Sabot School, a progressive Preschool-Grade 8 school in Richmond, and a leader in the Reggio Emilia Approach®,  seeks a School Counselor to support our growing community.

The School Counselor is a key member of the Learning Support Services Team and supports the social, emotional, behavioral, and academic well-being of students across Early Childhood, Lower School, and Middle School.

This role works collaboratively with students, families, faculty, Program Directors, and school leadership to foster a healthy, inclusive, and supportive school environment where children can thrive in all domains of development.

In addition to providing direct student support, the School Counselor serves as the primary coordinator for student accommodation plans and helps streamline and strengthen school-wide support services. This includes managing accommodation plans, coordinating student support processes, partnering with outside providers, and helping define a clear and consistent structure for student support across divisions.

This position requires a warm, relational, highly organized professional who understands child development, values collaboration, and can help shape a comprehensive and proactive support model for the school.

While this position is year-round, the pace of work varies throughout the year.

For a full position description visit the posting on our website.

EDUCATION & EXPERIENCE

• Master’s degree in School Counseling, Counseling, Social Work, Psychology, or related field required
• Licensure or certification appropriate to counseling role preferred
• Minimum of 3–5 years of experience working with children and adolescents in a school setting preferred
• Strong knowledge of child development from early childhood through adolescence
• Experience managing student accommodation plans and collaborating around learning support services strongly preferred
• Experience reviewing educational evaluations and supporting classroom accommodations preferred
• Strong understanding of student support systems, accommodations, and collaborative intervention planning
• Excellent communication, organization, and relationship-building skills
• Ability to maintain confidentiality, professionalism, and sound judgment
• Commitment to diversity, equity, inclusion, and belonging in school communities
• Experience in an independent school setting preferred

PHYSICAL REQUIREMENTS

• Ability to stand, walk, and move around for extended periods during supervision and activities, both indoors and outdoors.
• Ability to lift and carry materials or equipment weighing up to 15 lbs.
• Capability to walk up and down two flights of stairs.
• Ability to respond promptly to emergencies, which may involve running, lifting, or assisting children to safety.
• Alertness and ability to supervise children during physical activities, such as outdoor play, while ensuring a safe environment.

About Sabot School

MISSION Sabot at Stony Point is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world. THE SCHOOL Sabot has about 230 students and roughly 64 employees. As we grow, we are dedicated to the goal of building a culturally diverse and pluralistic team committed to working in a multicultural environment. This faculty member will join a cohesive, committed, and talented community. Our Reggio-inspired, social-constructivist curriculum is inquiry-based and driven in part by the children’s interests. We emphasize collaboration and recognize the gifts that each child brings to the group. Our approach is one that recognizes the whole child and focuses first and foremost on social and emotional learning and relationships as the necessary foundation for education. Sabot is an educational home for teachers drawn to relationships and practices that are rooted in un...ifying beliefs about children and learning, are based on current neurological and educational research, and are reliant on our teacher-researchers’ collaborative problem solving and creativity. Sabot teachers are both guides and fellow travelers in the collaborative learning process and make students’ learning visible to themselves and others. We view teaching not as a static set of skills, but as a dynamic process, manifested in our culture of research and our commitment to teacher development.

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Connections working at Sabot School