Counselor - Social Emotional Learning Elementary

Counselor - Social Emotional Learning Elementary

• Position Type:
  Professional Staff Student Support Services/ School Counselor
• Date Posted: 2/20/2026
• Location:
  
  Lincoln Center
• Closing Date: 03/01/2026
• District:
  Waukegan Community Unit District 60

Waukegan Community Unit School District No. 60 serves nearly 15,500 students in preschool through grade 12 and is located halfway between Chicago, Illinois and Milwaukee, Wisconsin on the shores of Lake Michigan. The District has one early learning center, 15 elementary schools, five middle schools and a high school program divided between two 9 th – 12 th grade campuses. The District encompasses portions of Waukegan, Beach Park and Park City.

The Waukegan Community Unit School District No. 60 has set an ambitious agenda for change, guided by the belief that all children, regardless of circumstances, can achieve at high levels and academic gaps can and will be eliminated with the support of teachers who deliver engaging, relevant, and academically rigorous instruction that excites students and instills a love of learning in them.

The Social Emotional Learning Counselor will provide building level support, counseling, coaching and training to assist in the implementation of the district multi-tiered service delivery model for meeting student social/emotional and behavioral needs. The SEL Counselor will report to the District’s MTSS Coordinator and building Principal(s).

• Support building administration and teams with analyzing student data, including attendance and discipline records, social-emotional screening data, principal and teacher recommendations to determine school-wide patterns and identify at‑risk student population.
• Provide counseling and group guidance to help students cope effectively personal, social, academic, career and family concerns.
• Assist in the development and implementation of behavior intervention plans to ensure student progress.
• Consult with parents, teachers, administrators and supporting agencies concerning the needs and abilities of students.
• Implement an effective program of educational and career planning.
• Schedule opportunities for students to visit with resource persons about academic and career choices.
• Support building administration and classroom teachers with designing and implementing a universal social‑emotional learning instructional program aligned with Illinois Social‑Emotional Learning Standards.
• Support teams with collecting and analyzing data for problem solving, decision making and action planning, including Universal Social‑Emotional Screening, PBIS implementation process data, Self‑Assessment Survey (SAS), Tiered Fidelity Inventory (TFI), Antecedent‑Behavior‑Consequence (ABC) Observations, Behavior Frequency Tracking Observations, and other screening/progress monitoring/outcome assessments as needed.
• Attend and assist when necessary with school events such as musical programs, athletics, student recognition ceremonies, graduation and open house.
• Implement and use the MTSS Problem‑Solving Process to use data to determine individual and group needs based on SEL, Behavioral, Academic and Attendance data.
• See that district policies are observed during all activities.
• Keep abreast of new information, innovative ideas and techniques.
• Obtain advance approval of the MTSS Coordinator for all activities and expenditures.
• Adhere to all district health and safety policies.
• Perform other duties as assigned by the MTSS Coordinator and the building principal.

Note:

The above statements are intended to describe the essential functions and related requirements of persons assigned to this job. They are not intended as an exhaustive list of job duties, responsibilities, and requirements.

• Minimum 3 years’ experience working with students with social/emotional/behavioral challenges.
• Experience working with low socio‑economics and minority students.
• Must be CPI certified within 3 months of employment.
• Commitment to the belief that all children, regardless of circumstances, can achieve at high levels.
• Demonstrated ability to multitask effectively and prioritize…