Elementary Counselor

Woodland Public Schools - Elementary Counselor 

We appreciate your interest in employment with Woodland Public Schools. All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.

Position Title: Elementary Counselor
Posting #: 3510
Location: Columbia Elementary School
Days/Hrs: 7 hours per day, M-F, 1.0 FTE 196 days (180 school days, 9 professional development days and 7 position specific days)
Start Date: 8/11/2025
Salary Schedule: Link to Schedule
Benefits:  Position is eligible for medical, dental, vision, life AD&D and LTD through the School Employee Benefits Board (SEBB), effective 9/1/25 and retirement through the WA State Department of Retirement Systems (DRS).

Job Description - The Counselor/Social Worker provides a full range of school counseling services to children grades K- 4, including screening and assessment, individual and group counseling, and work with/referral to outside agencies as appropriate. They will lead the Positive Behavior Intervention and Supports (PBIS) team and be an integral member of the Multi Disciplinary and Intervention teams, helping to plan, implement, and monitor positive behavior supports in the school setting.
 
Qualifications

• Valid Washington State Educational Staff Associate School Counseling or Social Work Certificate
• Master's degree required from an accredited institution of higher learning
• Willingness to participate in professional development courses aligned with the school and district initiatives
• Experience as a classroom teacher and/or mental health specialist preferred
• Experience working effectively with diverse groups of teachers, students, and parents
• Experience conducting large-group presentations and both small group and individual counseling sessions
• Experience developing schedules and maintaining data (as related to counseling services)
• Strong understanding (through coursework/experience) of issues relating to poverty, adverse childhood experiences (ACEs), and substance abuse
• Preferred specific training in anger management strategies, peer mediation, peer helper and character education programs
• Interest and commitment to Restorative Practices and Positive Behavior Intervention Support
• Ability to work effectively with community agencies and organizations to obtain support and resources
• Preferred specific training in developing positive relationships and conflict resolution
• Advanced ability to use technology as an effective communication, planning and instructional tool

Such alternatives to the above requirements and desirable qualifications may be made as the district finds appropriate.

Essential Duties and Job Functions:

• Work to build relationships and establish trust (with students, parents and staff) by maintaining a visible presence within the school
• Work directly with parents and teachers to help students develop a positive self-concept, enhance open communication, and create a positive school climate in which students can learn
• Work directly with all students, parents, and teachers to provide a comprehensive "student needs based" counseling program (American School Counselors Association Model)
• Participate in professional meetings relating to his/her area of expertise (Professional Group, Student Support team, Core team)
• Work directly with student and staff in all levels of behavior support including planning and crisis intervention
• Work directly within the student information system to develop and manage both school and individual student schedules
• Make class presentations of guidance curriculum
• Lead and coach PBIS teams in fully implementing PBIS with fidelity and sustainability
• Serve as a support system and direct resource for staff by providing guidance for effective class management and positive behavior interventions
• Work directly with students to help them learn how to manage, organize information and make decisions
• Work as the primary case manager for Section 504 evaluations and plans which include managing student and data files and engaging in ongoing communication with other staff, as is necessary, to ensure 504 compliance
• Work as the primary case manager for building Student Support teams
• Provides crisis intervention and guidance services in all school settings including classroom, playground, field trips, etc.  May include monitoring students who have run away from supervised areas of the school building and school grounds
• Must be able to physically restrain/maintain a student to ensure the safety of other students
• Participate in individual behavioral planning, documentation and intervention, as needed (behavior plans, manifestation determinations, threat assessment, and crisis intervention)
• Work directly with students to assist them in developing effective coping skills necessary to refuse participation in gang affiliation/activity and substance abuse
• Uses student disputes and misbehaviors as opportunities to authentically engage students in developing and practicing anger management strategies, problem-solving skills, and restorative outcomes
• Maintain necessary data for purposes of analyzing student progress and program effectiveness
• Actively engage students in using technology in individual and collaborative learning activities
• Work cooperatively with students and their parents who are culturally, racially, and linguistically diverse
• Works in a flexible and cooperative manner
• Treats co-workers, supervisors, students, parents and others with dignity and respect at all times
• Serves as a positive role model for students, and practices the behaviors that are expected of our students
• Maintains regular and punctual attendance and hours of operation as set by the assigned building/location and to carry out the duties and responsibilities of the position to achieve program requirements
• Other duties as assigned

Physical Requirements:
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 frequently required to stand and talk or hear and sometimes walk and sit.   Occasionally the employee will bend or twist at the neck more than the average person. While performing the duties of this job, the employee may occasionally push or lift up to 50 lbs.  The employee is directly responsible for safety, well-being, or work output of other people.
 
Specific vision abilities required by this job include close vision such as to read handwritten or typed material, and the ability to adjust focus. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.   

Work Environment:
The noise level in the work environment is moderate to loud.


Position Opens Internally: 4/24/2025
Position Closes Internally:  4/30/2025
Position Opens Externally (if necessary):  5/01/2025
Position Closes: Open until filled

If you are hired for this position, you will be required to pay for a background check, unless you have completed the background check in the past two years, and it is on file with the Office of Superintendent of Public Instruction (OSPI).