Title: Long Term Substitute - School Counselor
Department: Counseling Department
Time Period: Tentatively August 3 to December 2, 2026
FLSA Status: Exempt
Reports To: Counseling Department Chair
Supervises: Students
Location: Deerfield High School
Pay: $280/day

Summary:

The High School Counselor provides a comprehensive, developmental counseling program that supports students in three core domains: academic achievement, career development, and social-emotional growth. The counselor plays a vital role in promoting the academic, physical, social, and emotional well-being of all students. Through proactive services and responsive support, the counselor collaborates with school personnel, families, and the broader community to meet individual student needs and maximize student success.

We are seeking a student-centered, compassionate, and collaborative school counselor who takes initiative and demonstrates a strong commitment to equity and student success, proactively identifies and addresses student needs while understanding and embracing the importance of diversity, inclusion, and culturally responsive practices.

Qualifications:

Master’s degree in School Counseling, required
Valid Illinois Professional Educator License (PEL) with a School Counselor endorsement, required
Registered with Lake County Regional Office of Education, required
Minimum of three years of school counseling experience, preferred
Spanish language proficiency, preferred
Bilingual candidates (English/Spanish) are strongly encouraged to apply
Demonstrated knowledge of social and cultural diversity in school settings
Demonstrated knowledge of building inclusive, respectful relationships with students and families from diverse backgrounds
Committed to ethical and legal standards in counseling practice
Maintains appropriate confidentiality of sensitive student, staff, and district information
Actively engages in professional development and continuous learning
Skilled in consultation and collaboration with educators, families, and community partners

Essential Functions:

The criteria indicated below are intended to describe various types of work that may be performed. The exclusion of specific responsibilities does not prohibit them if the work is similar, related, or a logical task of the position.

At the heart of our developmental counseling program is a core set of beliefs that promote students’ skill development, positive attitudes, and personal growth. The program includes a wide array of services and collaborative efforts designed to support all students academically, socially, and emotionally.

Program Foundation
- Ground the counseling program in a clearly defined philosophy and core beliefs that guide student support practices.
- Promote policies and behavioral expectations that contribute to a safe and respectful school climate.
Curriculum Development and Delivery
- Design and implement a comprehensive counseling curriculum that aligns with student needs.
- Ensure equitable access to counseling lessons, resources, and services for all students.
Classroom Integration
- Collaborate with teachers and administrators to deliver counseling activities that reinforce and support the academic curriculum.
Academic Guidance
- Provide academic advising, planning, and course scheduling throughout each student’s high school career.
Individual and Group Counseling
- Offer individual and small group counseling to address a variety of student concerns, including personal, academic, and social-emotional issues.
Transition Support
- Support students new to the school by facilitating their academic and social-emotional transition to the high school environment.
Referrals and Community Resources
- Make appropriate referrals to school-based support services or external community resources when additional intervention is needed.
Consultation and Collaboration
- Consult regularly with teachers, staff, and families to identify and respond to students' developmental and educational needs.
Assessment Interpretation
- Guide students and families in understanding and using career, vocational, and academic assessment data to inform decisions about coursework and postsecondary planning.
College and Career Planning
- Provide comprehensive postsecondary counseling, including support with college applications, letters of recommendation, and exploration of college, career, and training pathways.
Intervention and Student Support Teams
- Actively participate in intervention planning and teaming processes within the school to support student achievement and well-being.
Evidence-Based Interventions
- Develop, implement, and monitor data-driven, culturally responsive intervention strategies tailored to student needs and strengths.
Meeting Participation
- Attend and contribute to a range of student support meetings, including IEPs, 504 reviews, attendance interventions, domain meetings, and family conferences.
Crisis Response
- Deliver prevention programs and respond promptly and appropriately to student and school-based crisis.
Record Keeping
- Maintain accurate, confidential records in accordance with legal mandates, district policy, and ethical standards.
Staff Engagement
- Participate actively in staff meetings and committees, often contributing in leadership roles.
Program Evaluation
- Continuously evaluate and improve the counseling program based on student outcomes, feedback, and best practices.
Policy and Ethical Practice
- Adhere to all Board of Education policies, district procedures, and professional codes of conduct.
Professionalism
- Model the Characteristics of an Effective District 113 Educator, demonstrating professionalism, integrity, and a commitment to student success.

Language Skills

Communicates clearly both in oral and written format with all constituents of the District 113 community. Effectively present information and respond to questions from constituency groups. Apply knowledge of current research and theory in a specific field. Establish and maintain effective and collaborative working relationships with students, staff and the school community. Perform duties with awareness of all district requirements and Board of Education policies.

Mathematical and Technical Skills

Calculate figures, estimates, proportions, percentages, and cost projections. Apply concepts of basic algebra and geometry. Strong technology skills, including standard Microsoft Office suite / Google Workspace, financial management, and data analysis.

Reasoning Ability

Define problems, collect data, establish facts, and draw valid conclusions. Interpret an extensive variety of verbal and written instructions and deal with multiple abstract and concrete variables.

Contacts Outside Your Own Department:

Build positive and collaborative relationships with constituents of the District 113 community that includes, teachers, school staff, administrative team, Board of Education, guardians, students, and private providers.

Physical and Mental Demands:

While performing the duties of this job, the employee is regularly required to sit, stand, walk, bend, write, type, speak, listen, and taste or smell.
The employee is regularly required to communicate with staff and others.
The employee is frequently required to use hands and/or fingers, handle, feel or operate objects, tools or controls.
The employee may occasionally be required to climb or balance; and stoop, kneel, crouch, twist, reach or crawl. The employee must frequently lift and/or move up to 25 pounds.
Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision,depth perception and ability to adjust focus.
Specific psychological demands of this job include the ability to remain calm under stress levels associated with job demands, along with constant contact with students, colleagues and the public.

Working Conditions:

In the work environment, this role is regularly exposed to office environmental conditions.
The noise level in the work environment is usually moderate with regular exposure to loud classrooms, hallways, cafeterias or sports venues.
The employee is regularly required to meet deadlines with severe time constraints and interact with the public and staff in addition to meeting multiple demands from several people.
The employee is frequently required to work irregular or extended work hours, which may include evenings or weekends.

Safety:

As a part of the District workforce, this role is responsible for being aware of, modeling and contributing to the maintenance and implementation of all District safety policies and procedures. The role is directly responsible for the safety, well-being, and work output of students.

Required to:

Use good safety awareness and judgment
Follow policies
Report potentially unsafe conditions
Follow manufacturer safety instructions when using equipment
Follow agency ergonomic policies and procedures

The information contained in this job description is for compliance with the Americans with Disabilities Act (A.D.A.) and is not an exhaustive list of the duties performed for this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.