School Counselor *

School Counselor

This position is funded through the ADE Student Safety Grant for the school year.

Classification Description

Job Classification Title: School Counselor Working Title(s): Counselor, Certified FLSA Status: Exempt Pay Grade: C44

This job classification description is intended to be generic in nature and not an exhaustive list of all duties and responsibilities. The specific tasks/duties may vary based on position assignment and as determined by the District.

Job Classification Summary

Responsible for supporting, promoting, and enhancing the academic, personal, social, emotional, and career development of all students by implementing a comprehensive school counseling program. Acts as an integral member of the School Safety Program Team to foster safe, inclusive, and effective learning environments through education, prevention, and intervention.

Distinguishing Characteristics

This is a professional-level classification responsible for designing, delivering, managing, and assessing a comprehensive school counseling program based on the ASCA National Model. This position focuses on implementing multi-tiered systems of support (MTSS) for mental health and behavioral needs, analyzing data to identify at-risk students, and collaborating with school staff, administrators, and the community to remove systemic barriers to student success.

Essential Duties

The following are intended to describe core work functions of this classification. While the level and broad nature of essential duties may not change, specific work tasks will vary over time depending on the District's needs.

In-person attendance is an essential function of this classification.

• Designs and implements a comprehensive school counseling program aligned with the ASCA National Model and ASCA Student Standards: Mindsets & Behaviors for Student Success.
• Serves as an active member of the multidisciplinary School Safety Program Team (SSPT), meeting at least quarterly to conduct school safety needs assessments and develop the SSP Continuous Improvement Plan.
• Provides Tier 1 universal interventions, including classroom instruction and schoolwide prevention programming targeting bullying, substance abuse, violence, and self-harm.
• Delivers Tier 2 targeted interventions, such as small-group and individual counseling, for students demonstrating mental health, academic, or behavioral risks.
• Provides Tier 3 intensive supports indirectly through consultation, collaboration, and facilitation of referrals to school and community behavioral health agencies.
• Provides short-term crisis intervention to support the psychological and emotional needs of students and staff affected by trauma or emergencies.
• Completes the SSP CSW Activity Log daily to ensure consistent documentation and accountability in alignment with SSP standards and the school's Continuous Improvement Plan.

Classification Description

• Collaborates with educators to evaluate academic and behavioral progress after interventions and revise plans as appropriate.
• Attends annual required training provided by the Arizona Department of Education (ADE) School Safety Program.
• Performs related work as assigned, provided that additional activities do not overwhelm the counselor, jeopardize grant compliance (e.g., intensive 504 case management), or involve inappropriate disciplinary duties.

Knowledge

• Pertinent federal, state, and local laws, codes, rules, regulations, and statutes.
• District policies, procedures, organization structure, and school requirements.
• The ASCA National Model and Multi-Tiered System of Supports (MTSS) frameworks for mental health, academic, and behavioral supports.
• Child development, learning strategies, self-management, and social skills.
• Mental health screening, risk assessment, and crisis response protocols.
• Relevant medical, social, and legal community resources.
• Safety procedures.

Skills

• Working under pressure to meet timelines and handling multiple and changing priorities.
• Counseling (short-term individual and group), conflict resolution, and problem-solving.
• Analyzing academic, career, and social/emotional development data to identify student needs and inform program improvements.
• Designing and delivering instructional curriculum related to social/emotional learning and prevention.
• Communicating effectively, both orally and in writing.
• Navigating service delivery systems and coordinating referrals for students and families to outside community entities.
• Establishing and maintaining harmonious working relationships with those contacted in the course of work; demonstrating tact, diplomacy, and patience.

Minimum Qualifications (for new hires at job entry)

Education and Experience

Master's degree or a more advanced degree from an accredited institution in guidance and counseling, social work, or psychology.

Required Certifications/Licenses

• Valid School Counselor (PreK-12) Certificate issued by the Arizona Department of Education.
• Arizona Fingerprint Clearance Card (FPCC).

Class History Information

Created: 6/2026

Physical & Environmental Factors

Overall Physical Strength Demands

Physical Strength for this classification is indicated below with an "X"

Sedentary: Exerting up to 10 lbs. occasionally or negligible weights frequently; sitting most of the time. Light: Exerting up to 20 lbs. occasionally, 10 lbs. frequently, or negligible amounts constantly OR requires walking or standing to a significant degree. Medium: Exerting 20-50 lbs. occasionally, 10-25 lbs. frequently, or up to 10 lbs. constantly.

Heavy: Exerting 50-100 lbs. occasionally, 10-25 lbs. frequently, or up to 10-20 lbs. constantly.

Very Heavy: Exerting over 100 lbs. occasionally, 50-100 lbs. frequently, or up to 20-50 lbs. constantly.

Physical Demands

C F O R N Continuously Frequently Occasionally Rarely Never

2/3 or more time 1/3 to 2/3 of time Up to 1/3 time < 1 hour per week Never occurs

Note: This is intended as a description of the way the job is currently performed. It does not address the potential for accommodation.

Physical Demand Brief Description C F O R N Communicating with co-workers, observing work site, Standing observing work duties Sitting Desk work Walking To other departments/offices/office equipment Lifting Supplies, files Carrying Supplies, files Pushing/Pulling File draws, tables and chairs Reaching For supplies, for files Handling Paperwork Computer keyboard, telephone pad, calculator, Fine Dexterity calibrating equipment Filing in lower drawers, retrieving items from lower Kneeling shelves/ground Filing in lower drawers, retrieving items from lower Crouching shelves/ground Crawling Under equipment Filing in lower drawers, retrieving items from lower Bending shelves/ground Twisting From computer to telephone, getting inside vehicles Climbing Stairs, step stool Balancing On step stool Vision Reading, computer screen, driving Communicating with co-workers and public and on Hearing telephone, listening to equipment Communicating with co-workers and public and on Talking telephone Foot Controls Driving Other (Specify)

Machines, Tools, Equipment, Software and Hardware

Basic office tools and equipment.

Environmental Factors

D W M S N Several Times Per Several Times Per Daily Seasonally Never Week Month Health & Safety Factors D W M S N Mechanical Hazards Respiratory Hazards Chemical Hazards Extreme Temperatures Electrical Hazards Noise and Vibration Fire Hazards Wetness/Humidity Explosives Physical Hazards Communicable Diseases Physical Danger or Abuse Other (Specify Below

Protective Equipment Required

None.

Non-Physical Demands

C F O R N Continuously Frequently Occasionally Rarely Never 2/3 or more time 1/3 to 2/3 of time Up to 1/3 time < 1 hour per week Never occurs Description of Non-Physical Demands C F O R N Time Pressure Emergency Situation Frequent Change of Tasks Irregular Work Schedule/Overtime Performing Multiple Tasks Simultaneously Working Closely with Others as Part of a Team Ted