Location:	MHS
Anticipated start date:	9/4/24
Days per year:	185
FTE:	1.0
Shift time:	7:20-2:50

 

Position Info:

• Current District Employees must apply within 5 days of the position posting date or the position will remain open until filled.

 

Benefit Info:

 

• Benefits offered: •Medical, Dental, Vision, Prescription (SEBB) •Long-Term Disability Insurance •Accidental Death and Dismemberment Insurance and Life Insurance •Retirement •Sick, personal, bereavement leave •Health Reimbursement Arrangement (VEBA) •Employee Assistance Program •Stipends based on position per CBA •Enrichment Stipend-$1,968-$4,062. *Optional Benefits: •Additional life and accidental death and dismemberment insurance •Deferred compensation •Annuities (403(b), Roth) •Medical flexible spending arrangement •Limited purpose flexible spending arrangement •Dependent care assistance program 

 

 

TITLE                     School Counselor

 

REPORTS TO          Building Principal

 

POSITION SUMMARY

Under the direction of the Building Principal, provide for student success by supporting students in maximizing their potential, to provide behavioral, educational, and vocational counseling to individuals and small groups of students; assist students in understanding and seeking solutions to social, emotional, or academic issues; serve as a resource for staff and families pertaining to success; be a liaison to community resources.

 

PREFERRED QUALIFICATIONS

Education and Experience:

• Master’s degree with ESA endorsement in school counseling
• Minimum of two years of successful teaching at the same level as a counseling position
• Bilingual skills (Spanish)
• Maturity, good judgment, and organizational/time management skills

Special Requirements

• Successful Washington State Patrol and Federal Bureau of Investigation fingerprint clearance
• I-9 employment eligibility in compliance with the Immigration Reform and Control Act
• HIV/HBV training (obtain within 60 days of hire date – District provided)
• Human Resources new hire training (obtain within 60 days of hire date – District provided)
• Current valid CPR and First Aid may be required for the specific assignment

 Knowledge:

• Best practice in the area of school counseling/guidance programs and strategies that are developmentally appropriate, evidence-based, and support the District’s overall comprehensive counseling model
• Principles, methods, techniques, strategies, and trends in educational, vocational, social, and emotional counseling
• Applicable and appropriate aptitude, interest, and achievement appraisal instruments, techniques, and procedures
• Social service and youth service agencies in the local area
• Social, emotional, and behavioral characteristics of students
• Program evaluation and research strategies
• Appropriate evidence-based curriculum and instructional programs pertaining to students with a variety of aptitudes and interests
• Legal, moral, and ethical responsibilities of a counselor
• Principles, goals, and objectives of public education

Skills and Abilities:

• Assist students in effectively analyzing and developing alternative solutions to behavioral, educational, social, and emotional concern
• Conduct, analyze, and effectively utilize a variety of individual and group testing procedures and instruments
• Effectively deal with site and District personnel, parents, social and youth service agencies in resolving student concerns
• Provide leadership and participate as a team member in the development and implementation of the District’s comprehensive counseling/guidance plan
• Demonstrate exceptional interpersonal communication skills in a variety of situations and with a variety of audiences
• Communicate effectively in written form
• Understand and carry out oral and written directions with minimal accountability controls
• Establish and maintain effective organizational, public, and community relationships
• Inspire confidence and trust in others
• Provide conflict resolution and mediation support

POSITION RESPONSIBILITIES

• Conducts small group counseling activities related to career, personal, academic, social, and emotional issues
• Serves as the building’s coordinator to collect, organize, and analyze student information through the use of educational historical data and standardized testing
• Appraises student interests, aptitudes, and attitudes utilizing a variety of assessment strategies and instruments
• Meets, confers, and counsels with parents, staff, and members of various youth-serving agencies in developing alternative solutions to student educational, social, and emotional concerns and follows up on referrals as needed
• Assists in the planning, development, and monitoring of individual education and 504 plans for students with exceptional needs and participates in multi-disciplinary team meetings
• Assists in the planning, development, and implementation of the master schedule and programs that enhance student educational opportunities
• Oversees the maintenance of comprehensive student files and records for each student and safeguards confidentiality
• Assists in dealing with student behavior management problems and in resolving attendance concerns and personal issues
• Provides classroom guidance
• Consults with parents to meet the needs of individual students
• Provides and arranges for classroom presentations on specific topics as requested by teachers and as directed by the building administration
• Participates in professional development opportunities as directed by the building administration
• Counsels individual students as time permits in the solution of personal problems
• Develop and implement programs to encourage academic success and retention in an educational system
• Actively interprets the school’s objectives to students, parents, and the community at large
• Maintains and updates a directory of referral services to be utilized in crisis situations
• Provides short-term student crisis intervention and follow-up consultation with parents
• Serves as the building contact person for home-hospital programs
• Organizes transition activities as students move to new buildings in consultation with principals and next-level counseling staff
• Assists in orientation, registration, and scheduling of new students

PHYSICAL/MENTAL REQUIREMENTS

The work environment characteristics described are representative of those an employee may encounter while performing the essential functions of this job.

 

This is a sedentary position with light work that involves sitting a portion of the time but does require walking and standing for extended periods.  This position requires accurate perception of sound, near and far vision, depth perception; handling and working with educational and psychological materials; and providing highly technical oral and written information and reports.

 

The job is performed with the majority of the time spent indoors and under minimal temperature variations, a portion of the day will be time spent outdoors and is subject to a variety of changing weather conditions and potentially uneven/slippery surfaces.

 

Reasonable accommodation may be made to enable a person with a disability to perform the essential functions of the job.  

 

EMPLOYMENT CONDITIONS

This position is that of school counselor and is represented by the Monroe Education Association collective bargaining unit. The position will work a schedule in coordination with the District student calendar. Salary and benefits as determined by the current collective bargaining agreement. Employee is required to complete all mandatory district training.

 

EVALUATION PROCEDURES

An evaluation of performance shall be completed by the Building Principal or Designee according to currently established district procedures and evaluation criteria.

 

Specific counseling responsibilities related to grade level:

 

Elementary

• Facilitates the development and implementation of effective education and social skills within the classroom as directed by the building administrator and requested by the teacher
• Coordinates kindergarten screening
• Makes referrals to the student assistant team

Secondary

• Guides and counsels individuals and small groups of students through the development of educational and career plans including a post-high school plan
• Counsels students on course offerings, selection of classes, and high school graduation requirements
• Works closely with Career Center specialist in providing comprehensive information to students and their families related to educational, career opportunities, and specialized programs including Sno-Isle, Tech Prep, College in the High School, and Running Start
• Provides support to students in preparing and processing post-high school educational and workforce applications
• Makes recommendations to colleges for admissions and scholarships
• Acquaints students and their parents with developing post-high school plans by helping them to make realistic comparisons between the students’ records and abilities and the specific requirements of colleges/programs
• Monitors credit status of students working with students, parents, and staff to maximize academic success
• Organizes and facilitates parent and family nights
• Serves as liaison for Running Start, Tech Prep, College in the High School, and other educational programs

English Language Learner

• Identify and test ELL students and maintain appropriate files
• Coordinate testing efforts of school staff to support the early identification of students who qualify for ELL services
• Act as liaison with key people at each school to facilitate appropriate support and resources for students with English language acquisition issues
• Implement and manage all aspects of a “newcomer” program, i.e., a program for those students who speak no English
• Collaborate with all counselors to assist with identification of ELL students, schedule adjustments, and accessing appropriate educational and community services
• Meet with parents of ELL students to determine student needs, respond to questions, and facilitate communication between families and schools
• Meet with individual students in grades 6-12 to discuss/assess progress, identify barriers to school achievement, and to develop educational short/long term goals