Counselor, Middle School - Continuing - Cheney School District
Cheney, WA 99004
About the Job
2024-25 SCHOOL YEAR
POSITION:
Middle School Counselor, 1.0 FTE
SCHEDULE:
7 hours/day (7:20 a.m.-2:50 p.m.); Monday-Friday; School Year + additional days (reference Appendix B-1 https://4.files.edl.io/ae58/09/19/22/224520-fc0da3b7-231a-4443-b278-88ec9cd84be6.pdf )
LOCATION:
Cheney Middle School
SUPERVISOR:
Building Principal(s)
POSITION TYPE:
Certificated, Continuing**
**The district reserves the option to return to this pool for non-continuing, leave replacement positions. Candidates will be notified if they are being contacted regarding a non-continuing position.
COMPENSATION:
$50,097-$97,837/year depending on prior school district experience; Up to two years of private sector experience may be applied to salary placement with HR review/approval; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))
OTHER COMPENSATION:
View positions listed in CEA Appendices https://4.files.edl.io/ae58/09/19/22/224520-fc0da3b7-231a-4443-b278-88ec9cd84be6.pdf for details around additional days, etc.
· Professional Development and Supply Allocation Funds:
The District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support
· New Certified Staff Funds:
The District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.
BENEFITS https://www.cheneysd.org/apps/pages/benefits :
Paid leave https://4.files.edl.io/7ede/09/19/22/042012-aaca019b-09f2-47a0-9533-993850b0c1ac.pdf ; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical https://www.hca.wa.gov/employee-retiree-benefits/school-employees/medical-plans-and-benefits , dental https://www.hca.wa.gov/employee-retiree-benefits/school-employees/dental-plans-and-benefits , vision https://www.hca.wa.gov/employee-retiree-benefits/school-employees/vision-plans-and-benefits , and basic life and AD&D insurance https://www.hca.wa.gov/employee-retiree-benefits/school-employees/life-insurance ; retirement plan https://www.drs.wa.gov/life/new/ ; deferred compensation https://www.cheneysd.org/apps/pages/benefits (DRS https://www.drs.wa.gov/plan/dcp/ and TSA https://4.files.edl.io/1d32/12/08/22/215646-ea9af010-c79a-44a9-8367-e31ba4550e72.pdf )
QUALIFICATIONS:
Valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates ; Valid Washington State Drivers License and personal transportation; WSP/FBI criminal history background clearance
GENERAL DESCRIPTION
School counselors work to maximize student success, promoting access and equity for all students. As vital members of the school leadership team, school counselors create a school culture of success for all. School counselors design and deliver school counseling programs that improve student outcomes. School counselors lead, advocate and collaborate to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan. They uphold the ethical and professional standards of the American School Counseling Association (ASCA) and promote the development of the school counseling program based on the following areas of the ASCA National Model: define, deliver, manage, and assess.
Middle school counselors are educators uniquely trained in child and adolescent development, learning strategies, self-management and social skills who understand and promote success for today’s diverse students. Middle school counselors implement a school counseling program to support students through the important developmental middle school period. The services provided reflect the specific needs of the students, schools, and families served and address the non-exhaustive list of duties, responsibilities, expectations, and essential functions indicated below.
GENERAL RESPONSIBILITIES
The middle school counseling program provides education, prevention and intervention activities, which are integrated into all aspects of students’ lives. The program teaches knowledge, attitudes, and skills students need to acquire in academic, career and social/emotional development, which serve as the foundation for future success.
Middle school counselors provide a comprehensive range of services as described in the ASCA standards. Utilizing leadership, advocacy and collaboration, school counselors promote student success, provide preventative services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career and personal/social development for all students. Middle school counselors also collaborate with teachers and parents on early identification and intervention of children’s academic and social/emotional needs, which is essential in removing barriers to learning and developing skills and behaviors critical for academic achievement.
ESSENTIAL FUNCTIONS
An employee hired for this assignment may perform all or some of the responsibilities defined below:
Support students in applying academic achievement strategies
Conduct individual student academic planning and goal setting
Help students manage emotions and apply interpersonal skills
Provide professional assistance and support to a single student and/or small group of students during times of transition, heightened stress, critical change, or other situations impeding student success
Provide student social skills or other small group instruction, if needed
Assess student abilities, interests, and achievements to support students as they plan for post-secondary options (higher education, military, work force)
Assist in developing positive support plans and behavioral intervention plans
Collaborate with others in developing social, academic, and/or functional interventions and supports for students
Present school counseling classroom lessons based on student success standards
Recognize and respond to student mental health needs and assist students and families seeking resources
Provide short-term counseling to students
Provide referrals for long-term support and to appropriate social service agencies based on student needs
Collaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations
Advocate for students at individual education plan meetings and other student-focused meetings
Analyze data to identify student needs and challenges
Advocate to improve equity and access, achievement and opportunities for all students
Present to students, staff, and parent and community groups as needed
Provide transitional services to students and parents
Provide services to schools and families that enhance the competence and well-being of students, including the promotion of effective and safe learning environments, prevention and remediation of academic and behavioral problems, response to crises, and improvement of family/school collaboration
Communicate student progress to students and families
Track student progress toward graduation and maintain appropriate student records
Register and provide transitional services to new students
Organize and prioritize daily, weekly, and monthly schedules for timely work completion
Collaborate with other counselors, staff, and district committees
Participate in building-level intervention and special education meetings
Actively participate in department meetings, staff meetings, and trainings
Actively participate in district/building Professional Learning Communities (PLCs)
Provide professional development, as needed, on topics related to support of student needs, suicide prevention, reporting suspected child abuse, etc.
Review programs to determine efficacy and recommend adjustments or changes to department administration, as requested
Maintain highest degree of confidentiality, per FERPA guidelines
Other duties and responsibilities as assigned
Each position in a building and within the district-wide counseling team serves as one unit of the whole team.
KNOWLEDGE, SKILLS AND ABILITIES
Knowledge of: Current trends in the field of counseling, including Comprehensive School Counseling Programs and the ASCA National Model; current standards of practice from the ASCA; OSPI rules and regulations regarding ESA school counselor certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices. Knowledgeable in the referral process to local substance abuse/treatment counseling and basic needs providers, Section 504 and IDEA laws and responsibilities for school counselors; along with student advocacy and its role in comprehensive school counseling programs.
Ability to: Follow ASCA Ethical Standards for School Counselors; work as a team member with administration, teachers, and fellow counselors; work collaboratively under the School Counseling Department Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services.
MENTAL DEMANDS
Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to:
Sit, walk, and/or stand for extended periods of time
Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% sitting, 30% walking, and 20% standing
May be exposed to visual display terminal for prolonged periods
The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.
REQUIRED QUALIFICATIONS
Valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates
Must have and maintain a valid Washington State Driver License
Experience in individual and group counseling.
Experience in individual student planning.
Experience in student scheduling and developing graduation plans.
CLEARANCES
WSP/FBI criminal history background clearance
EVALUATION
The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.
CONTINUING EDUCATION/TRAINING
Must maintain valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates
Must complete school safety training prior to deadline indicated within system and annually thereafter
Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
Submit current/renewed certificates/licenses to Human Resources upon attaining
HISTORY
Job description updated: March 2024
LOCATION:
Cheney Middle School
REPORTING
RELATIONSHIPS:
Position is supervised and evaluated by the building principal(s) with input from the counseling team director
COMPENSATION:
Placement on the CEA Salary Schedule based on education and experience
REPRESENTATION:
Cheney Education Association (CEA) a local chapter of Washington Education Association
Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.
EQUAL OPPORTUNITY EMPLOYER
POSITION:
Middle School Counselor, 1.0 FTE
SCHEDULE:
7 hours/day (7:20 a.m.-2:50 p.m.); Monday-Friday; School Year + additional days (reference Appendix B-1 https://4.files.edl.io/ae58/09/19/22/224520-fc0da3b7-231a-4443-b278-88ec9cd84be6.pdf )
LOCATION:
Cheney Middle School
SUPERVISOR:
Building Principal(s)
POSITION TYPE:
Certificated, Continuing**
**The district reserves the option to return to this pool for non-continuing, leave replacement positions. Candidates will be notified if they are being contacted regarding a non-continuing position.
COMPENSATION:
$50,097-$97,837/year depending on prior school district experience; Up to two years of private sector experience may be applied to salary placement with HR review/approval; Pay is annualized over 12 months (if hired after start of school year, spread over remaining months of fiscal year (Sept-Aug))
OTHER COMPENSATION:
View positions listed in CEA Appendices https://4.files.edl.io/ae58/09/19/22/224520-fc0da3b7-231a-4443-b278-88ec9cd84be6.pdf for details around additional days, etc.
· Professional Development and Supply Allocation Funds:
The District will provide annually $700 per FTE employee for reimbursement of 1) Classes, conferences and/or workshops; 2) Purchase of work related materials (no gift cards may be purchased with these funds for any reason); 3) Certification Support
· New Certified Staff Funds:
The District will provide a one-time $400 per FTE reimbursement to new employees with one year or less previous teaching experience (includes substitute time) to support initial classroom setup and supply needs. Does not apply to partial year leave replacement contracts.
BENEFITS https://www.cheneysd.org/apps/pages/benefits :
Paid leave https://4.files.edl.io/7ede/09/19/22/042012-aaca019b-09f2-47a0-9533-993850b0c1ac.pdf ; If utilizing flexible hours/schedule, position hours must generate at least 630 work hours in the current school year for the following to apply: Medical https://www.hca.wa.gov/employee-retiree-benefits/school-employees/medical-plans-and-benefits , dental https://www.hca.wa.gov/employee-retiree-benefits/school-employees/dental-plans-and-benefits , vision https://www.hca.wa.gov/employee-retiree-benefits/school-employees/vision-plans-and-benefits , and basic life and AD&D insurance https://www.hca.wa.gov/employee-retiree-benefits/school-employees/life-insurance ; retirement plan https://www.drs.wa.gov/life/new/ ; deferred compensation https://www.cheneysd.org/apps/pages/benefits (DRS https://www.drs.wa.gov/plan/dcp/ and TSA https://4.files.edl.io/1d32/12/08/22/215646-ea9af010-c79a-44a9-8367-e31ba4550e72.pdf )
QUALIFICATIONS:
Valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates ; Valid Washington State Drivers License and personal transportation; WSP/FBI criminal history background clearance
GENERAL DESCRIPTION
School counselors work to maximize student success, promoting access and equity for all students. As vital members of the school leadership team, school counselors create a school culture of success for all. School counselors design and deliver school counseling programs that improve student outcomes. School counselors lead, advocate and collaborate to promote equity and access for all students by connecting their school counseling program to the school’s academic mission and school improvement plan. They uphold the ethical and professional standards of the American School Counseling Association (ASCA) and promote the development of the school counseling program based on the following areas of the ASCA National Model: define, deliver, manage, and assess.
Middle school counselors are educators uniquely trained in child and adolescent development, learning strategies, self-management and social skills who understand and promote success for today’s diverse students. Middle school counselors implement a school counseling program to support students through the important developmental middle school period. The services provided reflect the specific needs of the students, schools, and families served and address the non-exhaustive list of duties, responsibilities, expectations, and essential functions indicated below.
GENERAL RESPONSIBILITIES
The middle school counseling program provides education, prevention and intervention activities, which are integrated into all aspects of students’ lives. The program teaches knowledge, attitudes, and skills students need to acquire in academic, career and social/emotional development, which serve as the foundation for future success.
Middle school counselors provide a comprehensive range of services as described in the ASCA standards. Utilizing leadership, advocacy and collaboration, school counselors promote student success, provide preventative services, and respond to identified student needs by implementing a comprehensive school counseling program that addresses academic, career and personal/social development for all students. Middle school counselors also collaborate with teachers and parents on early identification and intervention of children’s academic and social/emotional needs, which is essential in removing barriers to learning and developing skills and behaviors critical for academic achievement.
ESSENTIAL FUNCTIONS
An employee hired for this assignment may perform all or some of the responsibilities defined below:
Support students in applying academic achievement strategies
Conduct individual student academic planning and goal setting
Help students manage emotions and apply interpersonal skills
Provide professional assistance and support to a single student and/or small group of students during times of transition, heightened stress, critical change, or other situations impeding student success
Provide student social skills or other small group instruction, if needed
Assess student abilities, interests, and achievements to support students as they plan for post-secondary options (higher education, military, work force)
Assist in developing positive support plans and behavioral intervention plans
Collaborate with others in developing social, academic, and/or functional interventions and supports for students
Present school counseling classroom lessons based on student success standards
Recognize and respond to student mental health needs and assist students and families seeking resources
Provide short-term counseling to students
Provide referrals for long-term support and to appropriate social service agencies based on student needs
Collaborate with and share strategies to support student success and achievement with families, teachers, other educators, and community organizations
Advocate for students at individual education plan meetings and other student-focused meetings
Analyze data to identify student needs and challenges
Advocate to improve equity and access, achievement and opportunities for all students
Present to students, staff, and parent and community groups as needed
Provide transitional services to students and parents
Provide services to schools and families that enhance the competence and well-being of students, including the promotion of effective and safe learning environments, prevention and remediation of academic and behavioral problems, response to crises, and improvement of family/school collaboration
Communicate student progress to students and families
Track student progress toward graduation and maintain appropriate student records
Register and provide transitional services to new students
Organize and prioritize daily, weekly, and monthly schedules for timely work completion
Collaborate with other counselors, staff, and district committees
Participate in building-level intervention and special education meetings
Actively participate in department meetings, staff meetings, and trainings
Actively participate in district/building Professional Learning Communities (PLCs)
Provide professional development, as needed, on topics related to support of student needs, suicide prevention, reporting suspected child abuse, etc.
Review programs to determine efficacy and recommend adjustments or changes to department administration, as requested
Maintain highest degree of confidentiality, per FERPA guidelines
Other duties and responsibilities as assigned
Each position in a building and within the district-wide counseling team serves as one unit of the whole team.
KNOWLEDGE, SKILLS AND ABILITIES
Knowledge of: Current trends in the field of counseling, including Comprehensive School Counseling Programs and the ASCA National Model; current standards of practice from the ASCA; OSPI rules and regulations regarding ESA school counselor certification, along with the OSPI Code of Professional Conduct and generally recognized professional practices. Knowledgeable in the referral process to local substance abuse/treatment counseling and basic needs providers, Section 504 and IDEA laws and responsibilities for school counselors; along with student advocacy and its role in comprehensive school counseling programs.
Ability to: Follow ASCA Ethical Standards for School Counselors; work as a team member with administration, teachers, and fellow counselors; work collaboratively under the School Counseling Department Mission Statement; communicate clearly and effectively in both verbal and written communications; use email to receive District communication; utilize technology and software to complete duties and responsibilities; maintain emotional control under stress; work with multiple deadlines and frequent interruptions is required. Ability to work alone and in a team setting; maintain good rapport with supervisors, colleagues, students, and the public. Visual acuity and hearing are required for the delivery of assessment, intervention, and consultation services.
MENTAL DEMANDS
Required to regularly engage in problem solving and decision making; deal with a wide range of behaviors and needs in a positive and service-oriented manner; may experience shifts in work schedule and/or work site according to student/district needs; sustain mental awareness while also maintaining attention to details and safety requirements; may occasionally support with distraught or difficult adults and children.
PHYSICAL DEMANDS
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to:
Sit, walk, and/or stand for extended periods of time
Amount of sitting, standing and walking may vary depending on projects/tasks. Generally, the job requires 50% sitting, 30% walking, and 20% standing
May be exposed to visual display terminal for prolonged periods
The usual and customary methods of performing the job's functions require the following physical demands: the employee is regularly required to talk and hear, sit, stand, walk, bend at neck and back, twist body, use hands to push/pull and lift/carry, squat, kneel, stoop, and crouch. The employee is occasionally required to reach with hands and arms, climb or balance, lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions, duties, and responsibilities of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee often remains indoors, however, may occasionally work in outside weather conditions. The noise level in the work environment is usually moderate.
REQUIRED QUALIFICATIONS
Valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates
Must have and maintain a valid Washington State Driver License
Experience in individual and group counseling.
Experience in individual student planning.
Experience in student scheduling and developing graduation plans.
CLEARANCES
WSP/FBI criminal history background clearance
EVALUATION
The employee shall be evaluated per the terms of the Cheney Education Association (CEA) Collective Bargaining Agreement by the building principal, department director, or designee. The process shall include an evaluation of the employee’s performance of the above Duties and Responsibilities, Essential Functions, and Knowledge, Skills, and Abilities.
CONTINUING EDUCATION/TRAINING
Must maintain valid Washington State ESA School Counselor Certificate https://www.k12.wa.us/certification/educational-staff-associate-esa-certificates
Must complete school safety training prior to deadline indicated within system and annually thereafter
Attend designated trainings as specified by department director(s) and/or supervisor in order to maintain knowledge/skills
Submit current/renewed certificates/licenses to Human Resources upon attaining
HISTORY
Job description updated: March 2024
LOCATION:
Cheney Middle School
REPORTING
RELATIONSHIPS:
Position is supervised and evaluated by the building principal(s) with input from the counseling team director
COMPENSATION:
Placement on the CEA Salary Schedule based on education and experience
REPRESENTATION:
Cheney Education Association (CEA) a local chapter of Washington Education Association
Cheney Public Schools does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, economic status, pregnancy, familial status, marital status, disability, or the use of a trained guide dog or service animal, and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions: Title IX/Chapter 28A.640 Officer/Civil Rights Compliance Coordinator/ADA Coordinator - Tom Arlt, Assistant Superintendent, Cheney School District, 12414 S. Andrus Rd. Cheney, WA 99004 Phone: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.
EQUAL OPPORTUNITY EMPLOYER
Source : Cheney School District