] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → EML THERAPEUTIC COUNSELOR

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EML Therapeutic Counselor

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: EML Therapeutic Counselor CODE: 6980 SQ/OQ: Optimal Qualified
WORKING TITLE: EML Therapeutic Counselor GRADE: 25 MONTHS: 12
SUMMARY DESCRIPTION OF CLASSIFICATION: Provides counseling services to students who are English Learners (EL) and Emergent Multilingual Learners (EMLs) in grades Pre-K through 12. Leads crisis intervention and counseling for EL students and other students' district wide as needed. Leads and provides support, training and information to teachers, school staff and administration in matters related to crisis intervention, restorative justice, mental health and counseling for EL/EML students, trauma-informed practices, cultural sensitivity and needs of EL/EML students and their families. ETC's help EL students understand and adjust to the American school and community, acquire the socio-cultural skills and develop positive self-concept that are necessary to succeed in MCPS and in American society. Help students gain a greater understanding of their cultural origin and identity as well as their changing role within the family. Determine students' availability for learning by assessing post-traumatic stress they may be suffering due to exposure to traumatic events in their childhood as well as current family reunification issues. Assist families and school staff with understanding the impact of acculturation in the lives of the students. ETC's provide these services in the native language of the student, operating from a cross-cultural perspective while demonstrating a heightened sensitivity and respect toward complex backgrounds.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE, SKILLS, AND ABILITIES: Thorough knowledge of crisis intervention techniques and procedures. Knowledge of state laws and reporting procedures for child abuse and neglect. Native or native-like proficiency in a language other than English, as well as proficiency in English. Strong understanding and knowledge of customs, norms, as well as protocols of the American culture and other cultures. Knowledge and sensitivity toward immigrant issues. Thorough knowledge of resources serving the language minority communities. Ability to establish rapport with students from other races and cultures. Ability to work with parents and staff from other cultures and bridge cultural gaps between families and the school community. Demonstrate cultural sensitivity to families views regarding mental health services. Ability to inform and help culturally diverse families understand the benefits of community mental health services and assist them in obtaining services and needed support. Skilled in alternative counseling techniques other than traditional Western approaches and the ability to quickly learn and implement new methods of counseling and ways to engage EL/EML students. Well versed in all developmental stages within a cultural context. Knowledge of all ES, MS, and HS school processes ranging from social skills, parenting, conferences, graduation requirements, college scholarships, financial aid and community resources. Ability to effectively communicate and collaborate with all entities in the schools. Ability to handle all types of situations including crisis intervention which includes suicide prevention and conflict resolution. Proficient in computer applications. Demonstrate strong time management skills. Good oral and written communications skills. Ability to make presentations in front of large audiences. Bilingual/bicultural skills necessary. Knowledge of the seven core competencies of the Supporting Services Professional Growth System (SSPGS).
EDUCATION, TRAINING, AND EXPERIENCE: Master's degree required. Degree major in counseling, psychology, social work or related mental health field with specific training in cross-cultural counseling techniques. Experience with crisis intervention techniques and procedures. Considerable experience working directly with school-age children from other cultures and their families. Other combinations of applicable education, training, and experience equivalent to a master's degree, which provide the knowledge, skills, and abilities necessary to perform effectively in the position, may be considered.
CERTIFICATE AND LICENSE REQUIREMENTS: None
PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) None
SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Ability to work nonstandard hours and make home visits. Extensive driving required, therefore valid driver's license and car necessary.
OVERTIME ELIGIBLE: No

EXAMPLES OF DUTIES AND RESPONSIBILITIES:

1. Provides individual and group counseling and guidance lessons in a multicultural and multilingual, antiracist, trauma-informed and culturally-sensitive manner to English Learners (ELs), Emergent Multilingual Learns (EMLs) and Students with Limited/Interrupted Formal Education (SLIFE) (formerly METS) students.

2. Assists in the cultural, social and emotional adjustments of EL/EML students in Montgomery County Public Schools (MCPS).

3. Leads and participates in crisis response intervention and follow-up for EL/EML students/families, and other MCPS students experiencing a crisis as needed, throughout the district.

4. Provides proactive interventions to prevent and address cross-cultural misunderstandings through restorative justice skills and circles and guidance lessons

5. Advocates for EL/EML/SLIFE students and counsel them individually and in groups in achieving academic success, resolving conflicts, navigating U.S. culture and educational expectations, and becoming aware of mental health issues.

6. Initiates and collaborates with school staff and administration in the IEP, EMT, 504 Plans, and screening processes, as necessary.

7. Emphasizes the importance of achieving academic success to EML/EL/SLIFE students as well as their parents in order to improve graduation rates and decrease the opportunity gap.

8. Facilitates the understanding of cultural issues that may impact on the relationship between EML/EL students and school staff.

9. Familiarizes and informs EML/EL students, as well as their families, regarding mental health issues. Refers to appropriate community agency as needed.

10. Guides students and families in developing awareness of academic, social, and career choices within MCPS and community.

11. Works in collaboration with school-based counselors and administrators to meet the needs of ELD/EML/ SLIFE students, disseminate information and act as liaison between appropriate central offices and the schools on counseling issues.

12. Assists EL/EML students, EL/EML families and MCPS staff in becoming aware of cultural issues which affect the student directly or indirectly.

13. Maintains case records on EL/EML/METS students, input data regarding work with students/families onto ESSIS database, review and gather data from students and staff.

14. Initiates/leads in helping EL/SLIFE /EML families in school meetings, events and collaborate with Parent Community Coordinators to help EL/SLIFE families' access resources and better understand the U.S. educational system.

15. Creates and presents to students, parents, school staff, and community members on topics of multicultural, multilingual, antiracist and trauma-informed school counseling issues.

16. Conducts parent conferences on a regular basis with EL/EML students' parents.

17. Conducts home visits.

18. Serves as a district expert to teachers, administrators, and other school staff on issues pertinent to ELD/EML /SLIFE students (i.e., acculturation, second language learning, behavioral topics, and mental health issues).

19. Creates and conducts trainings on trauma-informed, neuroscience-informed (Neurosequential Model in Education (NME)) SEL, newcomer children, family reunification and different cultures.

20. Initiates and leads EL/SLIFE/EML students and MCPS staff in becoming aware of cultural, linguistic, developmental and trauma (Adverse Childhood Experiences (ACES) issues in the EML/EL population.

21. Actively participates in workgroups, including those that are centrally based or county-wide, including Children Fleeing Violence, unaccompanied minors, social-emotional learning (SEL), trauma-informed, Student Well-Being Team, Graduation Validation, Reimagining METS, Newcomer Task Force etc.

22. Actively participates in School Improvement Plans.

23. Presents information regarding diversity, culture, language, mental health issues and other relevant issues at Board of Education meetings, events, MCPS media, and community functions such as Town Hall and Parent Academy, etc.

24. Proactively creates equitable SEL lessons in multiple languages throughout MCPS.

25. Serves as a pioneer in creating and conducting trauma-informed trainings for MCPS staff and community partners.

26. Assesses data for graduation rates and actively participates with leadership and administration to effectively close the achievement gap.

27. Performs related work as required.
Class Established: 7/87
Date(s) Revised: 7/92, 9/93, 5/08, 7/2010, 7/2022
Last Reviewed:

This description may be changed at any time.