Categorically Funded Elementary Counselor, Continuing

2025-26 SCHOOL YEAR

• 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 5,300 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 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 TOSAs 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 school’s 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 today’s diverse students. Elementary counselors implement a school counseling program to support students through the important developmental 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 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.

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. School counselors also collaborate with teachers and parents on early identification and intervention of children’s 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:

• Experience in implementing the ASCA National Model of School Counseling including individual student planning & support, group counseling, large group guidance and responsive services.
• Develop and support the implementation of a Comprehensive School Counseling Program
• Coordinate activities to support positive student attendance.
• Coordinate referrals to community services and resources with families and service providers.
• Provide family engagement services between the school and community.
• Demonstrate an understanding of student advocacy and its role in comprehensive school counseling programs.
• Engage in student-centered decision making.
• Conduct individual student academic planning and goal setting
• 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
• 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
• 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 in student-focused meetings
• Analyze data to identify student needs and challenges
• Advocate to improve equity and access, achievement and opportunities for all students
• 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
• Demonstrate preparation and skill in working and building relationships with students from diverse cultural and economic backgrounds
• Demonstrate knowledge and application of current technology with a multimedia approach to instruction, administrative functions, data analysis, and student learning.
• Organize and prioritize daily, weekly, and monthly schedules for timely work completion
• Collaborate with other counselors, administrators, staff, and district committees
• Participate in and lead (as appropriate) 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.
• Maintain highest degree of confidentiality, per FERPA guidelines
• A commitment to continued professional growth and development.
• Solution focused and growth mindset toward students and families.
• 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 job's 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

• Valid Washington State ESA School Counselor Certificate
• Must have and maintain a valid Washington State Driver License
• Experience in mental health services
• Experience in community organization leadership
• Experience in working with underserved communities

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 employee’s 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: March 2025

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: (509) 559-4550; Section 504 Coordinator - Franklin Day, Director of Student Support Services, Cheney School District, 12414 S. Andrus Rd., Cheney, WA 99004 Phone: (509) 559-4507.

EQUAL OPPORTUNITY EMPLOYER