Student Services Secondary Counselor 2026-27 (28564) [Pre-screening]

This is a screening opportunity for applicants interested in seeking a school counselor position (full- or part-time) for the 2026-2027 school year. All applicants must complete and be approved through this screening process prior to submitting an application for subsequent 2026-2027 SecondaryCounselor job postings.

Applicants shall applyat. Applications will be reviewed as part of the screening process. Selected candidates will be invited for a screening interview.

All applicants must attach a current resume plus two (2) current letters of recommendation.

Job Description:

Under the direction of the school principal a counselor is responsible for the development implementation and evaluation processes necessary to sustain high-quality K-12 College and Career Readiness School Counseling Programs that benefit students families educators and communities. Professional school counselors serve a crucial role in increasing student success. Through leadership advocacy and collaboration school counselors promote improved student learning and outcomes in academic career social and emotional development for all students. School counselors utilize student-centered data-driven results to coordinate comprehensive programs.

Essential Functions:

• Work with general education students and students with social emotional behavioral and physical disabilities in a variety of settings
• Consult and support school staff conduct a Functional Behavior Assessment (FBA)
• Consult train and support school staff in the development and implementation of Behavior Intervention Plans (BIP)
• Consult train and support district staff in the development and implementation of data collection protocols and processes for students with identified needs in the areas of social/emotional and/or behavior
• Support school teams in areas related to skill development to support student success in school such as academics personal and social growth
• Advocating on the students behalf
• Collaborating with teachers and the school team to develop more effective support services for the student
• Implementing and/or supporting effective prevention and intervention strategies
• Administering and interpreting social/behavioral assessments
• Collecting data and recording information about the student for the use in school team meetings potentially relating to IEP eligibility placement and accommodations/supports
• Attend school team meetings including 504 and/or Individual Education Program (IEP) meetings as necessary to review assessment results goal/objective development student progress and consultation when needed
• When appropriate assist in writing implementing and monitoring individual goals and objectives for students identified with behavioral services
• Provide staff development and training specific to the areas of social/emotional and behavior management techniques
• Conferencing with parent
• Evidence of strong organizational skills and attention to detail
• Relate effectively to and demonstrate receptive attitude toward children with severe disabilities and toward students and parents of diverse cultural and socioeconomic backgrounds.
• Demonstrate strong leadership skills that support program objectives
• Identify and work collaboratively with co-workers to solve problematic issues as they arise
• Work cooperatively with all members of the school team including administration psychologists health care professionals designated instructional service providers para-educators general education teachers and parents
• Utilize a variety of computer operating and software programs (i.e. Windows Microsoft Office Excel Google etc)
• Implement district and school policies/procedures regarding state and federal laws
• Process and maintain confidential files as required by state and federal laws
• Maintain necessary records of assessment attendance and progress to evaluate student learning and regularly report that information to parents students and supervisor as requested and required by state and federal laws
• Understand and follow both oral and written directions
• Work within an established schedule meeting necessary timelines
• Exercise good judgment in emergency situations
• Participate in a direct service or consultative role in crisis situations
• Work collaboratively with local community resource agencies to coordinate services and service plans
• Maintain flexibility such as changes in staff or individual student programs
• Attend required district meetings and events
• Drive to school sites in districts
• Attend work consistently
• Demonstrates professional ethics as outlined by the Utah Professional Practices Advisory Commission.
• Conforms to district policies including attendance absences and evaluations.

Qualifications and Minimum Qualifications:

• Masters Degree in School Counseling
• Utah State Board of Education School Counseling Professional license preferred
• Experience in a school setting preferred

Physical Requirements and Working Conditions:

• Requires the mobility to reach and bend (neck and back)
• Requires mobility of arms to reach and dexterity of hands to grasp and manipulate small objects
• Requires independent transportation throughout the Weber School District geographical area
• Requires mobility to maneuver through classroom and school environments independently
• Requires lifting and carrying of objects up to 50 pounds which may be a frequent aspect of the job
• Requires pushing or pulling objects weighing up to 100 pounds which is a rare aspect of the job
• Requires implementation of non-violent crisis intervention techniques
• May require working with bio-hazards (blood borne pathogens human waste cleaning/disinfecting materials etc.)

• Mobility:
  Must be able to move throughout the school campus including classrooms offices playgrounds and common areas to meet with students staff and families.

• Sitting/Standing:
  Must be able to sit or stand for extended periods while conducting counseling sessions meetings observations or documentation tasks.

• Lifting/Carrying:
  Must occasionally lift and carry items up to 20 pounds such as student files instructional materials or office supplies.

• Communication:
  Must be able to communicate effectively in person over the phone and through written formats. Requires clarity of speech active listening and strong interpersonal communication skills.

• Vision/Hearing Requirements:
  Must have sufficient visual acuity to read student records electronic documents and written materials. Must be able to hear conversations in a variety of settings including sometimes noisy school environments.

• Manual Dexterity:
  Must be able to use computers office equipment and digital tools for documentation scheduling and student data management.

• Cognitive/Emotional Requirements:
  Must be able to maintain emotional regulation exercise sound judgment and manage confidential or sensitive situations involving students families or staff.
  Must be able to work with students experiencing distress crisis or behavioral challenges.

• Crisis Response:
  Must be able to respond quickly and effectively to urgent student needs including emotional or behavioral crises that may arise unexpectedly.

• School Environment:
  Work is performed in a typical school setting including offices classrooms hallways playgrounds and meeting areas. Frequent interaction with students teachers administrators and families is required.
• Noise Level:
  Noise levels can vary from quiet office settings to loud classroom or playground environments.
• Pace of Work:
  The role involves frequent interruptions shifting priorities and urgent situations requiring immediate attention. Daily schedules may change based on student needs or crisis situations.
• Emotional Demands:
  Work may involve exposure to emotionally charged situations student trauma behavioral issues family conflict or mental-health-related concerns.
• Confidentiality:
  Strict confidentiality must be maintained regarding student records counseling sessions interventions and sensitive family information.
• Work Hours:
  Typically follows the school-day schedule with occasional evening work for parent meetings school events crisis response or professional development.
• Collaboration:
  Frequent collaboration with teachers administrators special education teams mental health professionals and community service providers.
• Technology Use:
  Regular use of computers student information systems counseling software and virtual communication tools.

WEBER SCHOOL DISTRICT IS AN EQUAL OPPORTUNITY (EEO) EMPLOYER