Secondary School Counselor - South Medford High School (2025-2026)

Position will begin August 2025.  Salary listed is based upon 190 day contract. Position salary will include additional 10 days (200 day contract).

JOB TITLE: Secondary School Counselor

CLASSIFICATION: Licensed

SUPERVISOR: Principal

CONTRACT: 200 Days

EVALUATED BY: Principal or Designee

Job Summary: As vital members of the school’s educational leadership team, school counselors maximize the success of ALL students by planning, implementing, evaluating, and improving the school’s comprehensive school counseling program. They use a multi-tiered, multi-domain system of supports to promote students’ academic, college/career, and social/emotional development, spending the majority of their time in direct service with students or communicating with others on behalf of students. School counselors lead, advocate, and collaborate to effect positive systemic change that promotes equity and access for all students. 

Essential Duties and Responsibilities:

• Implement a school counseling program that is aligned to MSD Comprehensive School Counseling Plan (CSCP), school-wide goals and improvement metrics, districtwide priorities, and current, evidence-based practices and systems that have been shown to promote student success.
• Conduct regular reviews of school and student data to inform student outcomes through program SMART goals, tiered supports, closing the gap activities, interventions, equity initiatives, and advocacy efforts.
• Evaluate and share the results of the school counseling program’s impact and effectiveness with key stakeholders. Provide recommendations for improving the school counseling program. Seek feedback regularly from the school counseling program and Student Wellness department.
• Spend their time in alignment with MSD’s CSCP that 80% or more of the school counselor’s time is spent providing direct student services (instruction, appraisal, advisement, and counseling with students) and indirect student services (collaboration, consultation, and referrals with families, teachers, administrators, school staff, and community stakeholders). 
• Implement comprehensive Tier 1 school counseling supports that reach ALL students, including the teaching of developmentally appropriate, culturally responsive lessons and schoolwide programs and activities designed to shift student attitudes, knowledge, and skills. At the middle and high school levels, school counselors develop systems to ensure that all students complete and annually update their Individual Learning Plans (ILPs)/graduation plans/postsecondary plans.
• Provide intentional, targeted, culturally responsive Tier 2 school counseling interventions for students identified as deserving of additional support (via predetermined data metrics and/or referrals). Uses these instances as opportunities to establish relationships and collaborate with educators, students, families, and community partners. This reflects recognition of and respect for each individual and promotes an understanding and appreciation of diverse populations and cultures.
• Provide intensified Tier 3 school counseling supports/referrals for students experiencing emergency or crisis situations, as well as those whose needs remain unmet after receiving Tier 2 support. Provide referrals to resources to support students in need of long term therapy or treatment of a mental, emotional, or bodily disorder.
• Consult, collaborate, and team with key stakeholders to support student success (i.e. referral of students/families to district and community resources; sharing evidence-based support strategies with families and staff; serving as a student advocate; providing family education; teaming with other student services personnel; reaching out to other experts and stakeholders to obtain information on students’ needs; teaming/partnering/serving on committees and advisory boards; creating formalized partnerships with community based organizations).
• Engage in high-quality school counseling system support, including, but not limited to, the development of action plans, lesson plans, annual planning calendars, annual administrator conferences, needs assessments, results reports, data-sharing presentations, a school counseling program advisory council, progress monitoring of school counseling interventions and activities, planning time for the creation and improvement of data-driven school counseling interventions, regular meetings with other school counselors, etc.

Other Related Duties

• Utilize technology and data as well as other virtual tools to support efficient and effective program delivery and communication with the school community.

Communication Skills

• Regularly communicates with parents, students, colleagues, and supervisors in writing and verbally in a professionally appropriate manner.
• Actively listens to concerns, problems, or issues and formulates a professionally appropriate response aligned with the Medford School District's core values.
• Encourages and builds strong school-to-home and community partnerships to better serve all students' needs in the Medford School District.
• Routes and/or directs parents, students, or patrons to the appropriate location of information or person(s) that can provide clarity in situations where the teacher cannot respond entirely or to something complex.

 Organizational Responsibilities

• Cooperates with and supports faculty members.
• Observes the spirit and intent of the rules and regulations of the school and school system.
• Assumes necessary non-instructional responsibilities.
• Provides complete data to the school and district administration as requested for management purposes.
• Maintains accurate student records.
• Assists with budgeting in their building.
• Encourages parent participation in school programs and activities.
• Shares the responsibilities with all other employees for promoting the educational goals and developing public acceptance of the school system.

Supervisory Responsibilities:

All Medford School District employees supervise students and maintain a safe environment.

Qualifications: An individual must be able to perform each essential duty satisfactorily. The requirements listed below represent the knowledge, skills, and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

Education and/or Experience: Must be eligible for or properly licensed by the Teacher Standards and Practices Commission for assignment as a school counselor. Master’s degree or higher in school counseling (preferred), Bachelor’s degree in education or other related field

Interpersonal Skills: Ability to interact appropriately with teachers, staff, community members, and students. Focuses on solving conflict; maintains confidentiality; Contributes to building a positive team spirit.

Language Skills: Ability to communicate verbally and in writing fluently in English. Preference may be given to applicants fluent in English and Spanish. Ability to present information and respond effectively to questions in one-on-one, small, and large group situations to students and other school staff. Ability to read and interpret documents such as procedure manuals, district and school policies, etc. Ability to write routine reports and correspondence.

Mathematical Skills: Ability to basic algebra, geometry, fractions, percentages, ratios, and proportions to practical situations.

Reasoning Ability: Ability to apply common sense understanding to complete instructions furnished in written, oral, schedule, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.

Computer Skills: General knowledge of computer usage and ability to use database software, e-mail, internet software, spreadsheets, teaching software, and word processing software. 

Certificates, Licenses, Registrations: Hold current TSPC license or be eligible for one with the proper endorsement(s) in the assigned area and grade level.

 Physical Demands: The physical demands described here represent those an employee must be able to perform successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions. 

• Stamina for 8 hours of student instruction, guidance and supervision.
• Use of hands for repetitive motions, such as writing and typing.
• Standing/Walking: 2-4 hours/day and sitting: 3-6 hours/day.
• Occasional bending, kneeling, squatting, climbing of stairs or ladders.
• Lifting/carrying: Up to 40 lbs.
• Occasional physical interaction with students, as provided by law, and to ensure the physical safety of the student and/or others.
• Close vision (clear vision at 20 inches or less).
• Distance vision (clear vision at 20 feet or more).
• Peripheral vision (ability to observe an area that can be seen up and down or to the left and right while eyes are fixed on a given point).
• Speak clearly to be understood, and identify and understand the speech of others. 
• Emotional stability to work effectively under pressure and control all aspects of the job. 

Work Environment: The work environment characteristics described here represent those employees may encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential job functions.

The noise level in the work environment is usually low to moderate. Employees may be exposed to blood borne pathogens, temperature fluctuations, fumes, odors, and dust.

EQUAL OPPORTUNITY EMPLOYER

Medford School District 549C is an Equal Opportunity Employer, and in accordance with Federal and State legislation, including Title IX, title VIII, ORS 659.150, does not discriminate on the basis of race, sex, religion, age, national origin, disability or marital status in employment or educational programs.

Medford School District 549C is an equal opportunity employer and provides qualifying veterans and disabled veterans with preference in employment in accordance with ORS 408.225, 408.230, and 408.235.

Qualifying veterans and disabled veterans may obtain preference by submitting as verification of eligibility, a copy of the Certificate of Release or Discharge from Active Duty (DD Form 214 or 215) or a letter from the US Dept. of Veteran’s Affairs indicating receipt of a non-service connected pension to your application by the closing date.  Disabled Veterans must also submit a copy of their Veteran’s disability preference letter from the Dept. of Veteran Affairs, unless the information is included on the DD Form 214/215.

Note: This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, duties, requirements, efforts, functions, or working conditions associated with the job. This job description is not a contract of employment or a promise or guarantee of any specific terms or conditions of employment. The school district may add to, modify or delete any aspect of this job (or the position itself) whenever it deems advisable.

Salary : $47,941 - $94,122