School Guidance Counselor Primary

vor 2 Monaten

Geneve, Schweiz Nord Anglia Education Vollzeit

**Date**:7 Mar 2024**Location**:Geneva, CH**Job ID**:2111**School**:Collége du Léman, Geneva**Company**:Nord Anglia Education- WHO WE ARE
- Collège du Léman is one of Switzerland’s most prestigious international schools, located on the edge of Lake Geneva in view of the Swiss Alps. We welcome children from 2 to 18 years old to become part of a truly international community with more than 120 different nationalities. Our vision is to shape generations that harness differences and empower our students to change the world for the better.
- We nurture individual strengths through our outstanding educators and the sheer breadth of opportunities that we offer as part of our curriculum and activities.
- Collège du Léman is part of the Nord Anglia Education family of more than 80 premium schools, educating students in over 30 countries.

MAIN PURPOSE OF THE ROLE
- The Guidance Counselor is experienced in understanding student needs both within and beyond the classroom. Working with the Learning Support and Counseling Team, the focus is to evaluate individual, and group needs and provide appropriate guidance to students experiencing social, emotional and learning difficulties.
- KEY RESPONSIBILITIES
- Due to the number of students at College du Leman compared with the limited number of helping professionals available, innovative approaches to providing a service have been developed and are frequently reviewed.
- These involve:

- working with the students, their teachers, and other professionals to ensure that the support given is fully aligned with their needs and those teachers are given full advice on how to manage student needs in and out of the classroom
- necessary communication with parents and colleagues to keep them informed of individual progress is an important part of this role
- liaison and referral to appropriate outside agencies and professionals as necessary.
- To empower students:

- by counseling them in the ways of being effective students and, in taking responsibility for their behavior
- by identifying social and academic barriers to setting personal / academic goals and achieving them
- by working in close collaboration with principals, assistant principals, the Learning Support Team, teachers and parents, Boarding House tutors to achieve these goals
- by providing socio-emotional support individually and in the classrooms during and after crisis interventions
- collaborating with teachers in the school-wide integration of the guidance curriculum
- assisting teachers with how to use the guidance curriculum lesson plans in their classrooms
- providing applicable materials and resources to teachers for guidance activities in their classrooms
- implementing developmentally appropriate and prevention-oriented group activities to meet student needs and school goals.
- To assist teachers with classroom management:

- by providing individual and group counseling to students with identified social-emotional concerns and needs
- by working with classroom teachers to support individual students and to address whole class issues. At both levels work includes close communication among several team members: Learning Support staff, Discipline Advisors, assistant principals, career counselor, etc.
- by consulting and collaborating with parents and/or guardians (including Boarding House tutors), teachers, administrators regarding students with identified social-emotional concerns and needs, followed by consulting with staff members to accommodate individual differences and needs of students
- by implementing an effective referral and follow-up process.
- To guide respectful interactions throughout our school:

- by discussing and implementing preventive actions for students with high-risk behaviours. This includes weekly meetings.
- by facilitating open communication with other students, faculty and staff, family and community members
- by assisting students individually or in groups, in developing decision-making, problem-solving, and positive human relations skills
- by managing and communicating a clear referral process for counseling (internal and external referrals for further assessment, intervention and follow-up)
- knowledge of school behavioural code, consequences and procedures.
- Individual Counseling
- accepting student referrals from students themselves and from concerned teachers, parents or other staff members
- making referrals to outside agencies and providers when specific needs of student and parents exceed service limit.
- Student Programs
- encouraging and developing activities and interactions that respect socio-emotional development of the whole person by creating, structuring and implementing programs with the wider school system:

- Mentoring Program
- Stress Management Program
- Bullying and Cyber bullying
- providing classroom and assembly presentations and small group activities around social and emotional skill development, for example:

- Problem solving and decision makin

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