Elementary School Counselor
Reports to: Director of Special Services
Salary: Placement on Certificated Salary Schedule
This position will provide support to at-risk students with social and emotional
needs throughout the school-year. Counselor will work directly with
students, staff, and families, to address student needs, and he/she will
also collaborate with outside agencies to support students as
Experience: A combination of relevant counseling and leadership experience
Education: California Pupil Personnel Services credential required. A Bachelor’s
Degree is required, with a Master’s Degree preferred.
Skills: Strong people, communication, and organizational skills preferred.
Licenses: Valid California driver’s license
Assess student programs, keeping the students informed of their status
toward meeting graduation and/or promotion requirements and make
recommendations for improvement and counseling as needed.
Assist pupils in defining long-range and short-range educational goals.
Provide information and assistance to pupils and parents relating to social and
Orient new students and parents to the school program and various guidance
Consult with school personnel concerning special abilities or problems that
the pupils may have.
Counsel with parents concerning pupil data and progress made.
Assist administration with student interventions to help keep discipline
problems from continuing.
Assist with campus control and supervision in emergencies.
Performs other related duties as may be assigned by the supervisor.
Achieve positive staff relations by maintaining effective communication with
teachers, aides, clerks, and administrators.
Perform adjunct duties as assigned (such as assemblies, parent nights, evening
Promote positive image of public education.
Continue planned professional self-improvement. Participate in staff
development workshops to implement District-adopted core and
intervention programs, use technology, and administer and analyze the
required State and District assessment
Serve on school committees.
Follow District and School policies.
Work with students, individually and in groups, to help them cope with social
and emotional challenges and help them understand the importance of making
good choices and staying in school.
Connect with students and parents dealing with a life crisis and make
referrals to outside community agencies as appropriate.
Provide one on one and group intervention programs and
Will keep statistics on each student and keep records of all student contacts.
These records are to be kept confidential and are for the sole purpose of
monitoring student’s involvement.
Will assist school personnel with assessment and progress monitoring to
assist with placement in site interventions.
Will be available to the school staff for consultation and training.
Will participate in SSTs, 504 Meetings, and IEPs. Will function as Section
Will participate in school/district SARB process, and attend district SARB
Will work with district leadership team to develop school-wide systems
of positive behavioral support.
Coordinate after school and summer support program for students at risk, if
Perform related duties as assigned
Principles and practices of management and supervision, including planning,
organizing, selecting staff and reviewing work performance, appraisal, and
Principles and practices of effective professional development and employee and
Principles and practices of program management and supervision, planning and
organizing of programs;
Principles and practice of state & federal aid programs, including reporting to
State and Federal agencies;
Principles and practices of personnel and risk management-related policies and
Decision-making modules and their utilization.
Ability to concentrate on single task for up to two hours at a time; to learn quickly
and adapt to a variety of machinery, instructions, social demands, and task
demands; to meet deadlines in terms of work assignment schedules; effectively
communicate both in oral and written form; establish and maintain effective work
relationships with those contacted in the performance of required duties; and be a
good listener who works effectively in a collaborative fashion to form strong
working teams and build trust.
Mental acuity to: manage educational program, interpret and implement rules
relating to these program, make policy decisions, evaluate results, and make
determinations relative to the effective performance of the tasks.
Ability to sit at a desk, conference table or in meeting rooms of various
configurations for extended periods of time.
Ability to see and read, with or without vision aids, laws and codes, rules and
policies and other printed matter.
Ability to hear and understand speech at normal room levels and to hear and
understand speech on the telephone.
Manual dexterity to dial a telephone and enter data into a computer.
Ability to speak in audible tones so that others may understand clearly in normal
conversations, in training sessions and other meetings.
Physical agility to lift up to 25 pounds to shoulder height, and up to 50 pounds to
waist height; and to bend, to stoop, to walk on uneven terrain, and to reach
Ability to drive a car.
Ability to move quickly to and from classrooms and around playground areas.
NOTE: This list of essential functions and physical requirements is not exhaustive
and may be supplemented as necessary in accordance with the requirements of the