Counselor, School for the Deaf Series

California State Personnel Board Specification

Series established October 5, 1999

Scope

This series specification describes four class levels containing a total of four related classifications used in a California School for the Deaf. Positions in these classes provide residential care services necessary to maintain the health and well-being of deaf students, including students with multiple disabilities. Incumbents perform duties designed to meet the social, emotional, recreational, and life skill needs of students while reinforcing academic program goals.

Definition of Series

Persons in these classes plan and implement activities and programs conducted for students outside of the classroom which are designed to ensure continued health, safety, recreational and general well-being of students, reinforce instructional programs, and meet socialization and emotional adjustment needs of students; work with teachers and other professional services at the school regarding the problems and needs of individual students; maintain contact with parents of students to discuss student progress and problems, to explain school programs, policies, and methods, and to resolve student behavioral issues; maintain discipline over students, ensure students' observation of school rules, and enforce behavior management and correctional actions; supervise study periods and provide assistance in the instruction of academic subjects; coordinate the provision of nonschool social, medical, and other services to students and parents; provide guidance and oversee students in the areas of personal hygiene, grooming, housekeeping, social interaction, and other daily living skills; maintain surveillance of students at all times to ensure safety and location; may drive vehicles to transport students; prepare written reports related to student performance, behavior incidents, accidents, or school activities; participate in training and perform duties related to student safety, such as controlling unacceptable student behavior; may participate in training and perform duties of life guarding, first aid, and bus driving; keep records; and do other related work.

Factors Affecting Position Allocation

The class levels in this series are differentiated by the following factors: supervision given and received; degree of responsibility for planning, directing, coordinating, or supervising resident care activities; degree of responsibility for counseling and advising students on approaches and behaviors for adjusting to their life situation; degree of public agency and parent contact involving substantive corrective action of student problems; and time of day of the major portion of the work shift.

Definition of Levels

Night Attendant, School for the Deaf

This is the first of two entry-level classes in the series. Positions are responsible for meeting basic physical care needs of students at a school for the deaf. Under general supervision, incumbents supervise and provide surveillance over a group of students in a dormitory setting just before, during, and just after sleeping periods. Incumbents also assist students needing help with medical problems, sleeplessness, emotional distress, behavioral problems, etc.; provide quiet leisure activities for students who are awake; and record anecdotal and numerical information. Incumbents may assist students with early morning preparations for school, supervise the dining rooms, monitor student performance of housekeeping tasks, keep routine records, prepare materials, or perform tasks which assist other staff with school activities and programs. Little or no supervision of individual student or group activities is assigned.

Counselor, School for the Deaf

This is the second of two entry-level classes in the series and the journey level class in the series. Positions are used to supervise individual and group activities of students. Under direction, incumbents plan and conduct recreational, academic support, and social activities to meet identified student growth needs; work with academic staff to ensure educational needs of individual students are being met; supervise and instruct students in social etiquette and self-care skills; advise students on matters of social outlook and interpersonal relationships; contact parents regarding student progress and conduct; apply behavioral management programs with students; exercise sound judgment and safe physical restraint techniques in student behavioral incidents; document student developments, incidents, and other student-related issues in writing; keep records; and ensure the safety and well-being of students at all times. Incumbents in these classes may be assigned primary responsibility for a caseload of special needs students and may transport students in vehicles.

Supervising Counselor, School for the Deaf

This is the first supervisory level in the series. Under general direction, incumbents in this class work as shift supervisors over counselor staff who provide residential care services to students. Typical tasks include planning and coordinating activities and programs which meet the identified needs of students; preparing or supervising the preparation of written schedules, activity plans, and student behavior management programs; supervising, training, and providing guidance and expertise to staff; contacting parents regarding the more difficult student behavior problems and coordinating the provision of nonschool social, medical, and other services to students and parents; participating in the development of individual student development plans with academic and other school professional staff; ensuring back-up support for Counselors in activities or in controlling student behavior; and working as a night shift supervisor over Night Attendants, School for the Deaf.

Supervisor of Residence Programs, School for the Deaf

This is the second supervisory level in the series. Under general direction, incumbents in this class are responsible for planning and directing a complete student residential program, including academic support, counseling services, recreational activities, social support, disciplinary action, and transportation services for a group of students in a dormitory setting. Work is generally accomplished through subordinate supervisors. Typical tasks include developing and directing a residential program focusing on the development of students' social, recreational, and life skills and is in concert with the school's mission and the identified needs of individual students; coordinating the residential program with the corresponding academic program and other professional services provided by the school; participating in the development of individual student development plans with academic and other school professional staff; resolving major student behavioral problems through contact with parents, community resources, and other school staff; and preparing written reports and evaluations.

Minimum Qualifications

Sign Language Requirements

All Levels:

Proficiency in the use of American Sign Language.

Education Requirements

Night Attendant, School for the Deaf

Completion of high school or equivalent.

Counselor, School for the Deaf

Supervising Counselor, School for the Deaf

Supervisor of Residence Programs, School for the Deaf

Completion of 18 semester units or equivalent of college level course work in the following areas: (Note: A minimum of three semester units or equivalent must be completed in at least three different areas. Course content rather than title will determine acceptability as it relates to the minimum requirements.)

1. Child growth and development.

2. Recreational planning and/or physical education methodology for children.

3. Education techniques.

4. English composition or report writing.

5. Health science and hygiene.

6. Psychology, sociology, behavioral sciences, handicapping conditions, family life, social work, or rehabilitation.

(Equivalent to completion of a two-year college associate degree in any major or a Certificate of Achievement requiring 18 or more semester units in child development, early childhood studies, American sign language, deaf studies, consumer and family services, sociology, or psychology may be substituted for the education requirement. Applicants who are enrolled in college and are within one semester of completing the required education may be admitted to the examination but must submit evidence of completion before they can be considered eligible for appointment.)

Experience Requirements

All Levels:

Experience in the California state service applied toward the open experience pattern must include the same number of years of qualifying experience as required in the promotional experience pattern performing the duties of a class equivalent in level of responsibility to the level described in the promotional experience pattern.

Night Attendant, School for the Deaf

Six months of experience in educating, nursing, counseling, or providing recreational activities or residential care for groups of children or for at least one disabled child.

Counselor, School for the Deaf

Either I

One year of experience in the California state service performing residential care or educational activities for groups of children at a level of responsibility equivalent to the classes of Night Attendant, School for the Deaf, or Teaching Assistant.

Or II

Eighteen months of experience in educating, nursing, counseling, or providing recreational activities or residential care for groups of children or for at least one disabled child.

Or III

Equivalent to completion of a two-year college associate degree in any major. (Applicants who are enrolled in college and are within one semester of completing the required education may be admitted to the examination but must submit evidence of completion before they can be considered eligible for appointment.)

Supervising Counselor, School for the Deaf

Either I

One year of experience in the California state service performing student-counseling duties in a class at a level of responsibility equivalent to a Counselor, School for the Deaf.

Or II

Three years of experience in educating, nursing, counseling, or providing recreational activities or residential care for groups of children, which must have included at least one year working as a lead or supervisor over other staff.

Supervisor of Residence Programs, School for the Deaf

Either I

One year of experience in the California state service performing student-counseling duties in a class at a level of responsibility equivalent to a Supervising Counselor, School for the Deaf.

Or II

Four years of experience in educating, nursing, counseling, or providing recreational activities or residential care for groups of children, which must have included at least two years working as a supervisor over other staff.

Knowledge and Abilities

Night Attendant, School for the Deaf

Knowledge of: Appropriate methods and behaviors in the care of disabled children; good personal hygiene practices; daily living skills; safety precautions and procedures; basic behavior management techniques with children.

Ability to: Provide responsible care and instruction for children in basic functions such as bathing, dressing, eating, bed making, etc.; develop friendly and trusting relationships with children; maintain order and security during sleeping hours in the dormitory; follow a training plan for living skills and behavior management of students; keep basic records; write basic anecdotal reports.

Counselor, School for the Deaf

Knowledge of: All of the above, and the problems involved in the care of disabled children in a residential setting; principles of child guidance; hygiene and physical education; characteristics and limitations of disabled children, including mental, physical, neurological, and emotional disabilities; training sequences for the development of life skills for disabled children; principles and techniques of planning and implementing children's group activities with specific goals and objectives; behavior management and modification techniques for managing deaf students with behavioral and/or emotional problems.

Ability to: All of the above, and effectively provide guidance and advice to deaf students, both individually and in groups; apply the principles and techniques of individual and group counseling to assist the academic and social development of deaf children and adolescents; supervise physical activities of children; communicate effectively; maintain good relations with parents and others contacted in the work; secure respect and cooperation of students and coworkers; maintain fair and consistent discipline with students; effectively manage deaf students with behavioral and/or emotional problems; analyze situations accurately and take effective action; plan and organize activities and programs with specific goals and objectives; treat children fairly and without favoritism; keep records and prepare written reports; think and act quickly and effectively in an emergency; encourage teamwork among staff members and children.

Supervising Counselor, School for the Deaf

Knowledge of: All of the above, and principles and techniques of effective employee development, training, and supervision; the organization and function of a school for the deaf; techniques for planning and coordinating staffing and student activity schedules; principles of effective communication; documentation requirements and techniques of student behavior and activities; the duties of other staff members; a supervisor's responsibility for promoting equal opportunity in hiring and employee development and promotion, and for maintaining a work environment that is free of discrimination and harassment; a supervisor's role in the labor relations program.

Ability to: All of the above, and effectively assign, supervise, train, and provide leadership to subordinate staff; effectively plan, develop, organize, and schedule activities and programs for deaf students; effectively document student behavior incidents and other reports; make constructive, realistic decisions; recognize symptoms requiring medical or other special care; effectively promote equal opportunity in employment and maintain a work environment that is free of discrimination and harassment; effectively administer labor relations contracts.

Supervisor of Residence Programs, School for the Deaf

Knowledge of: All of the above, and the mission, goals, and services of a school for the deaf; principles and practices of residential program management; general legal and medical issues affecting the care and services for deaf students in a residential setting; methods and techniques of resolving major student behavioral and/or emotional incidents; how the residential programs correspond to the academic programs and other professional services of the school.

Ability to: All of the above, and administer a residential program designed to meet the social, recreational, and life skill needs of a large group of students; effectively resolve major student behavioral and/or emotional incidents; set reasonable and realistic standards and expectations of behavior.

Special Personal Characteristics

All Levels:

All classes in this series require: Supportive understanding of the problems of disabled children; interest and concern for the safety and welfare of children; keenness of observation; willingness to assume an instructional role with students; willingness to work differing shifts; tact and patience; and dress appropriate for the assignment.

Additional Desirable Qualification

Counselor, School for the Deaf

Supervising Counselor, School for the Deaf

Supervisor of Residence Programs, School for the Deaf

Possession of a valid driver license issued by the Department of Motor Vehicles.

Class History