K-12 School Counselor

Quileute Tribal School District

Business Office

P.O. Box 39

La Push, WA 98350

360-963-4100, FAX 360-963-4089

The mission of the Quileute Tribal School is for all students to gain and retain the knowledge and skills necessary to make them responsible, productive citizens. They will develop problem solving skills, communication skills, and self- sufficiency skills that will allow them to interact at all levels of society. They will protect, preserve and enhance the Quileute language and culture for future generations.

JOB DESCRIPTION

JOB TITLE:

K12 School Counselor

SALARY LEVEL:

Based on Certified Teacher 2022-23 Pay Scale

SHIFT:

8 Hours Per Day- (8 am-4 pm) =1.0 FTE

LOCATION:

Quileute Tribal School

EMPLOYEE:

Certificated Employee

REPORTS TO:

K12 Principal

DEPARTMENT:

Student Services

REVIEWED BY:

Student Services Director- Anita Baisley Date: 5/19/2021

K12 Principal- Cole Peregrine Date: 8/17/2022

Business and Finance Director- Sabrina Dean Date: 5/27/2021

APPROVED BY:

SuperintendenT- Mark J. Decker Date: 5/27/2021

QTS School Board (Motion # TBD) Date: Pending

JOB PURPOSE:

The School Counselor will develop, plan, and implement a comprehensive school guidance program based on the needs of the local children and families. Using research from Search Institute, develop a counseling program around the internal and external assets, mainstream perspectives and how the assets can be developed from local Indigenous perspectives.

Organizations to use to guide the development of the school guidance program include:

• Search Institute: https://www.search-institute.org/
• Search Institute: 40 Developmental Assets (handout)

https://page.search-institute.org/40-developmental-assets

• Native Youth Leadership Academy, WA http://wwnaec.org/nayla/
• Native Youth Leadership Academy https://youtu.be/d-__lyVcvk0
• The American School Association of National Standards and focused on the physical, social, intellectual, emotional and vocational growth.

An example of external and internal asset building from a Quileute Perspective is presented on the next page.

EXAMPLE: EXTERNAL Asset Building

Asset

Mainstream Perspectives

Quileute Perspective

Empowerment

Community values youth

Youth as resources

Service to others

Safety

Seasonal Round Events

Indigenous Awareness Day Participation

Coastal Canoe Participation

Welcome the Whales Ceremony

Elders Week

Title VII and JOM Committee Representation

Native Youth Leadership Academy

After School Clubs / Culture Nights

Family Development Training

Youth Leadership in events, ceremonies, clubs, circle, conferences

Native College Days

Coastal Canoe Participation

Quileute Days

Toys for Kids

Participate in Tribal Council / School Board/ City Council

EXAMPLE: INTERNAL Asset Building

Asset

Mainstream Perspectives

Quileute Perspective

Commitment to Learning

Achievement Motivation

School Engagement

Homework

Bonding to School

Reading for pleasure

Traditional Ways: Hunting, Giving first kill to Elders, Medicines, etc

Indigenous Foods, berry picking, labrador tea etc

Participation in ceremonies, Native Doings

raditional

Intergenerational Learning

Teaching / Tutoring younger children

Attendance or competing at Tribal Gatherings

Learning Songs and Stories

Source: Search Institute: 40 Developmental Assets (handout)

https://page.search-institute.org/40-developmental-assets

Source: Arlie Neskahi, Native Youth Leadership Academy, WA http://wwnaec.org/nayla/

Source: https://youtu.be/d-__lyVcvk0 Native Youth Leadership Academy

JOB DESCRIPTION

Responsibilities

Involve students in Native Youth Leadership programs.

Advises and counsels students regarding academic, educational, and short-term social and emotional problems.

Leads the school advisory program.

Manages the high school and beyond program.

Remains universally accessible and makes an effort to know every student for whom they are responsible.

Provides individual student planning and responsive services to support students and their families regarding academic matters. (General and Special Education).

Teaches guidance classes and provides guidance counseling to students through planned activities in small group or classroom settings to convey educational, social, and important school information, and offers workshops/seminars for parents.

Consults, facilitates, and maintains communication with parents, teachers, administrators, and pertinent agents on specific student and parent academic and educational matters including academic modifications and/or accommodations.

Provides feedback and recommends appropriate action and solutions to individual student’s academic and educational needs and abilities.

Participates on a Student Support Team (SST), identifies students who may need targeted or intensive services (Tier 2), and coordinates with behavioral health specialists.

Response To Intervention (RTI)

Tier 1: Classroom and Advisory Level

Tier 2: Timely Intervention rather than Sluggish Remediation (PLC Research)

Tier 3: Special Services

Assists students/parents in understanding school policies and procedures.

Assists students/parents in understanding and using the Skyward/Qualative program for laptops and mobile devices.

Provides brief counseling to address social and emotional concerns and appropriately refers students to behavioral health specialists.

Communicates, coordinates, and collaborates with Tribal and Non-Tribal behavioral health specialists on developing and implementing student supports.

Take a Leadership role by coordinating local “wrap around services” with Tribal and non-tribal entities.

Supports and attends appropriate local student activities and events.

Qualifications and Education Requirements

Master’s Degree in Counseling/Guidance, Education, or Social Work

Minimum of 1 year of school counseling or teaching experience

Understanding and familiarity with computer applications and word processing functions

Valid Washington School Counselor Certificate.

Must be able to pass random drug screening and background check

Required Knowledge, Skills, Abilities

Desire and ability to work with students at the specified age level with diverse backgrounds and levels of ability toward accomplishing their educational goals.

Ability to organize tasks and manage time to meet many and varied deadlines and communicate effectively with students, parents, school administrators and other staff, including the ability to discuss topics which may be sensitive.

Working familiarity with student assessment tools, especially in evaluating and interpreting standardized test results.

Knowledge of educational software: Google Applications For Education, Microsoft Products, Skyward, Edgenuity, Indistart, Career programs.

Demonstrated interest, commitment, and ability to work positively with students in and out of school.

Demonstrated strong classroom management strategies.

Demonstrated ability to positively contribute to decision making in collaboration with administrators and other staff members.

Willingness to collaborate with K-12 staff.

Knowledge and experience using technology to implement and enhance student learning.

Ability and willingness to address school and student needs and duties as assigned.

Willingness to supervise and hold students accountable within the classroom, on campus, and during school functions and field trips.

Preferred experience with diverse populations, specifically Native American and special needs students.

Evaluate and provide individual student progress reports in Skyward on a regular basis for general education students using Edgenuity online courses.

Meet with parents as required regarding student needs and progress; maintain student progress documentation.

Knowledge of current approaches to teaching and willingness to model behavior deemed appropriate by the school district and community.

Demonstrate ability to relate in a positive way with the students, staff, parents, and the community, i.e., skills in human relations which demonstrate cultural sensitivity to needs and concerns of others.

Develop lesson plans and instructional material and provide individualized and small group instruction to adapt the curriculum to the needs of each student.

Maintain regular attendance and grade reports as required.

Strive to update and maintain professional competence.

Comply with School Board policies and procedures.

Must be able to perform the essential functions of the job with or without reasonable accommodations.

Ability to maintain a high degree of confidentiality.

Ability to maintain accurate and complete student records and forms.

Ability to organize ideas, time, and materials to accomplish goals.

Background and experience in remediation methods.

Knowledge of Danielson frameworks.

Maintaining confidential files and/or records

Physical Requirements

Must be able to lift up to 25 pounds if needed.

Other Requirements

LANGUAGE SKILLS: Ability to read, analyze, and interpret written materials and maps. Ability to effectively communicate and present information to children, parents, and employees in English

MATHEMATICAL SKILLS: Ability to add, subtract, multiply and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to apply concepts of basic and advanced mathematics.

REASONING ABILITY: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

WORK/REST CYCLE: This position does not generate breaks but planning time is identified in the employee’s daily schedule. Daily 30-minute lunch breaks are scheduled.

EMPLOYEE WORKS: 8-hour days, Monday – Friday (includes 30-minute paid lunch break). NOTE: Some additional time may be needed for meetings, parent-teacher conferences, etc.

Except as provided in the Indian Preference Act (Title 25, U.S. Code section 472 and 473), the Quileute Tribal School shall not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, disability, veteran or military status, sexual orientation, gender expression or identity, disability, political beliefs (where applicable), marital status, familial or parental status, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts of America and other designated youth groups. The following employee(s) have been designated to handle questions and complaints of alleged discrimination: Title IX/RCW 28A.640, Ryan Stevens (360-374-5657); Section 504, Anita Baisley (360-374-5602); and Compliance Coordinator for State Law, Ryan Stevens (360-374-5657) at PO Box 39, 40 Ocean Drive, La Push, Washington 98350. The Quileute Tribal School is exempt under federal or state law pertaining to employment practices under which a preferential treatment is given to any individual because he or she is an Indian living on or near a reservation.

TO SUBMIT AN APPLICATION, PLEASE GO TO QTSCHOOLS.ORG UNDER EMPLOYMENT AND FOLLOW THE INSTRUCTIONS.

Job Types: Full-time, Contract

Benefits:

• Dental insurance
• Health insurance
• Life insurance
• Paid time off
• Professional development assistance
• Retirement plan
• Vision insurance

Schedule:

• 5x8
• 8 hour shift
• Day shift
• Monday to Friday

Ability to commute/relocate:

• La Push, WA 98350: Reliably commute or planning to relocate before starting work (Required)

Application Question(s):

• Able to pass pre-employment and random drug screening.

Education:

• Master's (Preferred)

Experience:

• Teaching: 1 year (Preferred)
• Individual / group counseling: 1 year (Preferred)

License/Certification:

• Washington State Counselor Certificate (Preferred)

Work Location: One location