ISC Social and Emotional Counselor is a non-teaching position. This employee works in partnership with the division principals to promote social and emotional learning and individual and group Counseling. They work closely with teachers, specialists, and leaders to provide the best possible support for all students. 
In addition, the counselor's responsibilities include participation in activities designed to meet the needs of students new to the school and to facilitate transitions for those departing ISC.

• Lead and participate in actions and projects to confront and prevent prejudice and violence in schools, guiding educational teams in promoting actions that assist in integrating family-students-school-community, and in actions necessary to overcome stigmas that compromise students’ learning, development, and academic achievements.

The competencies of the Social and Emotional Counselor, always in integrated work with the other members of the Leadership Team, are:

•  Develop an action plan for the  Social and Emotional Learning as well as Counseling Program;

• Participate in the process of examination and evaluation of student learning, 

development and achievement with a view to possible progressive advancements

• Conduct interviews with students for diagnosis, preventive, and referral purposes, aiming to reduce not only academic but also socioemotional learning obstacles and support their well-being;

• Attend to and guide parents/guardians of students, in terms of learning, achievement, and inclusion into the school environment, suggesting, if necessary, referral to specialized professionals;

• Provide individual counseling to students with difficulties in socialization at school and difficulties with school-life adjustments;
• Facilitate, with other professionals, the inclusion of new students in the school;

• Mediate conflicts between students through individual and group meetings, based on restorative practices;
• Develop Individual Educational Plans (IEPs) in collaboration with the Student Success Team, and record follow-up data, progress, and results with a particular focus on social and emotional aspects;

• Preparation of written documents like individual and group meeting notes, observations, as well as progress and/or difficulties presented by students in school reports or instruments determined by the ISC;
• Plan, prepare and deliver activities that facilitate active learning experiences in Social and Emotional Learning and promote a healthy school climate, including class and/or year-level sessions on well-being

• Collaborate in the moral, ethical, and civic education of students, orally and through attitudes, actions, and examples of high standards of urbanity, civism, and accuracy in the fulfillment of duty;
• Propose socioemotional and psychological interventions to guide the school community - students, parents, teachers, and leaders - to achieve educational  and developmental outcomes;

• Promote educational actions that develop psychological, emotional, and social skills of students to offer the necessary structure and tools to face daily challenges and demands of the present time;
• Establish systematic and ongoing partnerships with other professionals who can attend to students in a clinical-therapeutic environment to ensure the exchange of information and the development of the student;
• Understand and follow the internal policy for child safeguarding as well as the Statute of the Child and Adolescent in its entirety, under penalty of warning, dismissal, and communication to legal authorities;
• Contribute to and participate in training and preventive and investigative actions that meet the internal policy for child safeguarding, as well as its documentation;
• Act as Child Safeguarding Officer, under the supervision of the Child Safeguarding Leaders, who are the Principals of each division, by helping, supporting, and assisting leaders in the process of investigation;
• Contribute to the promotion of learning processes, seeking, together with multi-professional teams, to ensure the right to inclusion of all children and adolescents, promoting actions aimed at the schooling of the target audience of special education;
• Act with respectful, supportive, and impartial multi-professional coexistence;
• ISC does not offer individual clinic monitoring or psychological sessions. Any clinical therapies must be conducted by external specialists chosen by the family after a request from the school, based on student's needs, for after-school sessions;

• When requested, assist in the design and implementation of relevant school-wide policies;

• Design and execute periodic violence prevention initiatives;

• Bachelor's degree in Psychology;
• A master's degree is a plus;
• Well-developed written and oral communication skills in both English and Portuguese;
• Active CRP registration.

• Demonstrated initiative and ability to work independently in the completion of priorities that may have competing deadlines;
• Ability to work harmoniously in a team environment;
• Demonstrated positivity and high level of problem-solving skills;
• Two years' experience in schools is desired.

The International School of Curitiba (ISC) is a non-profit international school dedicated to excellence in learning and community. We are an internationally-minded community of students, families, educators, and staff engaged in lifelong learning. At ISC, we value meaningful learning beyond memorization. We prepare students for the future by developing the ISCs: communication, collaboration, creativity, critical thinking, character, and citizenship. Our curriculum integrates research-based practices and is accredited both nationally and internationally. Teachers and staff at ISC work in a multicultural, inclusive environment where diverse perspectives enrich learning and everyone learns from one another.