discipline. Prior experience in an independent school or boarding school environment. Experience working with international students. Strong understanding of MTSS.   KNOWLEDGE, SKILLS, AND ABILITIES:  Interpersonal skills, ability to connect well with students and partner with faculty/staff, and families, ability to maintain collegial relationships with colleagues. Verbal and written communication skills, ability to manage confidential  information in compliance with the law and best practice.  Ability to consistently apply principles of equity and inclusion in day to day work and in the broader workplace community. Organizational skills, ability to work well on teams.  Knowledge of legal standards in compliance with state and federal laws, ability to maintain appropriate confidentiality. Knowledge of educational technology; openness to innovation, flexibility and willingness to learn as digital tools evolve.   PHYSICAL REQUIREMENTS:  Ability to sit at computer and keyboard for moderate periods.  Mobility sufficient to move about the campus, to include climbing stairs.  Sight and hearing adequate to perform the duties of the job, ability to  communicate clearly.  Ability to lift and carry up to 25 pounds on an occasional basis.  SALARY:  This is a full-time, academic year position that comes with a competitive salary based on degrees and experience, abundant professional development opportunities, and a generous benefits package. Candidates should send both a cover letter and a resume to the hiring committee through the OES Employment page (https://secure5.saashr.com/ta/OESG20.careers?ShowJob=470129928). Please address the cover letter to Tracy Hardister (Director of Student Services) when submitting your materials. Job descriptions are reviewed periodically and changes made based on the needs of the school and the position. Oregon Episcopal School does not discriminate in its hiring or employment practices on the basis of race, color, religion, gender (including gender identity or expression), disability, national or ethnic origin, age, sexual orientation, marital status, genetic information, or other legally protected characteristic or status.  Tue, 20 Jan 2026 12:08:44 -0500 https://careers.nais.org/jobs/rss/21986860/school-counselor https://careers.nais.org/jobs/rss/21986860/school-counselor Fredericksburg, Virginia, Fredericksburg Academy, the leading independent school in the Fredericksburg region, is seeking a full-time School Counselor for the 2025-2026 school year. This position works closely with the three Division Heads to ensure the social and emotional needs of our students are met. Candidates should be comfortable in providing short-term counseling and programs to students from Pre-school through 12th grade in individual, small group, and large group settings. The school counselor works with teachers and school leadership to foster an inclusive school culture and to develop and maintain the positive social and emotional health of all students.   Essential Duties and Responsibilities Direct Services Provide brief short-term counseling services to students; supporting behavioral, social, emotional and academic concerns and needs Provide Open Parachute curriculum instruction in classrooms and small groups based on the social and emotional needs of the students Provide crisis intervention assistance to students and families Indirect Services Provide developmentally appropriate strategies for student success to parents, teachers, and others Participate in Student Support meetings and Behavior Threat Assessment team meetings Provide collaboration to parents, teachers, and others in support of student achievement Assess the need for additional services, providing appropriate referrals to outside organizations when needed Maintain a community resource list to support families in need Analyze and track School Counselor data such as attendance, discipline, program assessment, counseling services, etc. to assist Division Heads in providing support of parents and students Advocate for all students and fosters an inclusive, equitable, and diverse learning community Maintain accurate records and confidentiality; knowledge of Federal and Virginia laws Qualifications Understanding and experience in special education preferred Ability to use technology efficiently Excellent organizational skills Experience as a teacher or counselor in a PK-12 setting Working knowledge of curriculum and instruction Excellent verbal and written communication skills Masters’ degree in Counselor Education or School Counseling in a state-approved school counseling program or a Masters' degree in Counseling is preferred. Virginia Department of Education Licensure as School Counselor; or at least a Provisional License. Benefits include 75% medical coverage for individuals with additional support for family plans. Dental, vision, and other insurance options available. TIAA retirement contribution, tuition remission, before and after school care, and 125 Plan are also available. Tue, 20 Jan 2026 10:34:37 -0500 https://careers.nais.org/jobs/rss/21977270/school-counselor https://careers.nais.org/jobs/rss/21977270/school-counselor Colorado, School Counselor The Opportunity As ECDS has grown, we have reached an important inflection point. The School Counselor position represents our commitment to being proactive, building capacity before we need it, strengthening our ability to support students and families through challenges that are increasingly complex. This is a founding role. You will be creating ECDS's first comprehensive social-emotional learning framework, establishing referral systems that do not yet exist, and defining what student support looks like across all grade levels. You will have significant autonomy to shape the role based on what students, families, and faculty need. Position Overview We seek a licensed mental health professional to serve as our School Counselor. This is not a clinical therapy role; rather, it focuses on prevention, capacity-building, and creating structures that help students, teachers, and families navigate challenges effectively. The School Counselor will work as a thought partner to the Head of School and Division Directors, supporting our 40+ faculty members, and creating a cohesive, developmentally appropriate SEL framework from toddlers through eighth grade. Reports to: Head of School Team: Student Support Team (Learning Specialists, Division Heads) Schedule: Full-time, 9-month position (August–May) Salary: $70,000–$85,000 depending on experience Our Students & Community Our students are curious, creative, and caring. They are navigating the same challenges facing kids everywhere. You will work with students who range from confident leaders to quiet observers, from kids who have been with us since Pre-K to new arrivals finding their place. Common challenges you will address: Anxiety and stress management (increasingly prevalent) Learning differences and executive function support Social dynamics and peer relationships Developmental challenges around eating, nutrition, and body image Navigating cultural identity and building inclusive community Transitions (new students, division changes, family situations) Supporting students from stable backgrounds who still struggle Core Responsibilities Your work is organized around a tiered support model, with the majority of time dedicated to building systems and capacity (Tier 1) rather than individual crisis response. Tier 1: Universal Support — Building Systems & Capacity (60% of time) Develop SEL Curriculum & Programming: Partner with division directors to create a vertically aligned, evidence-based SEL curriculum for PK-8 Partner with teachers to integrate SEL into classroom routines and outdoor education experiences Design age-appropriate lessons and resources faculty can use independently Support Faculty: Lead professional development on SEL practices and developmental challenges across PK-8 Provide coaching and consultation to teachers on student needs Build faculty capacity to recognize and respond to social-emotional challenges Create Systems & Protocols: Establish clear referral pathways for students needing additional support Develop protocols for connecting families with external therapeutic resources Create toolkits for common challenges (anxiety, attention, peer conflict, transitions) Engage Families: Lead parent education workshops on relevant topics (anxiety, screen time, social development, nutrition). This can include leading them yourself or bringing in outside speakers Provide guidance to families navigating challenges Coordinate referrals to external mental health providers when appropriate Tier 2: Targeted Support — Small Groups & Consultation (30% of time) Lead small student groups focused on specific SEL skills (friendship, emotion regulation, executive function) Facilitate regular consultation meetings with faculty to problem-solve student needs Coordinate check-in systems for students needing monitoring Tier 3: Intensive Individual Support — Crisis & Complex Cases (10% of time) Provide immediate support for acute student crises Offer brief, solution-focused individual check-ins (not ongoing therapy) Coordinate complex cases involving multiple stakeholders Facilitate restorative conversations and peer mediations What Makes This Role Different This role IS: Building school-wide systems from the ground up Short-term, solution-focused support for students Connecting families to external resources Integrated into daily school life as part of the educational team This role IS NOT: Ongoing individual therapy or clinical treatment Primarily crisis response (though you will handle crises when they arise) Isolated work; you will collaborate daily with faculty and leadership Why this role is unique: High impact: Your work will directly shape school culture Creative freedom: You will not be constrained by existing systems Collaborative environment: You will work alongside committed colleagues Beautiful setting: Outdoor education is part of our identity; you might find yourself problem-solving on the trail as often as in an office Required Qualifications Education & Licensure: Master's degree in school counseling, clinical psychology, social work, or related field Active Colorado licensure (LPC, LCSW, Licensed Psychologist), OR Eligibility for Colorado licensure with clear path to obtain within one year School counselor certification is helpful but not required Experience: Minimum 3-5 years working with children and adolescents in schools or clinical settings Demonstrated understanding of child development across multiple age groups (early childhood through middle school) Essential Skills: Strong knowledge of evidence-based SEL frameworks (CASEL, Second Step, Responsive Classroom, etc.) Systems-thinking orientation; the ability to build sustainable structures Excellent communication and collaboration skills Ability to work effectively with diverse learners and families Personal Qualities: Warm and approachable, but able to set clear boundaries Proactive problem-solver who does not wait for crises Comfortable with ambiguity and building something new Natural teacher who loves building others' capacity Energized by collaboration Commitment to inclusive, equitable environments Preferred Qualifications Experience in both elementary and middle school settings Independent or small school background Training in specific intervention models (DBT skills, CBT, mindfulness) Understanding of learning differences (ADHD, dyslexia, executive function challenges) What We Offer Professional Support: Access to external clinical supervision/consultation Dedicated professional development budget Collaborative partnership with Learning Specialist and Student Support Team Opportunity to shape ECDS's school-wide SEL program Benefits: Competitive salary Health, dental, and vision insurance Retirement plan with employer contribution Generous paid time off Tuition remission for children attending ECDS Professional development support Community: Work in a school where relationships matter and every voice is valued Join a faculty committed to innovation and continuous improvement Beautiful mountain setting with easy access to Denver Small-town community feel with big-city proximity Evergreen Country Day School is an equal opportunity employer. We celebrate diversity and are committed to creating an inclusive environment for all employees. Thu, 15 Jan 2026 14:19:08 -0500 https://careers.nais.org/jobs/rss/21977304/school-counselor https://careers.nais.org/jobs/rss/21977304/school-counselor East Providence, Rhode Island, The Providence Country Day School seeks to hire a School Counselor who will work collaboratively with students, faculty, and families to promote the health and wellness of our student body. The School Counselor is a collaborative and organized leader who provides individual and small-group student counseling, works with teachers and families to effectively meet student needs, and responds to emergent issues in a mission-appropriate manner. Reporting to the three Division Heads, the School Counselor is a collaborative leader who consistently demonstrates a deep understanding of elementary, middle and upper school-aged children. The School Counselor promotes a cohesive PK-12 program, actively collaborating with the Lower, Middle, and Upper School Heads to manage the school-wide health and wellness program and promote an emotionally positive community. Specific expectations are to: Develop, implement, and lead school counseling programs, all while maintaining the highest standards of confidentiality. Collaborate with Division Heads to offer individualized support and resources to students in crisis and their families. Work with students in individual, small group, and classroom settings. Participate in team meetings to discuss students of concern and coordinate plans for support. Assist students with creating plans for behavioral and social-emotional success. Help students work through difficult situations by providing short-term support, referrals for outside support when appropriate, and collaborate with outside support services. Collaborate with teachers and school leadership to ensure counseling programs meet school goals. Monitor student progress to ensure counseling programs are effective. Be a visible presence in all areas of the school. Establish programs for training teachers, parents, and students in areas of social-emotional understanding, growth, and support. Attend major school events.  Perform other duties as assigned by the Head of School. Qualifications A related master’s degree and/or licensure. Knowledge of the full continuum of mental health care services, such as prevention and intervention. Thorough understanding of barriers to student learning and the use of counseling strategies to eliminate those barriers. Knowledge of individual counseling, group counseling, and classroom instruction that promote academic achievement and social-emotional well-being. Understanding of the legal, professional, and ethical issues that affect American schools. Candidates of color, members of the LGBTQ+ community, and bilingual candidates are encouraged to apply. PCD is an affirmative action, equal opportunity employer. Interested candidates should submit a resume, cover letter, and three references to Diane Palazzo, Assistant to the Head of School, at palazzo@providencecountryday.org . Thu, 15 Jan 2026 15:33:02 -0500 https://careers.nais.org/jobs/rss/21973897/college-counselor-and-counseling-liaison https://careers.nais.org/jobs/rss/21973897/college-counselor-and-counseling-liaison Dothan, Alabama, Houston Academy is a premier independent, college preparatory school located in Dothan, AL.  Houston Academy seeks a highly organized, detail-oriented, and service-minded College Counselor and Counseling Liaison.  This individual will plan and assist with events, classroom guidance, and individual meetings with students. The individual will be instrumental in the implementation of Houston Academy’s comprehensive Life Skills program and in facilitating schoolwide engagement through our House System, working with students from 3P to 12th grade.  The position is a twelve-month position. This person will report directly to the Dean of College Counseling and Head of School. Job Duties : College Counselor Primarily responsible for 9th and 10th grade students, including: providing short-term counseling, making referrals for long-term needs; meeting individually with students in preparation for course registration; conducting classroom sessions based on strategic initiatives ; utilizing Scoir, PowerSchool to monitor, record student progress, achievement; and communicating with students, families regularly. Counseling Liasion Developing, participating in Counseling-sponsored events, including Career Events, College Tours, Short Term, Awards Day, standardized exams, etc. Working with students in 3P-12th, specifically around transitions, orientations, etc. Serving as a point person for the Houston Academy Life Skills Program and House System. Salary will be commensurate with degree level and teaching experience. Houston Academy is a member of the National Association of Independent Schools, the Southern Association of Independent Schools, and the Alabama Association of Independent Schools. Houston Academy is an Equal Opportunity Employer.  It strives to provide equal employment opportunity to all employees and applicants for employment without regard to race, color, sex, religion, national origin, age, sexual orientation, handicap or disability in accordance with applicable federal and state laws.  It is the intent and resolve of Houston Academy to comply with the letter and the spirit of the law in the implementation of all facets of equal opportunity.  This equal opportunity policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, compensation and training. If interested in this position, please email your vitae, list of references, and a personal/educational statement to Dr. Vincent Janney at janneyv@houstonacademy.com .  For more information, please visit our website at www.houstonacademy.com and our Facebook page. Educational/Professional Requirements : At a minimum, a master’s degree in School Counseling. Preferred ALC, LPC. Discretion when handling sensitive or confidential information. Demonstrates flexibility and professionalism. Strong attention to detail and organizational skills. Effective written, verbal, and interpersonal communication. Ability to research and stay informed on college admissions trends. Strong time management skills. Wed, 14 Jan 2026 17:37:48 -0500 https://careers.nais.org/jobs/rss/21971202/director-of-student-services https://careers.nais.org/jobs/rss/21971202/director-of-student-services San Francisco, California, Chinese American International School seeks a Director of Student Services This is an English language position; Chinese language proficiency is a plus but not required Exempt, full-time position WELCOME! Join the vibrant community at the Chinese American International School in San Francisco as Director of Student Services, responsible for leading and coordinating the Student Services Team , which includes counselors as well as learning and language specialists in Chinese and English. This role involves planning, implementing, and supervising student services while guiding the team. The Director works closely with school leadership to develop and communicate a cohesive, schoolwide response to the needs of students ages 2-14 years old. The Director is responsible for maintaining clear and effective data-supported communication with parents regarding their children’s progress, services, and any support needed . This administrator role requires a candidate who will be able to skillfully work with students, faculty, and parents, while also serving as the school-wide leader and representative of the Student Services Team. OUR IDEAL CANDIDATE The ideal candidate finds resonance with CAIS’s mission to Embrace Chinese, Become Our Best Selves, and Contribute to a Better World . We look for a candidate adept at supporting a community of learners with diverse gifts, exceptionally skilled at home-school partnership and collaborating with families along various stages in their parenting journeys. This candidate can engage with clarity and compassion, always keeping students at the center of decision-making and process. Our Director of Student Services will help us realize the next chapter of our story on our unified P-8 campus, as we endeavor to offer robust student services curated to our unique bicultural, bilingual setting. CAIS offers a dynamic dual culture setting in which faculty are immersed in a culture of language learners. We look for a candidate who will embrace CAIS’s work to create an equitable, inclusive environment where all faculty, students, and families are supported in their individual identities. We welcome all applicants who aim to actively support and participate in our diverse and inclusive community. ESSENTIAL DUTIES Position responsibilities include ( but are not limited to) : Lead and manage the Student Services Team, providing vision, oversight, and support to ensure effective P-8 student support services and collaboration Oversee and manage the development and implementation of individual student learning profiles Serve as the lead case manager by coordinating and monitoring both in-house and external services, accommodations, and interventions Collaborate and communicate clearly and compassionately with teachers, support staff, administrators, and parents Analyze assessments to determine the best learning plan for each student Develop and implement streamlined systems for collecting, tracking, and monitoring data, goals, and materials for students year-after-year Lead the work of producing an internal and external SST Handbook Design an internal referral system and conditions for entry into and graduation from SST Serve as a collaborator and thought partner with the Education Leadership Team Contribute to in-house faculty professional development and Parent Education events Build relationships with various practitioners and organizations in the local Bay Area Keep an up-to-date curated list of vetted and recommended practitioners and service providers ESSENTIAL REQUIREMENTS Teaching and/or Special Education experience Desired: relevant degree as a Learning Specialist or similar Ability to analyze situations accurately and adopt an effective course of action Strong and compassionate written and verbal communication skills, particularly when having difficult conversations Proficiency with collecting, organizing, and interpreting data Commitment to the school’s mission , core values , vision , and annual strategic objectives Commitment to the school’s approach to diversity, equity, inclusion, and belonging Excellent work ethic Flexibility, patience, compassion, resilience, and good humor Technical/computer skills as required for job ABOUT CAIS As the nation’s first dual language Chinese and English Preschool through 8th grade school, CAIS embodies our mission by working continuously to maintain our role as a leader in immersion education. We are known as an ambitious school, and we have made substantial progress on our multi-year vision to reimagine immersion, reimagine our culture of learning, reimagine our community connectedness, and reimagine our learning spaces. Our new unified campus and state-of-the-art facilities provide an exceptional foundation for creative teaching, learning, and community engagement. COMPENSATION CAIS has an established salary scale that recognizes experience and other qualifications including (but not limited to) education and training, leadership, and bilinguality. The salary range for this position is: $ 90,400 – $129,400. BENEFITS Chinese American International School is dedicated to attracting, developing, rewarding and retaining world-class employees and ensuring that this is a great place to work. We put a high priority on advances in compensation, benefits, and work climate with a 2026–2027 benefits package and perks including: Distinctively CAIS Benefits Commuter benefits (up to $340/month) Chaperone student trips to Taiwan (Taipei) and China (Guilin) Dynamic, dual culture setting valuing honest self assessment, thoughtful self reflection, intentional planning, and focused implementation Financial Benefits CAIS contributes 5% of your earnings immediately in a 403(B) retirement plan (no contribution required on your part) Transparent salary benchmarked to the Bay Area’s competitive standards, including annual cost-of-living adjustments Consideration for relocation costs Approximately 90% adjustment to tuition for exempt employees Professional Development Robust opportunities for conferences, workshops, and courses Membership in California Teacher Development Collaborative — https://catdc.org/ Health Benefits CAIS pays 100% of the premium for medical, dental, vision, acupuncture, chiropractic, short-term disability and long-term disability, and life insurance for you (along with competitive rates for spouse and family coverage) Employer-funded Health Savings Account (HSA) and Pre-tax HSA employee contribution Pre-tax Flexible Spending Account (FSA) for medical and dependent care Vacation / Holiday / Paid Time Off Thanksgiving Break – 1 week Winter Break (December/January) – 2 weeks Spring Break (April) – 1 week Summer Break – month of July Paid school holidays according to the school calendar Up to 2 additional days off for religious holidays Accrue 11.5 days of Sick Time annually Accrue 3 days of Personal Time annually Quality of Life and Appreciation Monthly appreciation lunches Twice-yearly Faculty/Staff Appreciation Events Annual milestones luncheon Free tickets to annual dinner/dance gala Lunar New Year luncheon Birthday gift card TO APPLY CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBTQIA candidates are strongly encouraged to apply. Interested candidates should email cover letter, resume, and list of references to jobs@cais.org , attention: Kimberly Kaz. In the subject line, please indicate “ Director of Student Services .” In your cover letter, please reference how you learned of this opening. Please no calls. ESSENTIAL REQUIREMENTS Teaching and/or Special Education experience Desired: relevant degree as a Learning Specialist or similar Ability to analyze situations accurately and adopt an effective course of action Strong and compassionate written and verbal communication skills, particularly when having difficult conversations Proficiency with collecting, organizing, and interpreting data Commitment to the school’s mission , core values , vision , and annual strategic objectives Commitment to the school’s approach to diversity, equity, inclusion, and belonging Excellent work ethic Flexibility, patience, compassion, resilience, and good humor Technical/computer skills as required for job COMPENSATION CAIS has an established salary scale that recognizes experience and other qualifications including (but not limited to) education and training, leadership, and bilinguality. The salary range for this position is: $90,400 – $129,400. Tue, 13 Jan 2026 14:08:08 -0500 https://careers.nais.org/jobs/rss/21956834/school-counselor https://careers.nais.org/jobs/rss/21956834/school-counselor Dallas, Texas, Job Title: School Counselor Hours: 7:30 a.m. – 3:30 p.m., M-F Division/Department: Administration Reports To: Elementary Director, Early Childhood Director Job Code: 11-month employee FLSA Status: Exempt Position Description: The primary responsibility of the Counselor is to provide emotional and social guidance and support for the Wesley Prep community to promote an exceptional environment for learning, social responsibility, and childhood development. Developmental differences among students help to define the role the counselor plays at each age level, but the primary responsibilities of the counselor include (1) provision of direct, short-term counseling services, (2) consultation with administration and faculty, (3) wellness education for students, faculty/staff, and parents, (4) serving as the chairperson of the Care team, a multidisciplinary team whose efforts focus on assisting and supporting students with specific challenges, and (5) member of the Student Support Team, and (6) serving as a liaison amongst the School, students, parents, and outside professionals in order to help each student achieve their full potential at Wesley Prep. The Counselor is a certified/licensed counselor who promotes student success, provides preventive services, and responds to identified student needs by implementing a comprehensive development school counseling program that addresses academic and personal/social development of PreK – eighth grade students. The Counselor works to maximize student success, promoting access and equity for all students. Direct Reports: none Essential Functions: • Serves as a liaison among the school, students, parents, and outside professionals to support student success. • Provides direct short-term counseling for students to address issues interfering with his or her education or socialization within the Wesley Prep community; implement additional targeted group support as necessary: • Maintains accurate documentation of any counseling services. • Ensures informed consent is documented when necessary. • Implements a referral process and follow up process to outside counseling agencies and support agencies. • Provides information to staff and parents to assist them in crisis-related issues that may affect the school climate. • Consults and coordinates with faculty on issues of emotional and social wellness. • Consults and coordinates with professional and community agencies, such as school psychologists, nurses, administrators, service agencies, and physicians. • In partnership with division directors and teachers, the school counselor develops and manages a comprehensive school counseling program for PreK-8th grade. Together, they design, deliver, evaluate, and revise a planned, sequential, developmentally appropriate program and lessons, adhering to best practice counseling standards and indicators for PreK-8th grades. • Facilitates the infusion of counseling curriculum activities into classroom curricula to support the developmental needs of elementary students. • Collaborates with faculty, administrators, and student support staff regarding students’ needs. • Responds to crisis situations. • Actively participates in emotional wellness education for students and families. • Manages and leads the Care team meetings, including scheduling, follow-ups, and record keeping. • Collaborates with members of the Student Support Team regarding test results, academic programming, behavior intervention strategies, and the implications to students’ overall success. • Articulates the role of school counselor to school and community. • Educates the parent community throughout coordinating and running information meetings about various social, emotional, developmental needs, issues, concerns, and topics. • Partners with other members of school leadership to provide leadership, direction, and decision-making capacity for the school community. • Assists in the admission and enrollment process for Eary Childhood and Elementary School students, including testing, interviewing, and evaluating applicants for enrollment. Help with student placement as needed. • Adheres to laws, policies, procedures, and ethical standards of the school counseling profession. • Participates with the administration and faculty as a team member in the implementation of testing programs. • Collects and reviews evaluative data to ensure a successful counseling program which links the school counseling program to student academic progress. • Conducts a yearly program audit to review extent of program implementation. • Collects and analyzes data to guide program direction and emphasis. • Measures results of the school counseling program activities and shares results as appropriate. • Participates in activities that contribute to the effective operation of the school. • Consults with Administration on school wide prevention initiatives. • Maintains knowledge of community resources and mental health providers. Qualifications and Skills: • Hold at minimum a masters degree in school counseling/counseling/clinical psychology or a related area or related field (social work, or clinical counseling). • Current licensed mental health professional (LPC, psychologist, or social worker). • Meet the state certification/licensure standards. • Fulfill continuing education requirements. • Uphold ASCA ethical and professional standards. • 3+ years of professional experience, preferably in a private school setting. • Knowledge of child development (social, emotional, cognitive, physical) in children ranging from six months old to eighth grade. • Familiarity with current best practices in meeting the social and emotional needs of children age six months to eighth grade. • Ability to communicate and advocate effectively. • Ability to maintain appropriate confidentiality of sensitive information. • Excellent interpersonal, verbal, and written communication and organizational skills. • Must possess a calm and caring demeanor with a deep optimism about children. • Ability to work effectively and calmly in high stress situations. • Knowledge of community resources related to emotional wellness. Compensation will be commensurate with qualifications and experience. Wed, 07 Jan 2026 17:21:49 -0500 https://careers.nais.org/jobs/rss/21953798/middle-and-upper-school-counselor-2026-27 https://careers.nais.org/jobs/rss/21953798/middle-and-upper-school-counselor-2026-27 Philadelphia, Pennsylvania, Middle and Upper School Counselor  Friends Select School seeks a full time school counselor or other mental health professional as middle and upper school counselor (grades 5-12) for the 2026-27 school year. This individual will work in close coordination with the school’s psychologist as well as other members of the middle school and upper school Guidance Teams and will be available to provide both individual and group-based counseling services to middle school and upper school students. Additionally, this individual would communicate with families and with faculty members regarding students they are serving and programming they are involved with implementing.   Duties and Responsibilities: Provide direct individual counseling services to both Middle School and Upper School students, which includes recognizing and responding to student mental health needs and assisting students and families in connecting to resources for therapeutic support and long-term counseling outside of school as needed Manage an individual caseload of students, which may include conducting crisis assessments and interventions around safety concerns and other urgent mental health matters in collaboration with the school’s psychologist and other Guidance Team members. Serve as a member of the middle and upper school Guidance Teams, collaborating with faculty members, administrators, families, and the community for student success  Consult with parents/guardians and teachers/advisors to provide mental health informed guidance Attend and contribute to appropriate division/faculty meetings, consulting as a resource to faculty and administration, and providing psychoeducation as appropriate Required Qualifications/Experience/Skills: Master’s degree as Certified School Counselor, Social Worker, or Clinical or Counseling Psychology (license preferred but not required)  Experience providing counseling support in a school setting  Strong communication and interpersonal skills Commitment to working in, and working to create, a welcoming, inclusive, antiracist community with a desire to continue personal growth in anti-bias education   Desirable Qualifications: Experience working with Middle and Upper School age students Prior experience working in an Independent School setting We welcome candidates whose teaching experience has not happened within an independent school. Candidates who are from diverse backgrounds and/or who have experience in cultural competency work are strongly encouraged to apply. Interested candidates should send a letter of interest, resume, and three references by applying through the school’s website: https://www.friends-select.org/about/employment-opportunities Friends Select School is a co-educational, pre-kindergarten through twelfth grade, college preparatory, independent school located in Center City Philadelphia, serving over 600 students. As a Quaker school committed to diversity, equity and inclusion, FSS actively seeks and warmly welcomes applicants from diverse and underrepresented populations. Friends Select School provides programs and services and equal opportunity in the administration of its educational and admissions policies, financial aid programs, employment and the selection of its governing board without regard to race, color, sex, sexual orientation, gender identity, creed, national or ethnic origin, citizenship status, age, disability, veteran status or any other legally protected class status. Fri, 09 Jan 2026 17:10:45 -0500