Job Description

Job Number:2017-2979

Summer School Counselor
Mt. Rainier High School

FTE: 0.000
Hours Per Day: 7.00
Position Type: Temporary

Start Time:
End Time:

Salary: $30.00 - $0.00

Closing Date: 03/20/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information: Open to Current HSD Employees Only

Coordinates a comprehensive counseling and guidance program that facilitates
learning for students of all ages by offering personal/social counseling and
educational/career guidance.



: Exempt

SUMMARY: A school counselor works in a school setting in collaboration with students, parents, district staff, and
community resources. The school counselor coordinates a comprehensive counseling and guidance program that
facilitates learning for students of all ages by offering personal/social counseling and educational/career guidance.
Personal/social counseling includes services that lead the student toward being a healthy individual who is a positive
decision maker, effective communicator, and a productive contributor to a diverse democratic society.
Educational/career guidance includes academic planning that prepares the student for academic success and the
skills and knowledge to meet their educational and career goals. The student is guided toward being a life-long
learner, complex thinker, collaborative worker and an active participant in their community.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

1. Develop classroom activities/presentations and curriculum in order to:
* Implement guidance activities for class use
* Teach students personal/social skills and health
* Guide students in academic planning
* Lead students in career exploration

2. Consult and collaborate with families, teachers, other educators, and community organizations for the
purpose of creating and understanding and/or awareness in the following:


* The student’s person, social, and educational developmental needs
* The student’s abilities, challenges, and progress in school
* Additional information to further enhance parent/child relationships
* How to support their student’s educational development at home
* Provide resources to support student’s and family’s growth
* Work with all stakeholders to help the student realize his/her potential
* Collaborate with teachers and other school staff to appropriately meet the student’s personal

and social needs in a classroom setting
3. Individual student planning/responsive services:

* Responsible for evaluating assessment data for the purpose of class/scheduling/placement
* Assists student with educational planning and/or career exploration for the future
* Assists teachers with I.E.P. and 504 accommodation plan
* Responds to crisis situations
* Counsels students through different issues and researches referral options

MA degree with valid WA State ESA counseling certification

Two years of teaching and/or counseling experience including experience counseling students in crisis; anger
management and other social skills.

Criminal background clearance

Principles and practices of counseling
American School of Counselor ethical standards
Adolescent physical, social, and emotional needs and abilities
Washington State Essential Learning Standards based instruction
Best practices in leadership
Cultural diversity issues
School board policies and procedures

Communicate effectively verbally and in writing
Maintain effective working relationships with individuals and groups in a multicultural and diverse community
Operate a variety of modern office equipment including microcomputers and related software
Provide leadership
Attend to detail and follow tasks through to completion
Organize and set priorities
Work effectively under pressure and meet deadlines
Work independently with minimal supervision
Exercise good judgment and maintain confidentiality
Comply with school board policies and follow administrative procedures


REPORTING RELATIONSHIP: Building Administrator or designee

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. The employee frequently is
required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is
occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and
occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,
and ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an
employee encounters while performing 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 regularly works in indoor conditions and regularly works
near video display. The noise level in the work environment is usually moderate

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot
include, and are not intended to include, every possible activity and task performed by every specific employee.

Updated by Human Resources for the summer school format, 2017-02-22
Updated by Human Resources as outlined by Chief Talent Officer, 2015-08-06
Transferred to newest JD format by Human Resources, 2014.05.02
Updated by Human Resources with input from Special Services, 2013/08
Updated by Human Resources, 07/12
Revised by Human Resources, 11/2009
Revised by Human Resources, 11/2003
Revised and approved, 08/1979

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate
in admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all
students who are interested in participating in educational programs and/or extracurricular activities. Any
person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative
Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121,; Civil Rights Act: Executive Director of Student Support and Family
Engagement, 206.631.3100, 206.631.3100,; Section 504 of the
Rehabilitation Act- Director of Health and Social Services, 206.631.3011,


Application Instructions

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