Concord Int'l Elementary - Counselor - FTE

Overview of Position

Elementary School Counselors provide services to students at grades K‑5.

"The purpose and role of the school counselor is planning, organizing, and delivering a comprehensive school guidance and counseling program that personalizes education and supports, promotes, and enhances the academic, personal, social, and career development of all students, based on the national standards for school counseling programs of the American School Counselor Association." -- RCW 28A.410.043

School counselors deliver instruction, plan school wide programs and events, and provide some short‑term goal‑focused counseling, in an MTSS model. They provide tier 1 services which include a comprehensive program which includes district and locally determined events and curriculum, as well as district and locally determined tier 2 and tier 3 interventions. Additionally, all K‑12 school counselors should support a college and career culture in the school building which promotes concrete connections between academic learning with future goals, career exploration and college knowledge.

The foundation for all school counselor work is to advocate for equitable policies and practices; and being the advocate voice for students.

Position reports to:
Assigned principal

• School Counseling Instruction: delivery of district and locally determined structured lessons to help students attain desired competencies in three domains: academic, career, and personal/social, supporting the knowledge, attitudes, and skills appropriate for students’ developmental level.
• Appraisal and Advising: school counselors coordinate and provide large‑group, classroom, small‑group, individual ongoing systemic activities designed to assist students in establishing personal goals and developing future goals; using strengths, learning and career inventories.
• Responsive services: designed to meet students’ immediate needs and concerns, including short‑term individual counseling, small‑group settings, and/or crisis response; referral to outside services as appropriate.

• Consultation (such as being part of MTSS), collaboration (acting as student advocate during IEP, 504, or Student intervention meetings), providing outside community, mental health or other resource options to students, families or those who support students.

The school counselor should design and implement a comprehensive school counseling program which includes direct and indirect services to support district strategic goals. School counselors incorporate district requirements and data‑driven decision making in a tiered service model. School Counselors create an annual school counseling plan and evaluate the program’s outcome.

• Accountability: school counselors utilize data to determine effectiveness of the school counseling program and counseling interventions to guide future actions and improve future results for all students. School counselors provide annual results for their services and interventions that support District Strategic goals.
• Attends Seattle Schools’ professional development sessions to increase professional growth and to implement and improve personal and district processes.
• Per state law tasks such as monitoring testing, supervising students at lunch and recess, assuming duties of other non‑counseling staff are not direct or indirect services.

• Implicit bias, culturally responsive teaching, anti‑racist practices and racial equity literacy
• State content standards and district curricular materials
• Setting student academic achievement goals, continuous progress monitoring, and adjusting instruction based on formative and interim assessment data

• Weighs the consequences of options before making a decision.
• Applies appropriate criteria to situations for the purpose of making decisions.
• Displays self‑confidence in own judgment.
• Focuses on facts and solutions instead of opinions and problems.

• Sees ahead clearly and accurately anticipates how potential…