School Counselor REPLACEMENT - Meeker Middle School

Tacoma Public Schools Expected Start Date: September 1, 2026 FTE: 1.0 Hours per day: 7.5 Salary Level: Based on preparation level and experience per TEA Collective Bargaining Agreement. Range is $73,549 (BA+0 step 1) through $144,248 (MA+90 step 20) Union/Days per year: Teacher, 182 workdays, 10-month Benefits: This job has the full range of benefits offered by Tacoma Public Schools. Additional Information: This position is a replacement contract for the 2026-2027 school year. It is anticipated to conclude on the last student day in June 2027, or upon the return of staff member on leave, whichever occurs first. SUMMARY This position provides a comprehensive guidance program for students in grades 6-8; provides individual and group counseling; consults with teachers, staff, and parents to enhance their effectiveness in helping students successfully deal with behavioral, social, and emotional issues, achieve academic success, and plan for future careers and post-secondary education. Additionally, this role contributes to developing and implementing personalized High School and Beyond Plans and each student’s academic goals, career interests, and high school readiness. ESSENTIAL JOB FUNCTIONS Implement the middle school guidance curriculum; conduct and/or assist in planning and facilitating guidance learning activities in the classroom; consult with and support teachers in facilitating the infusion of guidance activities into their regular education curricula. Guide and counsel students individually and in small groups through the development of social, educational, and career plans; aid students in course selection; provide and participate in orientation activities for students new to school; assists students in their transition from middle school to high school; inform students and parents of test results and their implementation for educational planning; provides information regarding career awareness and career exploration. Counsel students individually and in small groups to help them understand, overcome, and resolve academic, behavioral, social, and emotional concerns; provide support during passing and in any program held at the school under school district sanction. Collaborate with families of students experiencing chronic academic, behavioral, social, and emotional problems; suggest referrals to appropriate district resources and/or appropriate community resources. Collect, organize, and analyze information about students through records, testing, interviews, and professional sources to appraise their interests, aptitudes, abilities, and personality characteristics for educational and career planning. Consult with teachers, staff, parents, and mental health professionals regarding meeting students' developmental needs; provides guidance to teachers and staff in dealing with students with academic, behavioral, social, or emotional problems; assists teachers in identifying students with special needs and abilities. Establish and maintain cooperative working relationships with various parent support groups, governmental and community family service agencies; involves these groups in assessment, interventions, and program procedures; develops a network of social referral resources. Participate with teams in establishing and planning respective roles in modifying a student’s behavior; develop individualized student behavior management programs; makes recommendations; provide feedback to team members and parents. Participate in, coordinate, or conduct activities that contribute to the effective operation of the schools. Maintain current knowledge of state and federal legislation related to education, including special education and Section 504; enhance personal knowledge through participation in case conferences, professional growth activities, professional organizations, and meetings; may serve on related committees. Maintain appropriate reports and records on each assigned student; protect each student's confidentiality; provide specific reports according to procedures or as assigned. Review, evaluate, and revise the school guidance program; periodically review the program with staff and administration using evaluation self-study; review and modify the guidance program calendar; evaluate guidance learning activities. Develop and implement comprehensive High School Beyond Plans for students, introducing goal setting, exploration of graduation pathways, career aspirations, and post-secondary goals. This includes guiding students through career pathways, providing information on college and career options, and utilizing District digital tools to track progress and outcomes. Collaborate with instructional staff to embed high school readiness activities into advisory or classroom settings, ensuring early exposure to planning tools and post-secondary awareness. Collect, analyze, and collaborate around MTSS (Multi-Tiered System of Supports) data using District digital tools to identify and communicate student academic and behavior needs, and high school course credit attainment. Engage families to provide culturally responsive support to historically underserved populations to ensure equitable access to resources and pathways. OTHER JOB DUTIES Maintain and update knowledge and skills required for success in the position by participating in professional development activities as needed or as assigned. Perform related guidance duties as assigned, on a temporary basis. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work. CONDITIONS May be required to deal with, and defuse, if appropriate, difficult and/or sensitive situations and/or people; may be exposed to childhood diseases; may be required to travel to one or more schools; may be required to lift and carry up to 20 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, and/or be mobile. This position plans, organizes and provides students with appropriate learning activities, experiences and a classroom environment designed to fulfill their potential for intellectual, emotional, physical and social growth; supports the School/Building, School Board, District and State curriculum, policies and initiatives for student achievement. Education and Experience Master’s degree in school counseling or school social work from an accredited college or university; prior counseling experience at the middle school level is desired; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work. Certifications, Licenses and Special Requirements Must maintain all licenses and certifications as a condition of continued employment. Valid Washington State ESA Counselor or Social Worker Certificate. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Knowledge, Skills, and Abilities Knowledge of childhood social, emotional, physical, and academic development. Knowledge of Section 504 and other state and federal regulations regarding the identification and placement of students in special education. Knowledge of community support resources and family service agencies. Demonstrated ability to obtain, clarify, and exchange information. Ability to assess guidance curriculum needs and implement the middle school guidance curriculum. Ability to lead and facilitate individual and group activities based upon brief psycho-educational models. Ability to act as a liaison with community family service agencies and other support resources Ability to maintain strict confidentiality. Ability to demonstrate reasonable, reliable and regular attendance. Ability to establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse socio-economic setting. Ability to participate as part of a team.