Entry Level Academy Manager Jobs

Secondary College & Career Counselor

Candidates must be fully authorized to work in the United States.

Savannah Classical Academy Charter School is a Locally Authorized K-12 Public Charter school and operates autonomously from the county school system.

SCA IS GROWING!

Savannah Classical Academy (SCA) is seeking highly skilled candidates for this position. Ideally, the selected candidate’s employment will begin this school year and will work with the current administrative team for the remainder of the school year to ensure a smooth transition to the 2027-2028 school year.

Why Choose SCA?

SCA is a high performing CHARTER school with proven successful instructional practices that have consistently yielded high student achievement outcomes. SCA students best the local school system and the state of Georgia on all accountability measures. The working and learning environments are supportive and well-structured with an abundance of instructional resources supplied for staff and students. Students are held to high standards both academically and behavioral, which creates the best conditions for distraction free classrooms. SCA IS AN EXCELLENT PLACE TO WORK.

Click here to learn more- About Savannah Classical Academy

Complete our online application and send resume with letter of introduction to SCA's CEO- Barry K. Lollis, recruiter@scasav.org

Work Year: 219 Days
Salary: Teacher salary scale
Reports To: CEO

Position Summary

SCA has approximately eighty-two high school students, and forty eighth grade students. The Secondary College & Career Counselor provides comprehensive guidance to students in grades 8–12 to support their academic, post-secondary, and career readiness. Due to the small size of SCA this role provides top level support to students. Successful candidates will have excellent communication skills, expertise in Georgia graduation requirements, career planning models, dual enrollment processes, college entrance guidance, military and workforce pathways, and state-specific post-secondary options. The college and career counselor will meet frequently with students and families to ensure students are well planned and prepared for post- secondary options, collaborate with instructional and administrative staff, and deliver structured lessons that promote student leadership development, and informed decision-making.

Essential Duties & Responsibilities

College, Career & Post-Secondary Planning

• Guide students in creating and revising Individual Graduation Plans (IGPs) in alignment with Georgia DOE requirements.
• Provide individualized support for college readiness, including college search, admissions planning, financial aid (FAFSA, GSFC programs), scholarships, and application processes.
• Educate students on career pathways, employability skills, and workforce training options, including technical colleges, apprenticeships, and military careers.
• Facilitate and chaperone exposure to post-secondary opportunities through fairs, college visits, industry tours, and guest speakers

Dual Enrollment Coordination

• Serve as the primary school liaison for Georgia Dual Enrollment programs.
• Advise students and parents on eligibility, course selection, credit transfer, and program expectations.
• Maintain communication with partnered colleges and ensure compliance with state regulations and deadlines.
• Monitor student progress and support students enrolled in college courses.

Student Leadership & Development

• Develop and implement programming that builds leadership, self-advocacy, and academic ownership.
• Provide classroom lessons and workshops on topics such as career exploration, financial literacy, goal-setting, and post-secondary planning.
• Support student clubs, leadership initiatives, and mentorship opportunities that promote readiness for life after high school.

Student & Parent Engagement

• Meet regularly with students and parents to review academic progress, discuss post-secondary goals, and adjust graduation plans as needed.
• Host parent workshops, evening informational sessions, and orientation events focused on college admissions, dual enrollment, and career pathways.
• Provide consistent communication regarding deadlines, opportunities, and academic planning.
• Provide and review grade level expectations and goals with students and parents for meeting post-secondary readiness

Data, Records & Compliance

• Maintain accurate documentation of student graduation plans, counseling sessions, and program participation.
• Analyze student data related to graduation progress, pathway completion, dual enrollment participation, and post-secondary enrollment.
• Collaborate with school leadership to ensure alignment with state regulations, accreditation standards, and district goals.
• Assist in scheduling, transcript reviews, and evaluation of credits for new and transferring students.

Collaboration & Schoolwide Support

• Work closely with administrators, teachers, and counselors to support students’ academic and behavioral success.
• Participate in school leadership teams, MTSS/RTI meetings, and other committees as assigned.
• Support school events such as testing administration, registration, advising events, and graduation ceremonies.

Qualifications & Requirements

• Master’s degree in School Counseling or related field required.
• Valid Georgia Professional Standards Commission (GaPSC) certification in School Counseling.
• Knowledge of Georgia graduation requirements, HOPE programs, GSFC policies, and state Dual Enrollment regulations.
• Experience supporting students and families with college admissions, FAFSA, scholarship navigation, and career exploration.
• Strong interpersonal, presentation, and communication skills.
• Ability to manage multiple priorities, maintain detailed records, and build strong relationships with students, parents, and post-secondary partners.

Preferred Qualifications

• Experience with Naviance, Georgia Career Information System (GCIS), or other college/career readiness platforms.
• Prior experience coordinating Dual Enrollment programs.
• Background in workforce development, career technical education (CTE), or leadership development programming.

Physical Demands & Working Conditions

• Fast-paced school environment requiring regular meetings, classroom instruction, and family engagement.
• Some evening events required (e.g., parent nights, workshops, college fairs).

TERMS OF EMPLOYMENT

The work calendar is published annually. Work hours may vary depending on the needs of the organization. Minimum eight-hour day Monday- Friday. Start time is 7:15 AM daily.

NON-ESSENTIAL RESPONSIBILITIES

A responsibility is considered to be “non-essential” (for the purposes of compliance with the Americans with Disabilities Act) if:

• it is shared between multiple incumbents in the job; or
• it could be performed by an employee in another job within the workgroup.

Note the responsibility number from the list in the “Duties and Responsibilities” section for those responsibilities that could be considered “non-essential” based on this definition.

Certain limited aspects of General Duties and Responsibilities items referenced in Section 1 (b) and (d) might be considered “non-essential” in a specific situation. Any request for accommodation must be reviewed on an “individual case” basis.

PHYSICAL AND SENSORY DEMANDS

Most jobs in the District have physical and sensory demands that can be described by one of the two categories noted below. For jobs that require more physical or sensory effort, please list the requirements in this section. The category applicable for this position is listed below.

OFFICE Employees in this category are normally exposed to a typical environment. The employee has some control over the length of time sitting, standing, or ambulating. There are occasions that require the lifting or pulling of equipment or supplies, as well as bending, stooping, or stretching. There is frequent use of computers, telephone, and other standard office equipment, which includes reading, listening, writing, or speaking. There are few exceptional physical or sensory demands.