POSITION: COUNSELOR - ALTERNATIVE ED/VIRTUAL ACADEMY PROGRAM
FLSA STATUS: EXEMPT
FTE STATUS: 1.00
REPORTS TO: PROGRAM ADMINISTRATOR
DATE: 4/29/2026
SUMMARY:
The Counselor for Alternative Education and Virtual Academy Programs provides a comprehensive, developmental counseling program that supports students in academic, career, and personal/social growth. This role is specifically designed to meet the unique needs of students in non-traditional learning environments, including alternative education and virtual settings. The counselor works collaboratively with students, families, staff, and community partners to remove barriers to success, promote engagement, and ensure students remain on track for graduation and post-secondary readiness.
The counselor plays a key role in at-risk identification, intervention, and progress monitoring, while supporting flexible, individualized pathways for students who may require non-traditional approaches to learning.
COUNSELOR PERFORMANCE RESPONSIBILITIES:
- Demonstrates a commitment to high expectations and develops a vision of success for each student.
- Builds positive relationships and maintains consistent, meaningful communication with students, families, and staff.
- Promotes a safe, inclusive, and supportive learning environment that honors diversity and student voice.
- Utilizes data-driven practices to guide decision-making, interventions, and program development.
- Engages community resources to enhance student support systems and opportunities.
- Maintains professionalism, collaboration, and collegiality with all stakeholders.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
- Coordinate and support alternative and virtual learning pathways, including online coursework, credit recovery, and dual enrollment opportunities.
- Assist in the development, implementation, and monitoring of individualized student learning plans tailored to alternative and virtual education settings.
- Support flexible scheduling and pacing to meet the needs of students in non-traditional programs.
- Schedule student courses and maintain accurate transcripts to ensure progress toward graduation and post-secondary eligibility.
- Lead and manage the at-risk identification process, including all required 31a reporting.
- Use data to identify students at risk of academic failure, disengagement, or non-completion.
- Develop and implement prevention and intervention strategies to support at-risk students.
- Advocate for school-based interventions and mental health supports prior to disciplinary actions.
- Collaborate with staff and families to reduce barriers and promote student persistence and success.
- Provide individual and group counseling to address academic, career, and personal/social development.
- Support students in goal setting, post-secondary planning, and career exploration.
- Assist students with college applications, financial aid processes, and career readiness planning.
- Promote self-advocacy, independence, and student ownership of learning.
- Collaborate with teachers, administrators, families, and community agencies to support student outcomes.
- Partner with colleges, universities, and workforce organizations to expand opportunities for students.
- Communicate regularly with students and families, adapting methods to ensure accessibility and engagement in virtual and alternative settings.
- Provide consultation and resources to families to increase involvement and support student success.
- Coordinate and monitor Section 504 plans, including referrals, implementation, and annual reviews.
- Maintain confidentiality of all student and family information.
- Serve as a mandated reporter in accordance with child abuse and neglect laws.
- Coordinate testing programs, including standardized assessments, placement tests, and credit recovery evaluations.
- Identify, respond to, and support students experiencing crisis situations.
- Collaborate with stakeholders to develop systems for crisis prevention and response.
- Refer students and families to appropriate mental health and community support services.
- Implement trauma-informed practices in all aspects of student support.
- Participate in professional development and remain current with best practices in counseling, alternative education, and virtual learning.
- Engage in collaborative teams focused on student achievement and continuous improvement.
- Contribute to district and school improvement initiatives.
- Maintain accurate records, reports, and documentation.
- Demonstrate professionalism, reliability, and adherence to district policies and procedures.
- Perform additional duties as assigned by administration.
SUPERVISORY RESPONSIBILITIES:
- Position includes supervisory responsibilities over students.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
EDUCATION and/or EXPERIENCE:
- Valid Michigan Department of Education secondary certificate endorsed in Guidance and Counseling (NT), grades K-12 or hold a Michigan Department of Education School Counselor Certificate.
- Master’s Degree in Guidance and Counseling.
- Experience working with at-risk youth, alternative education, or virtual learning environments preferred.
- Strong understanding of trauma-informed practices and student mental health supports.
- Strong communication, technology and organizational skills.
- Experience and strong knowledge of social emotional learning practices.
- Awareness and understanding of the Michigan Guidance & Counseling program.
- Prefer certification in CPR and First Aid.
- Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.
LANGUAGE SKILLS:
- Ability to explain and demonstrate appropriate leadership techniques.
- Ability to read, analyze and interpret periodicals and professional journals.
- Ability to effectively present information and respond to questions from all stakeholders.
- Ability to express self clearly, both orally and in writing.
- Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
- Ability to integrate technology into the everyday work flow is necessary.
- Ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District.
- Ability to use computer technology for research, data management, communications and other instruction.
- Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communications mechanisms.
- Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required.
MATHEMATICAL SKILLS:
- Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this position.
REASONING ABILITY:
- Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and emotional intelligence.
- Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists.
- Exhibit high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects and maintain a flexible attitude.
- Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
- Ability to define problems collects data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
- Ability to build rapport with others and to serve diverse publics.
- Ability to take initiative; work well with others as a collaborative team member and exhibit good communication skills.
- Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 55 pounds such as books and material. Specific vision abilities required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people.
ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety and well-being of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job.
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education in conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education Association/MEA/NEA collective bargaining agreement. Further, the applicant must agree to fully participate in all relevant training inclusive of or unique to the building assigned and the District.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment.
This position description is not a contract for employment.
Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer.
Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information or any legally protected characteristic, in its programs and activities, including employment opportunities.
"The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace throughout his/her employment in the District."
Portrait of a Graduate 2023-2028 Strategic Plan
From PDF Description
POSITION: COUNSELOR - ALTERNATIVE ED/VIRTUAL ACADEMY PROGRAM
FLSA STATUS: EXEMPT
FTE STATUS: 1.00
REPORTS TO: PROGRAM ADMINISTRATOR
DATE: 4/29/2026
SUMMARY:
The Counselor for Alternative Education and Virtual Academy Programs provides a comprehensive,
developmental counseling program that supports students in academic, career, and personal/social growth.
This role is specifically designed to meet the unique needs of students in non-traditional learning
environments, including alternative education and virtual settings. The counselor works collaboratively
with students, families, staff, and community partners to remove barriers to success, promote engagement,
and ensure students remain on track for graduation and post-secondary readiness.
The counselor plays a key role in at-risk identification, intervention, and progress monitoring, while
supporting flexible, individualized pathways for students who may require non-traditional approaches to
learning.
COUNSELOR PERFORMANCE RESPONSIBILITIES:
● Demonstrates a commitment to high expectations and develops a vision of success for each student.
● Builds positive relationships and maintains consistent, meaningful communication with students,
families, and staff.
● Promotes a safe, inclusive, and supportive learning environment that honors diversity and student
voice.
● Utilizes data-driven practices to guide decision-making, interventions, and program development.
● Engages community resources to enhance student support systems and opportunities.
● Maintains professionalism, collaboration, and collegiality with all stakeholders.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
● Coordinate and support alternative and virtual learning pathways, including online coursework, credit
recovery, and dual enrollment opportunities.
● Assist in the development, implementation, and monitoring of individualized student learning plans
tailored to alternative and virtual education settings.
● Support flexible scheduling and pacing to meet the needs of students in non-traditional programs.
● Schedule student courses and maintain accurate transcripts to ensure progress toward graduation and
post-secondary eligibility.
● Lead and manage the at-risk identification process, including all required 31a reporting.
● Use data to identify students at risk of academic failure, disengagement, or non-completion.
● Develop and implement prevention and intervention strategies to support at-risk students.
● Advocate for school-based interventions and mental health supports prior to disciplinary actions.
● Collaborate with staff and families to reduce barriers and promote student persistence and success.
1 Created 04/29/2026
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● Provide individual and group counseling to address academic, career, and personal/social
development.
● Support students in goal setting, post-secondary planning, and career exploration.
● Assist students with college applications, financial aid processes, and career readiness planning.
● Promote self-advocacy, independence, and student ownership of learning.
● Collaborate with teachers, administrators, families, and community agencies to support student
outcomes.
● Partner with colleges, universities, and workforce organizations to expand opportunities for students.
● Communicate regularly with students and families, adapting methods to ensure accessibility and
engagement in virtual and alternative settings.
● Provide consultation and resources to families to increase involvement and support student success.
● Coordinate and monitor Section 504 plans, including referrals, implementation, and annual reviews.
● Maintain confidentiality of all student and family information.
● Serve as a mandated reporter in accordance with child abuse and neglect laws.
● Coordinate testing programs, including standardized assessments, placement tests, and credit recovery
evaluations.
● Identify, respond to, and support students experiencing crisis situations.
● Collaborate with stakeholders to develop systems for crisis prevention and response.
● Refer students and families to appropriate mental health and community support services.
● Implement trauma-informed practices in all aspects of student support.
● Participate in professional development and remain current with best practices in counseling,
alternative education, and virtual learning.
● Engage in collaborative teams focused on student achievement and continuous improvement.
● Contribute to district and school improvement initiatives.
● Maintain accurate records, reports, and documentation.
● Demonstrate professionalism, reliability, and adherence to district policies and procedures.
● Perform additional duties as assigned by administration.
SUPERVISORY RESPONSIBILITIES:
● Position includes supervisory responsibilities over students.
QUALIFICATIONS:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
Alternative requirements that may be appropriate and acceptable to the Board of Education may be
considered. The requirements listed below are representative of the knowledge, skill and/or ability
required. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.
EDUCATION and/or EXPERIENCE:
● Valid Michigan Department of Education secondary certificate endorsed in Guidance and Counseling
(NT), grades K-12 or hold a Michigan Department of Education School Counselor Certificate.
● Master’s Degree in Guidance and Counseling.
● Experience working with at-risk youth, alternative education, or virtual learning environments
preferred.
● Strong understanding of trauma-informed practices and student mental health supports.
● Strong communication, technology and organizational skills.
● Experience and strong knowledge of social emotional learning practices.
● Awareness and understanding of the Michigan Guidance & Counseling program.
● Prefer certification in CPR and First Aid.
● Applicants must satisfactorily pass a criminal background check as defined by the State of Michigan.
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LANGUAGE SKILLS:
● Ability to explain and demonstrate appropriate leadership techniques.
● Ability to read, analyze and interpret periodicals and professional journals.
● Ability to effectively present information and respond to questions from all stakeholders.
● Ability to express self clearly, both orally and in writing.
● Ability to read, analyze and interpret information.
TECHNICAL SKILLS:
● Ability to integrate technology into the everyday work flow is necessary.
● Ability to utilize District technology and work to maintain proficiency, as required skill sets change
with technology and/or the needs of the District.
● Ability to use computer technology for research, data management, communications and other
instruction.
● Ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet
and other electronic communications mechanisms.
● Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets,
database and presentation software) is required.
MATHEMATICAL SKILLS:
● Ability to apply the concepts of basic math, algebra and geometry consistent with the duties of this
position.
REASONING ABILITY:
● Highly proficient in subject areas of: reasoning, problem solving, organizational dynamics and
emotional intelligence.
● Ability to solve practical problems and deal with a variety of concrete variables in situations where
only limited standardization exists.
● Exhibit high level of professionalism with the ability to handle confidential information, use good
judgment, plan and handle complex projects and maintain a flexible attitude.
● Ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form.
● Ability to define problems collects data, establish facts and draw valid conclusions.
INTERPERSONAL SKILLS:
● Ability to build rapport with others and to serve diverse publics.
● Ability to take initiative; work well with others as a collaborative team member and exhibit good
communication skills.
● Ability to work effectively and collaboratively with other departments, agencies and individuals.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to
successfully perform the essential functions of this job. Reasonable accommodations may be made to
enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to stand; walk; use hands to
finger, handle or feel objects, tools, or controls; reach with hands and arms; talk or hear; and taste or
smell. The employee is occasionally required to sit and stoop, kneel, crouch, or crawl. The employee must
occasionally lift and/or move up to 55 pounds such as books and material. Specific vision abilities
required by this job include close vision, distant vision and the ability to adjust focus. The ability to travel
to other buildings is required. The position requires the individual to sometimes work irregular or
extended work hours and meet multiple demands from several people.
3 Created 04/29/2026
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ENVIRONMENTAL ADAPTABILITY:
The work environment characteristics described here are representative of those an employee encounters
while performing the essential functions of this job. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions.
The noise level in the work environment is quiet to loud depending upon the activity in the particular part
of the day. The employee is frequently required to interact with the public and other staff. The employee
is directly responsible for the safety and well-being of students. The employee is exposed to infections at
a greater risk than the average person. Occasionally the employee may be required to be outdoors for a
short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing
the essential functions of this job.
TERMS:
The contract, salary and other employment conditions will be established by the Board of Education in
conjunction with the Lincoln Consolidated Schools and the Washtenaw County Education
Association/MEA/NEA collective bargaining agreement. Further, the applicant must agree to fully
participate in all relevant training inclusive of or unique to the building assigned and the District.
FUNCTIONS OF POSITION DESCRIPTION:
This position description has been prepared to define the general duties of the position, provide examples
of work and to detail the required knowledge, skills and ability as well as the acceptable experience and
training for the position. The description is not intended to limit or modify the right of any supervisor to
assign, direct and control the duties of employees under supervision. Lincoln Consolidated Schools
retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this
description in its sole judgment.
This position description is not a contract for employment.
Lincoln Consolidated Schools is an equal opportunity employer, in compliance with the Americans with
Disabilities Act. The District will provide reasonable accommodations to qualified individuals with
disabilities and encourages both prospective and current employees to discuss potential accommodations
with the employer.
Lincoln Consolidated Schools does not discriminate on the basis of race, color, religion, national origin,
sex, disability, age, height, weight, familial status, marital status, genetic information or any legally
protected characteristic, in its programs and activities, including employment opportunities.
"The employee shall remain free of any alcohol or non-prescribed controlled substance in the workplace
throughout his/her employment in the District."
______________________________________ ___________________________
Employee Signature Date
______________________________________ ___________________________
Human Resources Signature Date
Portrait of a Graduate
4 Created 04/29/2026
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