Counselor, Elementary School - Continuing
Counselor, Elementary School - Continuing
Employer Active
Job Alert
You will be updated with latest job alerts via email
Share
Job Alert
You will be updated with latest job alerts via email
$ 56431 - 110208
1 Vacancy
Job Description
2025-26 SCHOOL YEAR
POSITION:
Elementary School Counselor 1.0 FTE
SCHEDULE:
7 hours/day (8:30 a.m.-4:00 p.m.); Monday-Friday; School Year additional days (reference Appendix B-1)
LOCATION:
Windsor Elementary 5504 W Hallett Rd Spokane WA 99224
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:
$56431-$110208/year depending on prior school district experience; 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 inCEA Appendicesfor 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.
Paid leave; If utilizing flexible hours/schedule position hours must generate at least 630 work hours in the current school year for the following to apply:Medicaldentalvision andbasic life and AD&D insurance;retirement plan;deferred compensation(DRSandTSA)
QUALIFICATIONS:
*Please note: Per the CEA bargaining agreement this is a restricted position. Those wishing to transfer must currently hold the same position (i.e. Instructional Support TOSA to Instructional Support TOSA). Employees not currently holding the same position and seeking transfer into the restricted positions must apply and the top four candidates as determined by the hiring team will be guaranteed an interview with out-of-district candidates.
GENERAL INFORMATION
Cheney Public Schools is a rapidly growing district serving approximately 5300 students and encompasses the towns of Cheney and Airway Heights an expansive rural area and a developing industrial and residential area on the West Plains. The District covers 380 square miles.
Cheney Public Schools is committed to high expectations and continuous progress for students staff and administration. The District provides a rich learning environment for all students and the local community provides consistent and unwavering support for an extensive co-curricular program. Our mission states Cheney Public Schools exists to guarantee a safe and caring environment where ALL students learn at high levels and graduate with options for post-secondary education careers and civic engagement.
Cheney Public Schools utilizes the PLC process to drive student learning and success. Counselors in Cheney Public Schools work in highly collaborative teams and participate in shared assessments and continual improvement in support of student learning growth. Cheney Public Schools Strategic Plan drives the work of the district. There are six priorities: Student Safety Student Well Being Learning and Growth Future Ready Outcomes Exemplar School District and Community and Facility Growth. The work of district counselors is integral to Learning and Growth Future Ready Outcomes and Exemplar School District.
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 schools 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.
Elementary school counselors are educators uniquely trained in child and adolescent development learning strategies self-management and social skills who understand and promote success for todays diverse students. Elementary school counselors implement a school counseling program to support students through the important developmental Elementary 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 Elementary 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.
Elementary 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. Elementary school counselors also collaborate with teachers and parents on early identification and intervention of childrens 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
- 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 jobs 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
- ValidWashington State ESA School Counselor Certificate
- 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 employees 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
- 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: June 2025
LOCATION:
Windsor Elementary
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: ; Section 504 Coordinator - Franklin Day Director of Student Support Services Cheney School District 12414 S. Andrus Rd. Cheney WA 99004 Phone: .
EQUAL OPPORTUNITY EMPLOYER
Employment Type
Full-Time
