Posting number: 26-27-05340
Department: K12 Support
Division: Secondary Education / K12
Job classification: Guidance Counselor, High School
Posting type: Open
Categories: K-12
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 work days, 10 month
Benefits: This job has the full range of benefits offered by Tacoma Public Schools
This position provides a comprehensive guidance program for students in grades 9-12; 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.
ESSENTIAL JOB FUNCTIONS
1. Implements the high school guidance curriculum; conducts and/or assists in planning and facilitating guidance learning activities in the classroom; consults with and supports teachers in facilitating the infusion of guidance activities into their regular education curricula.
2. Guides and counsels students individually and in small groups through the development of social, educational and career plans; aids students in course selection; provides and participates in orientation activities for students new to school; assists students in evaluating their current status and requirements needed for high school graduation; acquaints students with college entrance requirements and aids them with the college application process, including the financial aid application process; guides students in the development of the High School Planning Portfolio; provides information regarding career choices; helps students evaluate their career interests and choices.
3. Counsels students individually and in small groups to help them understand, overcome, and resolve academic, behavioral, social, and emotional concerns; supervises students in lunchroom, in hallways, on school grounds, and in any program held at the school under school district sanction.
4. Counsels families of students experiencing chronic academic, behavioral, social, and emotional problems; suggests referrals to appropriate district resources and/or appropriate community resources.
5. Collects, organizes, and analyzes information about students through records, testing, interviews, and professional sources to appraise their interests, aptitudes, abilities, and personality characteristics for educational and career planning.
6. Consults with teachers, staff, parents, and mental health professionals regarding meeting the development needs of students; 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 special abilities.
7. Establishes and maintains cooperative working relationships with various parent support groups, and governmental and community family service agencies; involves these groups in assessment, interventions, and program procedures; develops a network of social referral resources.
8. Participates with teams in establishing and planning respective roles in modifying a student=s behavior; develops individualized student behavior management programs; makes recommendations; provides feedback to team members and parents.
9. Participates in, coordinates, or conducts activities which contribute to the effective operation of the schools; interprets group test results to faculty and staff; participates in the implementation of the district testing program.
10. Maintains current knowledge of state and federal legislation related to education, including special education and Section 504; enhances personal knowledge through participation in case conferences, professional growth activities, professional organizations, and meetings; may serve on related committees.
11. Maintains appropriate reports and records on each assigned student; protects each student=s confidentiality; provides specific reports according to procedures or as assigned.
12. Reviews, evaluates, and revises the school guidance program; periodically reviews the program with staff and administration using evaluation self study; reviews and modifies the guidance program calendar; evaluates guidance learning activities.
OTHER JOB DUTIES
1. Maintains and updates knowledge and skills required for success in the position by participating in professional development activities as needed or as assigned.
2. Performs related guidance duties as assigned, on a temporary basis.
3. 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.
Education and Experience
Master’s degree in school counseling from an accredited college or university; prior counseling experience at the high 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.
Licenses/Special Requirements
Must maintain all licenses and certifications as a condition of continued employment.
Valid Washington State ESA Counselor 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.
Knowledge of post high school training opportunities, career information, and resources.
Ability to obtain, clarify, and exchange information.
Ability to evaluate transcripts and credits.
Ability to assess guidance curriculum needs and implement the high 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.
