Job Description

Posting number: 26-27-05466

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

Examples of duties

This position provides a comprehensive guidance program for students in grades 9-12, individual and group counseling, and consultation 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 that align with each student’s academic goals, career interests, and post-secondary readiness.

ESSENTIAL JOB FUNCTIONS

1. Implement the high 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.

1. 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, transitioning from middle school; assist students in evaluating their current status and requirements needed for high school graduation; acquaint students with college entrance requirements.

1. 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.

1. Collaborate with families of students experiencing chronic academic, behavioral, social, and emotional problems; suggest referrals to appropriate district resources and/or appropriate community resources.

1. 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.

1. Consult with teachers, staff, parents, and mental health professionals regarding meeting students' developmental needs; provide guidance to teachers and staff in dealing with students with academic, behavioral, social, or emotional problems; assist teachers in identifying students with special needs and abilities.

1. Establish and maintain cooperative working relationships with various parent support groups, governmental and community family service agencies; involve these groups in assessment, interventions, and program procedures; develops a network of social referral resources.

1. Participate with teams in establishing and planning respective roles in modifying a student's behavior; develop individualized student behavior management programs; make recommendations; provide feedback to team members and parents.

1. Participate in, coordinate, or conduct activities that contribute to the effective operation of the schools.

1. 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.

1. Maintain appropriate reports and records on each assigned student; protect each student’s confidentiality; provide specific reports according to District procedures or as assigned.

1. 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.

1. Develop and implement comprehensive High School Beyond Plans for all students, ensuring alignment with 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 on HSBP, VANI, career interests, dual credit, rigorous courses, etc.

1. Assist students and families in navigating the financial aid process (FAFSA/WASFA), including scholarships, grants, and loans. Provide resources and workshops on college readiness, application processes, and financial planning to ensure all students are well-prepared for post-secondary education.

1. 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, 9th-grade success, credit attainment, etc. Engage families to provide culturally responsive support to historically underserved populations to ensure equitable access to resources.

OTHER JOB DUTIES

1. Maintain and update knowledge and skills required for success in the position by participating in professional development activities as needed or as assigned.

1. Performs related guidance duties as assigned, on a temporary basis.

1. 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.

Qualifications

MINIMUM QUALIFICATIONS
Education and Experience
Master’s degree in school counseling or school social work 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 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.
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.