High School Counselor

AMERICAN SCHOOL OF DOHA
JOB DESCRIPTION

Position:

High School Counselor (Comprehensive)

Department:

High School Division

Reports:

High School Principal

Job Classification:

Local Hire or Overseas Hire

Status:

Non-Exempt

Position Summary:

The High School Counselor delivers a comprehensive, developmental, and data-informed counseling program within ASD’s high-energy, dynamic, fast-paced, and collaborative school environment. The program aligns with the ISCA International Model, CASEL competencies, ASD’s Counseling Program Alignment Statements, and ASCA Ethical Standards.

Serving students and families representing diverse nationalities, cultures, languages, identities, and educational experiences, the counselor provides culturally responsive support that builds trust and fosters belonging. Working within ASD’s Multi-Tiered System of Support (MTSS), the counselor supports academic, social-emotional, post-secondary planning, and global perspective and identity development. The counselor promotes personal safety, well-being, independence, and self-advocacy while upholding ASD’s mission, values, safeguarding expectations, and commitment to an inclusive and equitable school community.

Key Performance Responsibilities

1. Safeguarding, Social-Emotional Wellbeing, and Responsive Support

1. Uphold ASD’s Child Safeguarding Policy, procedures, and Code of Conduct, serving as a primary student advocate and an active member of the school safeguarding team with timely reporting and follow-through.
2. Provide individual and small-group counseling addressing emotional well-being, relationships, identity development, cross-cultural transitions, and barriers to learning within the school context.
3. Identify students requiring targeted mental health support, coordinate evidence-based interventions within ASD’s MTSS framework, and monitor student progress.
4. Lead immediate crisis interventions, suicide/self-harm risk assessments, and safety planning in strict alignment with professional training and ASD’s safeguarding protocols.
5. Facilitate referrals to external clinicians or community specialists when needs exceed the scope of school counseling, collaborating with families and external providers to ensure continuity of care.
6. Participate actively in the Student Support Services Team (SSST) alongside the school psychologist, learning support specialists, and administrators to design and monitor individualized support and accommodation plans.
7. Support restorative justice practices and social-emotional learning interventions in response to behavioral concerns while maintaining a non-disciplinary, advocate relationship with students.
8. Maintain accurate, confidential counseling records separate from general academic cumulative files in accordance with legal and ethical standards.

2. Counseling Curriculum, Prevention and Social-Emotional Learning

1. Develop, deliver, and evaluate a planned counseling and SEL curriculum aligned with ISCA, CASEL, and ASD’s shared counseling agreements.
2. Explicitly teach personal safety, emotional regulation, resilience, self-care, empathy, healthy relationships, and effective communication.
3. Build independence, informed decision-making, appropriate help-seeking, and advocacy for self and others.
4. Help students understand their impact, exercise student voice, and contribute positively to an inclusive community; collaborate with teachers and advisors to reinforce these skills.

3. Academic Advising and Transitions

1. Provide course selection guidance, academic planning, and graduation progress monitoring that balance appropriate challenge, well-being, and future opportunities.
2. Support goal-setting, effective learning habits, and increasing student responsibility for academic progress.
3. Collaborate with Admissions and school staff on orientation and transition programming for incoming and departing students, including support for cultural adjustment and identity development.
4. Assist with scheduling and divisional assessment processes as assigned, with responsibilities established by school leadership.

4. Post-Secondary and University Guidance

1. Provide individualized university and career guidance across Grades 9–12, helping students explore pathways aligned with their strengths, interests, goals, and circumstances.
2. Guide students and families through global university research, applications, essays/personal statements, admissions testing, and decisions, including the implications of AP or IB course choices.
3. Write individualized counselor recommendations, prepare required school reports, and coordinate application documentation with relevant staff.
4. Deliver workshops, engage university representatives, and maintain school-approved planning platforms while promoting student ownership of communication, deadlines, and decisions.

5. Program Evaluation and Professional Responsibilities

1. Use academic, attendance, well-being, and participation data to identify needs, evaluate interventions and programming, and improve services.
2. Collaborate across divisions on curriculum progression, student transitions, shared resources, and program alignment.
3. Maintain current knowledge of adolescent wellbeing, safeguarding, counseling practice, and international university guidance.
4. Participate in departmental planning, faculty meetings, professional learning, and student life; model ASD’s values through ethical practice and collaboration.

Knowledge, Skills, and Qualifications

1. Master’s degree in School Counseling, Counseling Psychology, or Social Work (or international equivalent).
2. Valid School Counseling license or certification, or an internationally recognized equivalent.
3. Minimum of three years of High School-based counseling experience; international experience preferred.
4. Demonstrated competence in school-based counseling, developmental programming, academic advising, and global university guidance, including familiarity with AP and IB pathways.
5. Understanding of ISCA, CASEL, and MTSS; ability to support culturally diverse families and students navigating international transitions.
6. Strong communication, professional writing, organization, and collaborative problem-solving skills.
7. Proficiency with student information systems, university planning platforms, and responsible use of data.
8. Commitment to safeguarding, confidentiality, equity, and continuing professional growth.