Req #: 243727 Department: UNDERGRADUATE ACADEMIC AFFAIRS Appointing Department Web Address: https://robinsoncenter.uw.edu/ Posting Date: 02/24/2025 Closing Info: Open Until Filled Salary: $6,200 - $7,000 per month Shift: First Shift Notes: As a UW employee, you will enjoy generous benefits and work/life programs. For a complete description of our benefits for this position, please visit our website, click here. **Although open until filled, priority application date is March 10, 2025.** As a UW employee, you have a unique opportunity to change lives on our campuses, in our state and around the world. UW employees offer their boundless energy, creative problem-solving skills, and dedication to build stronger minds and a healthier world. UW faculty and staff also enjoy outstanding benefits, professional growth opportunities and unique resources in an environment noted for diversity, intellectual excitement, artistic pursuits, and natural beauty. Undergraduate Academic Affairs (UAA) shapes, advances and stewards a world-class undergraduate academic experience for students at the University of Washington. Staff, faculty and students in UAA deepen and enrich the learning experience for all undergraduates, recognizing and supporting the unique learning path of each individual student and the commitment of each academic program to excellence in learning and teaching. Within UAA, the Halbert and Nancy Robinson Center for Young Scholars (RC) at the University of Washington is a leader in the nation for developing programs that serve highly capable young pre-college and college students. Through access to early entrance programming, the RC prepares younger students for college, providing them with challenging and accelerated learning opportunities in a vibrant, intellectual community setting. The RC provides outreach through summer and Saturday enrichment, educator professional learning, and online engagement opportunities. **Undergraduate Academic Affairs has an outstanding opportunity for a Wellbeing and Academic Success Counselor, Robinson Center for Young Scholars to join their team.** **POSITION PURPOSE** Aligned with RCW 28A.410.04, the purpose and role of the Wellbeing and Academic Success Counselor (Counselor, grade 8) is planning, organizing, and delivering a comprehensive school guidance and counseling program that personalizes education and supports, promotes, and enhances the academic, personal, social, and career development of all RC students, based on the national standards for school counseling programs of the American School Counselor Association. Reporting to the Executive Director, this role is critical in ensuring that traditional high school-aged students (ages 13-18) enrolled in programs at the Robinson Center receive the essential state-mandated resources and support services necessary for their academic and personal success. The need is particularly urgent for Transition School students, who lack access to UW’s counseling and other student support systems and are unable to utilize the services of their assigned community-based high schools while enrolled in Transition School. By addressing these gaps, this role plays a pivotal part in bridging the resource divide and fostering a supportive environment for these unique, high-achieving students. **DUTIES AND RESPONSIBILITIES** Student Support: Academic & Career Development Counseling (60%) + Serves all students affiliated with the Robinson Center. + Serves as the main point of contact for all requests for personal student counseling during the regular school year. + Maintains regular office hours for the purpose of deepening or clarifying needed student support services, and providing brief, solution-focused individual and/or group counseling to students and maintain appropriate documentation for each session. + Lead efforts to create and maintain a positive and supportive social and emotional learning (SEL) environment necessary for young scholars to excel. + Provide crisis intervention services as needed. + Assist students in addressing personal, mental health, academic, and professional concerns. + Maintains a flexible schedule to accommodate student support meetings as needed to include occasional evening and Saturday programs. + Attend weekly Transition school, UW Academy, and Enrichment staff and/or planning meetings + Support recommendations from Transition School Academic Support Plans and addresses strategies to navigate interpersonal relationships with peers and academic instructors effectively and implement organizational and time-management skills to successfully prioritize rigorous work expectations as stressors arise. + Provides students with knowledge and skills to support their mental, social, and emotional well-being as they pursue college readiness sooner than age-typical peers. + Serves to improve students’ ability to identify and regulate emotions by responding to social, emotional, mental, and physical health needs with healthy thinking and behaviors. + Collaborate with RC Staff (e.g. teachers, program managers) on matters of student support and recommendations related to students transitioning withing RC programs. + Collaborate with team members to use data to design and implement a comprehensive student support program to support academic success and social/emotional development across Transition School. + Co-facilitate weekly whole-group “Health and Wellbeing” meetings to assist Transition School students in developing community norms, managing health and wellbeing curriculum, processing shared learning experiences, and communicating needs. + Hire and manage and lead social work interns and support enrichment programming and manage the budget for intern hours. + Manage and track participation metrics and analyze metrics for use for programming.Culturally Responsive Student and Family Program Support Services (20%) + Leads and facilitates family onboarding, orientations and other education opportunities related to highly capable, accelerated and G/T education including characteristics of giftedness and family SEL resources. + Serves as the main point of contact for all students’ and families’ requests for social, emotional, and cultural (SEC) counseling during regular academic year, and enrichment programming (i.e. Saturday academy) (on-call basis). + Demonstrates supportive relationships and foster open communication channels with students, families, and RC staff conducive to a positive and productive social emotional learning environment. + Supports RC equity and access initiatives to identify, recruit, and retain historically marginalized and underrepresented students in gifted and talented education. + Maintains availability to meet with students/families as needed to discuss RC student’s SEL progress. + Attends RC student and family end of year events which may occur on limited evenings and/or weekend days.Social Emotional Learning (SEL) Curriculum Development and Implementation (15%) + Researches, disseminates, and develops training for staff and students in standards- and research- based practices for the social, emotional, and cultural context of talent development and academic learning. + Works closely and collaborates with ED and/or assigned RC professional development coordinator to ensure SEC and culturally responsive context for all staff training. + Models appropriate SEL intervention techniques , and interactions for RC staff on behalf of students. + Works closely with RC teachers to integrate research- and evidence-based SEL curriculum & lesson planning to include appropriate and respectful tasks (i.e., responsive differentiated instruction with appropriate rigor, depth, and challenge for highly capable and talented students). + Designs, delivers, and assesses TS student learning within a Health & Wellness curriculum for Fall, Winter, and Spring semesters; serves as the instructor for the weekly, one-hour TS Health and Wellness class. + Kindles excitement about learning in students; encourage flexibility, critical thinking, and development of communication skills.Contribution to the RC (5%) + Participates in RC special projects as assigned and perform related duties and key responsibilities consistent with the scope and intent of the position. + Actively collaborates with other RC programs to advance the goals of the Center. + Serves on UAA and campus committees as needed. **MINIMUM REQUIREMENTS:** + Master’s degree in education, Education, School or Clinical Counseling, Psychology, Gifted and Talented Education and/or comparable. + At least two to three years of experience counseling students in an academic or clinical setting. _Equivalent education/experience will substitute for all minimum qualifications except when there are legal requirements, such as a license/certification/registration._ **ADDITIONAL REQUIREMENTS** + Experience in teaching or working directly with students aged 13-15 in academic counseling settings. + Experience working with neurodiverse populations . + Knowledge and skilled in effective technology use for data collection/analysis, communication, presentations, training, workload management, and team meetings. + Demonstrated success in assisting with problem solving and implementing effective interventions to support students’ academic, socio-emotional, and cultural needs, connecting instructional teams to resources necessary for successful implementation of interventions to support student learning. + Professional competencies in guidance, therapeutic innovations, and/or instructional methodologies related to subject area discipline. **DESIRED QUALIFICATIONS** + Certifications or endorsements in counseling, Social Emotional Learning (SEL), Gifted and Talented Education (GT/HC), Positive Behavior Intervention and Support (PBIS), Licensed Mental Health Counselor (LMHC) license, or similar certification + Experience in SEL (social emotional learning) and/or GATE (gifted and talented education) curriculum development. + Demonstrated success working with diverse communities, including twice-exceptional and neurodiverse students. + Demonstrated success working with highly capable, high achieving, gifted and talented students. + Familiarity with highly capable and/or gifted education programming, standards, and SEL practices. + Demonstrated research agenda and/or published work specific to addressing the Social, Emotional, Cultural (SEC) needs of students with asynchronous development including highly capable, accelerated, and/or gifted and talented students + Experience teaching or working with students engaged in Early Entrance Program (EEP), dual-enrollment, joint enrollment, and/or at the college/university setting. **All UAA staff must demonstrate and integrate the following competencies:** + Accountability and Integrity + Race, Equity and Difference + Constituent Focus + Collaboration and Teamwork **CONDITIONS OF EMPLOYMENT** + This position is 100% in person work + Works in a high traffic office + The position might have to consult some Saturdays but will account for the time during the week. + This position requires a flexible work schedule as the position must meet with a variety of individuals throughout the Puget Sound area to coordinate, promote and recruit for this program. It is anticipated that this job will entail some evening and weekend work, weekend meetings, as well as meeting deadlines and heavy seasonal peaks; Ability and desire to be flexible and work in an environment with young and energetic scholars. + A satisfactory outcome from a criminal background verification will be required prior to hire. + Online training related to working with minors and mandatory reporting requirements will also be required for this position. **Cover Letter Prompt:** Please provide a cover letter outlining the answers to the following questions - a) Why are you interested in this role, b) two areas that reflect your strengths and two areas in which you would need growth and further development based on the job description c) evidence of your commitment to diversity, equity and inclusion in support of a diverse student population, d) your reflections on how to support students who participate in programs like the Transition School and UW Academy. **Application Process:** The application process may include completion of a variety of online assessments to obtain additional information that will be used in the evaluation process. These assessments may include Work Authorization, Cover Letter and/or others. Any assessments that you need to complete will appear on your screen as soon as you select “Apply to this position”. Once you begin an assessment, it must be completed at that time; if you do not complete the assessment, you will be prompted to do so the next time you access your “My Jobs” page. If you select to take it later, it will appear on your "My Jobs" page to take when you are access ready. Please note that your application will not be reviewed, and you will not be considered for this position until all required assessments have been completed. University of Washington is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to, among other things, race, religion, color, national origin, sexual orientation, gender identity, sex, age, protected veteran or disabled status, or genetic information.