Position Title:

School Counselor Department:

Teaching and Learning Reports to: Site Administrator

JOB DEFINITION

As vital members of the school's educational leadership team, school counselors maximize the success of ALL students by planning, implementing, evaluating, and improving the school's comprehensive school counseling program. The Counselor is responsible for developing, implementing and managing a comprehensive school counseling program to serve the academic, social, and college/career development needs of students. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of Bend-La Pine Schools. They use a multi-tiered, multi-domain system of supports to promote students' academic, college/career, and social/emotional development, spending the majority of their time in direct service with students or communicating with others on behalf of students. School counselors lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students.

ESSENTIAL JOB FUNCTIONS

Implement a school counseling program that is aligned to the American School Counselor Association (ASCA) National Model, schoolwide goals and improvement metrics, districtwide priorities, and current, evidence-based practices and systems that have been shown to promote student success.

Abide by the ASCA Ethical Standards for School Counseling and the ASCA School Counselor Professional Standards and Competencies to guide professional growth and developmentConduct regular reviews of school and student data to inform student outcomes through program SMARTE goals, tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.

Engage in high-quality school counseling system support, including, but not limited to the development of action plans, lesson plans, annual planning calendars, annual administrator conferences, needs assessments, results reports, data-sharing presentations, a school counseling program advisory council, progress monitoring of school counseling interventions and activities, planning time for the creation and improvement of data-driven school counseling interventions, regular meetings with other school counselors, etc.

Maintain timely, accurate documentation of all services provided to students in accordance with professional licensure standards, Medicaid billing requirements, district policies, and state regulations. This includes documenting all student sessions, developing and maintaining plans of care, and ensuring documentation supports reimbursement for school-based services.

Evaluate and share the results of the school counseling program's impact and effectiveness with key shareholders. Provide recommendations for improving the school counseling program. After a school counseling advisory council is in place, counselors can seek additional program feedback regularly from the school counseling program Advisory Council.

Spend their time in alignment with ASCA's recommendation that 80% or more of the school counselor's time is spent providing direct student services (instruction, appraisal, advisement, and counseling with students) and indirect student services (collaboration, consultation, and referrals with families, teachers, administrators, school staff, and community stakeholders). Implement comprehensive Tier 1 school counseling supports that reach ALL students in all school counseling domains, including the teaching of developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to shift student attitudes, knowledge, and skills. School counseling programming is focused in three domains of academic, college/career and social/emotional development. Programming supports the development of students to be prepared for life's transitions, such as education, work, college and career. At the middle and high school levels, school counselors develop systems to ensure that all students grades 7-12 complete and annually update their Oregon Educational Plan and Profile/Individual Learning Plans (ASCA) for graduation and postsecondary success. Coordinates programming to advise students on multiple postsecondary pathways (eg. college, career specific credentials or certificates, military, service programs, full time employment) Provides information to assist students, parents and the community with the ability to investigate and access college and career information through a variety of resources. Advertises course offerings to students and supports the scheduling process when appropriate. Collaborates with parents/guardians and educators to assist students with educational and future planning. Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as deserving of additional support (via predetermined data metrics and/or referrals). Uses these instances as opportunities to establish relationships and collaborate with educators, students, families, and community partners. Utilizes responsive counseling, initiating individual and group sessions for students' academic, social and personal concerns. This reflects recognition of and respect for each individual and promotes an understanding and appreciation of diverse populations and cultures.

Provide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis situations, as well as those whose needs remain unmet after receiving Tier 2 support. Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.

Consult, collaborate, and team with key shareholders to support a comprehensive school counseling program and student success (i.e. referral of students/families to district and community resources; sharing evidence-based support strategies with families and staff; serving as a student advocate; providing family education; teaming with other student services personnel; reaching out to other experts and shareholders to obtain information on students' needs; teaming/partnering/serving on committees and advisory boards; creating formalized partnerships with community based organizations).Consults with families and educators to assess student needs and interests and to discuss appropriate recommendations for educational options (education plan and profile, alternative credit options, college / career planning). Promote equity and access for all students and make a significant impact in creating a school culture free from racism and bias in all forms.

Utilize technology and other virtual tools to support efficient and effective program delivery and communication with the school community. Actively pursue and participate in professional learning, so as to stay current with evidence-based practices in the field.

Examples:

Maintaining membership in state and national professional organizations (i.e. American School Counselor Association), reading professional journals, attending local, state, and national workshops and conferences, engaging in continuing education coursework as appropriate.

KNOWLEDGE, SKILLS AND ABILITIES

Knowledge:

Current concepts, procedures and methods for ASCA aligned school counseling programs. Laws, rules, policies and trends regarding school counseling.

Course scheduling and student registration procedures.

Behavior management techniques and communication techniques.

Computer technology as it relates to counseling services.

Conducts at minimum a yearly program audit to review the extent and quality of program implementation.

Uses all available data, including academic grades, behavior referrals, and attendance data to identify students in need and to deliver services.

Interprets tests, student data and other assessment results appropriately in the counseling environment for the purpose of developing and implementing academic plans for individual students.

Skills and Abilities:

Fulfill the essential functions of the position, with or without reasonable accommodation.

Commitment to

Equity:

Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.

Leadership:

Coaches, mentors, and challenges others to excel despite obstacles and challenging situationFocus on

Data-Driven Results:

Relentlessly pursues the improvement of central office performance and schoolleadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.

Innovative Problem-Solving:

Approaches work with a sense of possibility and sees challenges as opportunities forcreative problem solving; takes initiative to explore issues and find potential innovative solutions.

Adaptability:

Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.

Teamwork:

Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.

Dependability:

Does whatever it takes to consistently deliver with high quality under tight deadlines; successfullymanages own projects through strong organization, detailed work plans, and balancing of multiple priorities.

Communication and Customer Service Skills:

Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.

Ability To Learn the Student Information System.

Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement. Ability to perform the duties as required by the Teachers Standards and Practices Commission (OAR 584-20-000 to 035).

WORKING CONDITIONS

Work is performed primarily in school-based settings, including counseling offices, classrooms, and meeting spaces, with regular movement throughout school facilities. The position requires prolonged sitting, frequent computer use, documentation, classroom instruction, facilitation of small groups, and standing or walking for extended periods. The role may involve occasional lifting or transporting instructional or counseling materials consistent with assigned duties. The employee may be exposed to emotionally sensitive information, student crises, high-conflict situations, and elevated emotional environments while supporting students and families. The position includes direct service to students through individual and group counseling, classroom guidance lessons, and crisis response. Appropriate boundaries, confidentiality, and adherence to ethical standards are required at all times. Participation in meetings, including student support teams, 504 meetings, safety planning discussions, and other multidisciplinary collaboration, is required. The role may also involve activities outside the regular instructional day, consistent with the applicable collective bargaining agreement. The employee may occasionally be required to provide student supervision support consistent with school operations. The position requires sustained emotional regulation, sound professional judgment, effective communication, and the ability to manage multiple student needs simultaneously while supporting the academic, social, and emotional development of students. The employee must be able to perform the essential functions of the position with or without reasonable accommodation.

MINIMUM AND PREFERRED QUALIFICATIONS

Minimum:

Holds a Master's Degree from an accredited college or university in school counseling/mental health or similar field.

Meets the T.S.P.C. certification requirements for school counseling and retains a current and valid certification as a professional counselor.

Ability to obtain and maintain required credentials to serve as a School-Based Health Services provider in the State of Oregon, including a National Provider Identifier (NPI) and Medicaid provider number.

Familiarity with Family Education Rights and Privacy Act (FERPA),

The ASCA National Model:

A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies, ASCA Ethical Guidelines and ASCA School Counselor Performance Standards.

Expectations of Professional Conduct:

Employees of Bend-La Pine Schools are expected to adhere to all Bend-La Pine Schools policies and regulations, ensuring compliance with established procedures and expectations. They are to prioritize the well-being of students, aligning their conduct with the core values of public education and the mission, vision, and goals of Bend-La Pine Schools. This entails maintaining consistent and punctual attendance while adhering to site and/or district protocols for reporting absences. Professionalism extends to personal presentation, with employees expected to maintain attire and grooming appropriate to their roles. While carrying out everyday tasks independently, it's essential to maintain professionalism in how you communicate, both verbally and nonverbally, with students, parents/guardians, the public, and colleagues. This includes valuing and respecting cultural and background differences. Employees of Bend-La Pine Schools are entrusted with fostering a respectful working and learning environment, upholding confidentiality regarding student, staff, and district information at all times. The statements herein reflect the general nature and level of work expected in this position and are not intended to be an exhaustive list of all responsibilities, duties, or qualifications. Employees may be assigned additional duties as needed to support district operations, provide coverage, and ensure the effective functioning of the organization. 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