TITLE: MS Counselor

SCALE:  Professional Scale   

CONTRACT: Professional Staff Contract plus extra days  

SUPERVISOR: Middle School Principal / Director of Student Success  

DIVISION: Middle School

FTE: 1.0

POSITION SUMMARY:

The Middle School counseling program is a comprehensive counseling model that follows ISCA and ASCA standards and frameworks.  The Middle School Counseling Team is responsible for providing a comprehensive school counseling program that is proactive, developmentally appropriate, and supports students’ social, emotional, and academic growth and wellbeing. Counselors also serve as consultants to educators, families, and community partners. In addition to providing responsive services and individual student counseling, counselors work proactively to foster community, leadership, and a positive school climate. 

The Middle School Counseling Team has three school counselors, each dedicated to one grade level and looping with the same class for grades 6-8.  The counselors are part of the larger MS Student Support Services Team, which includes an Academic Support Teacher at each grade level, a Speech/Language Pathologist, and a Middle School Psychologist.

Middle School Counselors are responsible for annual New Student Orientation activities occurring outside the normal faculty calendar. Counselors are required to be on campus for one additional week immediately before the start of faculty professional development. Additional end-of-year transition responsibilities may also be required, with dates and expectations communicated in advance. 

In addition, all TAS Middle School counselors are expected to directly support our Homeroom/Advisory Program and to attend the annual Middle School Camp overnight trip experience.  All TAS faculty members are expected to contribute to our robust program of co-curricular activities, clubs and athletics.  

COUNSELORS CORE DUTIES AND RESPONSIBILITIES: 

Comprehensive Counseling Program Leadership and Management  

• Develop, implement, and annually review a comprehensive, developmentally appropriate middle school counseling program aligned with ISCA and ASCA standards and school priorities.  
• Identify student needs and establish program goals, service priorities, and an annual counseling calendar.  
• Work collaboratively with K–12 counselors and cross-divisional teams to ensure a coherent, articulated counseling program and continuity of student support.  
• Collaborate with school leadership to agree on program priorities, responsibilities, and resources.

Individual and Small-Group Counseling and Responsive Support 

• Provide proactive and responsive, short-term, goal-focused individual and small-group counseling for personal, social-emotional, academic, and behavioral concerns. 
• Assist students in developing realistic personal, social, and academic goals and strategies for achieving them.
• Identify student needs, select appropriate interventions, and monitor progress. 
• Refer students to appropriate school-based or external services when their needs require additional support or extend beyond the scope of school counseling. 

Academic Development, Student Planning, and Transition Programs 

• Support students in developing effective learning strategies and making informed educational choices. 
• Collaborate with administration and department chairs to recommend appropriate course placements and individual schedule adjustments that support student learning and wellbeing. 
• Oversee and manage middle school transition programs, including new student and parent orientations, support for families leaving TAS, and transitions between divisions.
• Collaborate with students, families, and colleagues to support adjustment, continuity of care, and belonging during transitions.  

Developmental Counseling Curriculum and Preventive Education 

• Plan, deliver, and evaluate learning experiences that support students’ social-emotional, academic, and career development. 
• Address developmentally relevant topics, including emotional regulation, healthy relationships, belonging, help-seeking, decision-making, and learning skills. 
• Incorporate global perspective and identity development into the counseling curriculum. 
• Work with Homeroom Coordinators and teachers to support and advise on social-emotional learning delivered through homerooms, with clearly agreed responsibilities for planning, delivery, and evaluation.

Consultation, Student-Support Collaboration, and Community Education 

• Consult with teachers, families, school leaders, and outside professionals to support students’ social-emotional wellbeing and learning. 
• Lead student-focused grade-level meetings using a strengths-based approach to build a shared understanding of student needs, agree on interventions, and review progress. 
• Collaborate with the grade-level Student Support Services Team to plan, implement, and review Tier 2 and Tier 3 interventions within the counselor’s scope of practice.
• Collaborate with the counseling team and administrators to develop and deliver parent education and faculty professional development related to student development, wellbeing, and learning. 
• Maintain referral pathways and liaise with external professionals, with appropriate consent and information-sharing safeguards. 
• Participate in the Admissions Committee by reviewing middle school application files, interpreting relevant outside assessments within professional competence, and contributing recommendations about student support needs and admission considerations as needed.

Safeguarding, Risk Response, and Crisis Support 

• Identify, document, and report safeguarding concerns in accordance with applicable requirements and school procedures. 
• Respond to crises and safeguarding concerns and participate in the school’s Crisis Response Team and Safeguarding Teams, with clearly defined responsibilities.
• Contribute to risk assessment, immediate support, safety planning, referral, and follow-up within professional training and designated responsibilities. 
• Collaborate with the safeguarding lead, school leadership, and relevant colleagues to coordinate student support.
• Support student re-entry and ongoing care following a crisis or significant wellbeing concern. 

Student Advocacy, Equity, Inclusion, and School Belonging 

• Advocate for equitable access to counseling services, learning opportunities, and school participation. 
• Identify and help address barriers affecting student wellbeing, engagement, and success.
• Contribute to a safe, inclusive, culturally responsive school environment in which students experience belonging. 
• Support students’ identity development and global perspective, with sensitivity to their cultural, linguistic, family, and individual contexts. 

Program Assessment and Continuous Improvement 

• Conduct needs assessments and gather student, family, and staff feedback to inform counseling priorities. 
• Use participation information and relevant student-outcome data to evaluate the accessibility and effectiveness of counseling services. 
• Review patterns of access and outcomes across student groups to identify unmet needs. 
• Communicate program impact while protecting confidentiality, and use findings to improve services and establish future goals. 

Ethical Practice, Documentation, and Professional Learning 

• Maintain professional and ethical standards consistent with applicable law, school policies, and relevant counseling frameworks. 
• Explain confidentiality and its limits to students, families, and staff in developmentally and contextually appropriate ways.
• Maintain accurate, secure, and appropriate counseling records and follow established information-sharing procedures. 
• Practice within professional competence and engage in consultation, supervision, and continuing professional learning.  

PREFERRED POSITION-SPECIFIC QUALIFICATIONS: 

• Master’s degree in School Counseling or related field with evidence of counseling certification.
• Experience counseling in an international school setting. 
• Experience designing or implementing curriculum aligned with ISCA and ASCA standards.
• Experience managing large meetings of adults. 
• Experience with Adaptive Schools and Responsive Classroom. 
• Experience with academic support services, including learning plans, accommodation plans, and Tiers of intervention.

REQUIRED EDUCATION / EXPERIENCE: 

• Three or more years of school counseling experience working with adolescents.
• Bachelor’s Degree in School Counseling or related field with evidence of counseling certification. 
• Excellent written and oral communication skills. 
• Sensitivity to cultural differences and a willingness to work for constructive change in a multi-cultural setting. 

PROFESSIONAL DISPOSITIONS:  

TAS is looking for an educator who contributes to the development of a community of critical and creative thinkers, collaborative communicators, self-directed learners, well-balanced individuals, and globally minded contributors by modeling the behaviors and mindsets reflected in the TAS Schoolwide Learning Outcomes.

• Critical and Creative Thinker: Reflects on practice, analyzes evidence of learning, and explores new ideas to continuously improve instruction and learning. 

• Collaborative Communicator: Collaborates with colleagues, students, and families to support shared goals and strengthen our community. 

• Self-Directed Learner: Seeks feedback and engages in professional learning to improve practice. 

• Well-Balanced Individual: Maintains a positive professional presence, demonstrates flexibility, and creates a sense of belonging for self and others. 

• Globally Minded Contributor: Demonstrates respect for the diverse cultures and customs present in our community and advocates for inclusive practices that support belonging. 

SAFEGUARDING COMMITMENT:

Taipei American School is committed to safeguarding all children. All employees are expected to support this commitment and adhere to school safeguarding policies.  

HOW TO APPLY:

Interested applicants must apply through TAS Careers Page and submit an application along with the following: 

• Resume
• Cover letter
• Three professional references to include each referee’s name, relationship, phone number, and email address

Applicants are encouraged to apply as early as possible, as Taipei American School reserves the right to interview before the closing date and close the position once a suitable candidate is found. 

Closing date: Monday, November 30, 2026

Please note that direct applications via email or other channels will not be considered.