High School-School Counselor

Starting Date: Immediately

QUINCY SCHOOL DISTRICT

SCHOOL COUNSELOR

Supervisor:
Building Principal
Salary Range: QEA Salary Schedule
Location/Assignment:
Quincy High School

Conditions of work: 180 days/1

FTE

The job of School Counselor is to provide a comprehensive guidance and counseling program to students. Specifically, the school counselor provides individual services to their student caseload, consults with teachers, parents and other educational staff, supports various educational programs and teaches the guidance curriculum to support student’s educational, career, personal and social development.

• Advises students, parents and guardians for the purpose of providing information on students’ progress and/or recommendations regarding their successful transition.
• Ensures equitable access and opportunity for rigorous education for all students.
• Teach social emotional skills lessons in classrooms, including personal safety, conflict resolution skill etc.
• Support school wide Positive Behavior Intervention & Supports system (PBIS) with student interventions.
• Utilize de‑escalation techniques as needed with students.
• Coordinates with teachers, resource specialists and/or community (e.g. courts, child protective services, etc.) for the purpose of providing requested information, gaining needed information and/or making recommendations.
• Maintains high visibility and accessibility for students in cafeteria and in hallways during transitions.
• Lead, schedule and keep records for building Care Team (Response to Intervention/Multi‑Tiered System of Supports team).
• Identifies the knowledge and skill all students will acquire as a result of the K‑12 comprehensive school counseling program.
• Uses data to measure the results of the school‑wide program as well to promote systemic change.
• Collaborates with K‑12 QSD counselors to make recommendations about student supports.
• Consults with teachers, staff and parents regarding the developmental needs of adolescents.
• Counsels with students individually and in groups to heighten learning potential and to help students grow emotionally, academically and socially.
• Prepares documentation (e.g. observations, progress, contacts with parents, teachers, outside professionals, etc.) for the purpose of providing written support, developing recommendations and/or conveying information.
• Serves as the building Section 504 Officer which includes: leading, scheduling and keeping records for Section 504 meetings.
• Provides crisis response support and community resource information to individual students and families to assist in the amelioration of personal, social or emotional problems related to their educational, social or emotional progress.
• Schedules student classes for the purpose of securing appropriate placement.
• Serves on staff committees as required.
• Participates in a variety of activities to enhance personal and professional skills.
• Performs related tasks consistent with the scope and responsibility of the position.
• Must have good human relations and interpersonal skills, demonstrated ability to keep confidentiality and show initiative when appropriate.
• Other duties as assigned by the Building Principal or Superintendent.

• Possess or qualify for immediate issuance of a valid Washington State ESA Certificate with School Counselor Endorsement.
• Prior job related experience preferred.
• Ability to maintain and verify completeness of records, meet schedules and deadlines, communicate with persons of varied cultural and educational backgrounds, communicate in oral and written form.
• Experience in using positive behavior intervention and supports (PBIS) preferred.
• Experience counseling students K‑12.
• Participate in, coordinate and conduct activities that contribute to the effective operation of the counseling program and school (SBAC, SPED Referral, 504 Coordinator).
• Current knowledge of child development theory and its implications for teaching and learning.
• Commitment and ability to work with a full range of students including gifted, mainstreamed special education, English language learners, and students from diverse cultural and social backgrounds.
• Ability…