Trauma Informed School Counselor (Open until Filled)

School Counselor Position

Work Schedule: 1.0 FTE Continuing Position – 7.50 hours per day - 180-day base contract per year (Monday - Friday)

Reports To: Executive Director of Special Education

Salary: Per Marysville Education Association Negotiated Salary Schedule

Base & TRI Salary Schedule at

Account Code: 7963-27-2110-1203-4300-0000-0

Position Summary:

This position will have knowledge in trauma informed practices, school counseling, assessment, and instruction as well as skill in facilitating students to become active learners and will provide family, students, and staff services which help promote the education and social and emotional development of students; will have knowledge and skills specific to the developmental states and social and emotional needs of students and must believe in setting high expectations for themselves and students; and will have knowledge and skills in assessing behavioral needs and interventions, and in developing and implementing complex behavior intervention plans.

Minimum Qualifications:

• Valid Washington State Educational Staff Associate (ESA) certificate with School Counselor endorsement
• Master's degree in Social Work, Counseling Psychology, or equivalent
• Demonstrated experience providing clinical, behavioral, and consultative support to students with behavioral disabilities in an academic setting
• Bilingual preferred
• Excellent oral and written communication skills
• Successful experience at appropriate grade level preferred
• Experience and/or training with cultural, ethnic, and language diversity preferred
• Successful Washington State Patrol and Federal Bureau of Investigation Fingerprint Clearance
• Proof of Immunization (if born 1/1/57 or later)
• I-9 Employment Eligibility in compliance with the Immigrations Reform and Control Act
• Completion of all district-required training within thirty (30) calendar days from hire date

Desired Skills:

• Knowledge of counseling, instructional, and behavioral intervention methods
• Knowledge of individual and group assessment techniques, data gathering, and statistical analysis
• Knowledge and understanding of Tribal healing practices, cultural
• Knowledge of current technology and computerized data management systems
• Knowledge of and ability to access community agencies
• Knowledge of special childhood problems including abuse, depression, etc.
• Knowledge of the unique physical, psychological, and social changes students experience and a desire to help students grow in these areas
• Knowledge of federal and state laws, rules, and regulations governing the education of children with disabilities including IDEA '97 and 504
• Skills in communication and strength in developing and maintaining effective working relationships with students, parents, staff, and community agencies
• Knowledge of State of Washington mental health delivery system
• Knowledge of DSM-IV R diagnostic categories
• Knowledge of best practices for counseling, treatment and environmental interventions for children with severe behavioral disorders

Essential Job Functions:

• Provide direct counseling services to students in classroom, small groups, and individually
• Ability to create connected communities and positive school climates that are trauma-sensitive to keep students healthy and in school and involved in positive social networks
• Provide individual, group and family based trauma informed counseling services
• Identify students, using multiple measures of performance, as scoring below standards for grade level in either Math or English Language Arts and provide behavior support services as needed to improve academic performance
• Partner with school, parent and community agencies to help deliver wrap-around services to students and families
• Implement effective academic and behavioral practices, such as positive behavioral interventions and supports and social and emotional learning
• Keep abreast of current trends in the profession and translate appropriate research to practical applications in the areas of counseling, curriculum, instruction, and assessment
• Provides consultation that may include resources, training, support, and modeling of effective instructional strategies and methods to special and general education staff, parents, student, and others
• Facilitate involved community effectively with staff and parents to create a partnership of support for children
• Work to facilitate cooperation between the classroom teachers and parents to increase learning and improve behavioral skills
• Work effectively and cooperatively with parents, teachers, administrators and support staff and as a team member
• Maintain professional competence through in-service education, coursework, or professional growth activities
• Assist families in obtaining appropriate community services which fall outside of the school or educational setting
• Maintain consistent presence at assigned worksite and regular work hours
• Professionally interact with students, staff, and public
• Establish and maintain professional contacts with students
• Comply with all district policies and procedures
• Comply with the Code of Professional Conduct
• Perform related duties as assigned

Work Environment:

Work is typically performed in and around a student learning environment including the Behavior Intervention Program; may be exposed to childhood diseases; may be required to balance and crouch, crawl, bend, or kneel; may be required to stand for prolonged periods; may be exposed to high noise levels; and may experience a multitude of demands and changing priorities with frequent interruptions. The Behavior Intervention Program provides supports for students with severe behavioral disabilities, which increases the risk of verbal and physical assault.

Evaluation:

This position shall be evaluated periodically by the Building Principal pursuant to the currently established district procedures and evaluation criteria. The process shall include an evaluation of the employee's performance of the above essential job functions.

Equal Opportunity Employer (EOE)

Marysville School District complies with all federal and Washington State rules and regulations and will provide equal employment opportunity and treatment for all applicants and staff in recruitment, hiring, retention, assignment, transfer, promo, and training. Such equal employment opportunity will be provided without discrimination with respect to race, creed, national origin, age, honorably discharged veteran or military status, sex, sexual orientation including gender expression or identity, marital status, the presence of any sensory, mental or physical disability or the use of a trained dog guide or service animal by a person with a disability. The district will provide equal access to school facilities to the Boy Scouts of America and all other designated youth groups listed in Title 36 of the United States Code as a patriotic society.

The following Marysville School District employees/departments are designated to address questions and complaints of discrimination:

• Civil Rights: Executive Director of Equity and Family Engagement & Gender Inclusivity; View phone number on click.appcast.io
• Harassment, Intimidation, & Bullying: Executive Director of Human Resources; View phone number on click.appcast.io
• Title IX:Executive Director of Legal and Risk Management ; View phone number on click.appcast.io
• Section 504 and ADA: Executive Director of Special Education and Student Services ; View phone number on click.appcast.io

Discrimination and discriminatory harassment may be reported to the district employee/department listed above by phone at View phone number on click.appcast.io. You also have the right to file a written complaint. Address: 4220 80 th Street NE, Marysville, WA 98270.

The Marysville School District is a drug- and tobacco-free workplace.

Classification History:

Job description was developed May 2018. Job description revised March 2019. Job description updated September 2023.