Job Title:  K-8th School Counselor (temporary from September ? - December 18?, 2025)

Position Summary:
School counselors are certified/licensed educators who improve student success for ALL
students by implementing a K-8 comprehensive school counseling program.
School Counselors support all students by providing both direct and indirect student
supports. Direct student support includes delivering school counseling, school wide core
curriculum, short-term counseling, small group activities, and crisis response. Indirect
student support are services provided on a student's behalf including referrals for additional
assistance, consultation and collaboration with teachers, parents, other educators, mental
health agencies, local health resources, and community organizations.

Requirements:
Hold at least a Bachelors in counseling, clinical social work, or psychology.
Able to be TSPC licensed in Oregon to provide mental health counseling.

 MINIMUM QUALIFICATIONS: 

1. Candidate must hold any of the following
2. A TSPC Personnel Services License issued by the Teacher

   Standards and Practices Commission (TSPC) with a School Counselor, School 

   Psychologist or School Social Worker endorsement 

3. A Licensed Clinical Social Worker (LCSW) License or Clinical Social Work Associate (CSWA) issued by the Oregon Board of Licensed Social Workers

4. Knowledge of classroom behavior management strategies, social skills curriculum, and suicide prevention training. 

5. Knowledge of community resources, understanding and interpreting psychological reports effectively to others, and providing family, individual, and group consultation. 

PREFERRED QUALIFICATIONS:

Training and or experience in a similar setting.
Background in team facilitation or professional development.
History of working effectively with outside agencies or stakeholders.

SPECIAL REQUIREMENTS: 

• Position requires the use of a personal automobile and possession of a valid Class C Oregon driver's license to drive to/from different locations. May be required to apply and be approved for a Type 10 Driver for school vehicle use to transport students. 
• Work hours may include on- and off-campus evening and weekend activities and meetings and district, school and student functions. 
• Other duties may include assignments as directed by immediate supervisor and/or Director of the program.

Job Performance Standards.

Professional School Counselor Rubric; Indicators Aligned with standards from the
American School Counselor Association and the Oregon Comprehensive Guidance and
Counseling Framework
* Foundations The counselor plans and designs a comprehensive, systemic school
counseling program aligned with the school and district strategic plans as well as state
and national school counseling standards.
1.1 Develops the K-12 comprehensive school counseling program and mission by
utilizing the Oregon Framework and the American School Counselor Association
guidelines.
1.2 Aligns the comprehensive school counseling program with the district goals and the
school improvement plan.
* Delivery System The counselor utilizes a variety of delivery methods to provide direct
and indirect services and comprehensive content for students, parents, staff, and
community. 2.1 Provides guidance curriculum to all students, systemically and
collaboratively, and is proactive, preventative, developmental, and student focused. 2.2
Provides individualized planning to assist students in establishing personal, academic,

career, and community goals that support the ongoing development of each student’s
personal Education Plan and Profile (secondary). 2.3 Provides responsive services on
behalf of students and families who may benefit from additional assistance, consultation,
collaboration, referral, or intervention, including response to crisis, tragedy, or trauma.
2.4 Implements system support and integration of the program through leadership,
coordination, collaboration, effective communication, systemic planning, staff
development, and continuous improvement.
* Management The counselor manages a developmental, comprehensive, and
data-driven school counseling program. 3.1 Completes Yearly Action Plan in
collaboration with school leadership, collecting and utilizing data in the development of
goals to maximize services to all students. 3.2 Efficiently organizes an annual Master
Calendar, which shows activities, services, and delivery systems that support the
program goals, and is communicated to students, parents, and staff.
* Accountability The counselor monitors and evaluates the needs, goals, processes, and
results of the comprehensive school counseling program. 4.1 Periodically conducts
time/task analysis and needs assessments, gathering information from students, staff,
and parents to guide development of the program and initiate appropriate system
change. 4.2 Implements collaborative monitoring systems to assess student progress.
4.3 Conducts program assessment used to guide continuous improvement.
* Ethical Practice and Professional Learning The counselor adheres to professional
ethical standards, policies, and laws in conduct and practices. The counselor
demonstrates competence in the knowledge, skills, and attitudes necessary to plan and
deliver fair access based, comprehensive guidance and counseling, with a focus on
continuous improvement and openness to feedback. 6.1 Adheres to ethical standards,
policies, and laws. 6.2 Demonstrates professional skills and knowledge in school
counseling. 6.3 Pursues professional growth and improvement in the knowledge, skills,
and attitudes necessary to provide services. 6.4 Reflects on personal biases, accepts
feedback from others, and accesses resources to deepen understanding of differences.
Job duties and responsibilities:
Based upon the THE ASCA NATIONAL MODEL: A FRAMEWORK FOR SCHOOL COUNSELING ASCA National Model, go to schoolcounselor.org/ascanationalmodel (Revised
2019).
- Helping teachers with students who have executive functioning skills proactively rather
than reactively.
- Provide classroom SEL lessons on a regular basis.
- Trained in Crisis Response methods.
- Collaborates with staff and administrators effectively.
- Providing Social Emotional Learning (SEL) lessons to small or individual groups of
students.
- Provide suicide prevention training annually to all staff.
- Support students and families connecting to outside resources or supports.

- Provides support to groups - friendship, anxiety, self-esteem building, anti-bullying.
- CICO. Check-in and check-out for students who are needing individualized support
- Works with student intervention team or IEP or 504 teams to develop and implement
behavior plans. Communicate plan, when appropriate, with families. Attend parent
meetings.
- Communicate effectively and in a timely way with families and outside Stakeholders.
- School-wide functions provide support.
- Conflict management with small groups or individual students.
- Provide staff professional development on topics that are focused upon mental health
strategies and support for students.

Start September, 2025, open until filled

4-day student contact week with some Fridays and evenings to fulfill school calendar contracted days through at least December 18 2025, when a federal grant is set to expire. Annual salary would be prorated for actual days worked.

Equal employment opportunity and treatment shall be practiced by the district regardless of race, color, religion, sex, sexual orientation1, national origin, marital status, pregnancy, childbirth or a related medical condition2, age, veterans' status3, service in uniformed service. familial status, genetic information, and individual's juvenile record that has been expunged, and disability4 if the employee, with or without reasonable accommodation, is able to perform the essential functions of the position. (see Board Policy GBA)