Licensed Mental Health Counselor Introduction

Under the supervision of the Special Education Director, the Licensed Mental Health Counselor (MHC) provides leadership in the school through the implementation of a comprehensive, data-driven school counseling program aligned with the district and school’s mission to promote academic, social/emotional, and college/career development, while ensuring equity and access for all students.

Conducts case management and supervision of caseload. Attends school meetings and completes diagnostic reports, as needed. Provides specific disability area services related to mental health, and special education services to individuals with impairments across the special education disability areas. The MHC facilitates the prevention, identification, evaluation, diagnosis and treatment of children for educationally related mental health services according to established IEPs and 504 plans.

Employees in this job class receive limited supervision from a school administrator or designee and will consult and provide therapy in a variety of classrooms/school/early intervention settings at more than one site, with many different educational team members, within a framework of special education policies and procedures.

This job class requires independent clinical judgment, well-developed communication skills, and the ability to work in a variety of settings. Therapy may be provided on a direct, consultative or monitoring basis.

  • Designs and implement a data-driven, comprehensive school counseling program for all students to address barriers to student learning and to close the achievement/opportunity gap.
  • Direct services include, but are not limited to, school counseling core curriculum, individual counseling and student planning, classroom lessons, small group counseling, and preventative and responsive services.
  • Indirect services on behalf of students include, but not limited to, referrals for additional assistance and consultation/collaboration with parents, teachers, administrators, and other stakeholders to create a learning environment promoting educational equity, access, and success for every student.
  • Delivers programs that promote students’ development of essential mindsets and behavior standards including, but not limited to, learning skills, social skills, self-management skills, and college/career readiness skills.
  • Reviews and disaggregates student achievement, attendance, and behavior data to identify and implement interventions with current knowledge of promotion, retention, and graduation requirements.
  • Uses school data to identify and assist individual students who do not perform at grade level and do not have opportunities and resources to be successful in school.
  • Creates yearly, data-driven goals that advance student outcomes in areas of academic, social/emotional, and college/career development.
  • Uses the skills of leadership, advocacy and collaboration to create systemic change to improve the academic, social/emotional, and post-graduate success of all students.
  • Acts as a systems change agent in collaboration with the school leadership team to ensure a safe, supportive, and respectful school climate that promotes the social/emotional and academic development and success of all students.
  • Fosters family and community partnerships to support the social/emotional and academic development of all students.
  • Infuses cultural competence, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program.
  • Provides preventative education and skill building along with counseling for students during times of transition, separation, heightened stress and critical change.
  • Uses appropriate responses and a variety of intervention strategies to meet the needs of the individual, group or school community before, during and after crisis response.
  • Supports the continuum of mental health services, including prevention and tiered intervention strategies, and collaborates with both school-based and community mental health providers to enhance student success.
  • Develops and communicates a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and vision of the program’s benefits for every student in alignment with the school, district and state missions.
  • Uses student data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps.
  • Abide by APA’s diagnostic criteria and have skills and knowledge of criteria to diagnose students. Follow appropriate methods and standards to address mental health issues.
  • Advocates for student equity and access to a world-class education that leads to high school graduation and fosters post-graduate success.
  • Analyzes and reports outcomes of the school counseling program and goals, which are presented in the context of the overall school and district performance.
  • Utilizes technology effectively and efficiently to plan, organize, implement and evaluate the comprehensive school counseling program.
  • Uses legal and ethical decision-making based on standards and principles of the school counseling profession and educational systems, including district and building policies.
  • Collaborates with school staff in the analysis of student performance data, rigorous goal-setting, and development of effective action plans for improving academic, social/emotional, and post-graduate outcomes for all students.
  • Holds or be eligible for a master’s degree or higher in area related to mental health.
  • Holds or be eligible for licensure in California.
  • Appearance, grooming and personality which establish a desirable example for students.
  • Ability to meet Company standards for physical and mental health.
  • Demonstrates the ability to design, implement, analyze, and document outcomes of a comprehensive school counseling program based on national and state standards.
  • Demonstrates the ability to support student achievement, social/emotional development, and college/career readiness.
  • Abides by the American Psychological Association’s ethical standards.
  • Demonstrates the ability to work with diverse groups.
  • Demonstrates the ability to effectively communicate, both orally and in writing.
  • Demonstrates knowledge of technology and software applications appropriate to job responsibilities.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Reasoning Ability
Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems. Ability to deal with nonverbal symbolism (formulas, scientific equations, graphs, musical notes, etc.,) in its most difficult phases. Ability to deal with a variety of abstract and concrete variables.

Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to sit. The employee is occasionally required to stand; walk; use hands to finger, handle, or feel objects, tools, or controls; stoop, kneel, crouch, or crawl; and talk or hear.

The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Work Environment
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually mild.

The following documents and/or information must be submitted with your application:

  • Resume
  • Introduction Letter
  • Unofficial Transcripts
  • 3 References (professor, former colleague or supervisor)

After the interview and screening of the applicant, the candidate must complete:

  • Fingerprint and TB Clearances
  • Submit official transcripts
  • Welcome Package!

Highly competitive salary and benefits package. Full medical, vision, and dental benefits. We provide mentor ship to help you succeed. In addition, tuition reimbursement options and professional membership fees support are available.