2026-27 School Counselor
ReNEW Schools, South San Francisco, CA, United States
Class Title: School Counselor
Reports to: Principal
South San Francisco Unified School District
The South San Francisco Unified School District (SSFUSD) community includes 15 schools supporting 8,000 students in Daly City, San Bruno, and South San Francisco.
Our mission is that in partnership with our community, SSFUSD will provide exceptional instruction, engaging experiences, and equitable and accessible opportunities and resources to further support our diverse student body so that students are equipped to learn, thrive, navigate their future with purpose, and impact their community.
In February 2024, the School Board for SSFUSD adopted our new Vision and Five-Year Strategic Plan. Educators are at the heart of our priorities – exceptional instruction, engaged students, purposeful partnerships, empowered educators, and equity-centered systems.
Basic Function
Under the supervision of an administrator and in collaboration with school staff, families, and the community, a school counselor provides a data‑driven, comprehensive school counseling program, aligned with the American School Counseling Association (ASCA) National Model and CAMTSS Framework ensuring that academic, college/career, and personal/social emotional services are offered to all students. The school counselor assumes a leadership role in the development of an appropriate program for the school site. A school counselor works in collaboration with all educational partners, including school staff, administrators, parents, and community members, to be an advocate for students to maximize student potential and academic achievement, so that students graduate from high school “college and career ready” and with the necessary social and emotional skills to be productive members of society. In accordance with the ASCA National Model Professional Standards and Competencies, school counselors are responsible for the fulfillment of the essential duties set forth below. Performs other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.
Essential Duties and Responsibilities
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills, and other characteristics. This list is illustrative only and is not a comprehensive listing of all functions and tasks performed by positions in this class. Management reserves the right to add, modify, change, or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the role.)
Plan, evaluate, and revise the annual school counseling program to make data‑driven decisions to support the goals and action plans of the counseling program, and establish an annual calendar for counseling program activities.
Work in alignment with the ASCA Mindsets & Behaviors for student success and Multi‑Tiered, Multi‑Domain System of Supports (MTMDSS) model, collaborating with teachers, staff and parents to implement Tier 1 core counseling classroom lessons, Tier 2 interventions, and Tier 3 supports.
Use multiple data sources and assessments to identify students in need of intervention. Collaborate with other student support professionals to meet the intervention needs of students and monitor the effectiveness of the intervention placement to improve student achievement, college/career readiness, and social‑emotional well‑being.
Collaborate with other educators, parents, and the community to implement a developmentally appropriate core counseling curriculum by grade level to support student knowledge and skills in the areas of academic, social‑emotional, and college/career.
Participate in activities that contribute to the effective delivery of educational service, including collaboration, delivery of professional learning, and consultation with other professionals in enhancing the education of students.
Establish and maintain effective relationships with staff and administrators; communicate with administrators, teachers, and staff, students, parents, and the community regarding the school counseling program and its role in the educational program.
Communicate and provide opportunities for parents to maximize students’ social and academic adjustment, post‑secondary college and career path, explain school policies, and assist in understanding developmental stages.
Articulate with elementary, middle, and high schools, and post‑secondary personnel, to assist students in making a smooth transition between each level.
Consult and collaborate with families to assist with concerns and decisions directly related to student achievement, college/career readiness, and social‑emotional well‑being.
Conduct structured, solution‑focused, individual, small, and large group counseling sessions to assist students in exploring, interpreting, and developing personal decision‑making competencies, to enhance self‑esteem and self‑understanding; develop academic, career, and personal/social life plans.
Refer students and families to appropriate early identification, intervention, and postvention services, consult and collaborate with school system specialists and community‑based resources to support coordinated care.
Use inclusive practices to promote acceptance and cultural awareness, leading to a safe and secure school environment where every student feels positively connected and engaged with their school community.
Participate as a member of the site and district leadership teams.
Participate as a member of the Crisis Response Team to provide prevention for students/staff utilizing the district’s protocol.
Evaluate records and develop reports concerning new or ongoing programs and program activities, and effectiveness; prepare statistical reports as required.
Develop survey instruments; conduct surveys of program participants to determine participant needs; interpret and record survey results; implement program changes in response to results.
Maintain awareness of current trends and pursue professional growth opportunities in the educational field; incorporate new developments into programs as appropriate.
Advise students in developing individualized, appropriate course choices based on a four‑ and six‑year plan of study and identified career interests.
Collaborate and consult with teachers and staff to assist with planning and implementing appropriate classroom interventions for students.
Participate in parent and/or teacher conferences to address the individual academic needs of students.
Provide and support parents/guardians by communicating academic progress, workshops, resources, and opportunities to enhance individual student success.
Use best practices and strategies to appraise and assess the abilities, personal development, and well‑being of students.
Establish appropriate referral and responsive services to assist students in utilizing both school and community resources to develop student self‑agency.
Facilitate developmentally appropriate individual and small group counseling to enhance self‑esteem, build positive peer relationships, and develop proactive coping skills.
Refer students and their families to a higher level of care within mental health services and outside agencies as appropriate.
Support parents/guardians to stay informed about current mental health trends and resources.
Coordinate opportunities by providing schoolwide activities related to careers, soft skills, college, and career readiness to offer college exposure and access for students.
Collaborate with college access community‑based organizations and other district outreach partners.
Support parents/guardians to stay informed about post‑secondary opportunities and resources.
Perform other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.
Knowledge and Abilities
Knowledge of
American School Counseling Association National Model & Ethical Standards.
CAMTSS Framework.
Data collection and analysis.
Graduation and college entrance requirements.
Suicide risk assessment.
Child abuse reporting laws.
Community referral sources.
Human growth and development.
Counseling theories and practices.
Confidentiality, HIPAA and FERPA requirements.
Customer service and interpersonal skills using professionalism, tact, patience, and courtesy.
Diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of District learners.
Oral and written communication skills.
Record‑keeping techniques.
Ability to
Gather, analyze, and organize information and resources.
Listen and effectively communicate in a professional capacity with all educational partners.
Read, perform basic mathematical calculations, write reports, and use technology effectively.
Prepare and maintain a variety of documents.
Read, interpret, apply, and explain regulations, policies, and procedures.
Education and License Required
A Master’s degree from an accredited university in School Counseling.
Pupil Personnel Services (PPS) Credential in the area of School Counseling.
Working Conditions
Environment
Dynamic Settings: Primary work is performed in office and classroom environments across various school sites.
Mobility: Requires frequent travel to district offices, County Offices of Education, and community partner locations.
Pace: High‑volume environment with frequent interruptions and a need to pivot quickly between administrative tasks and crisis intervention.
Physical Demands
Communication: Sufficient clarity of speech and hearing to communicate effectively in person, on the phone, and via digital conferencing.
Vision: Ability to read printed materials, digital displays, and observe student behavior/body language.
Dexterity: Fine motor skills to operate computers, tablets, and standard office equipment.
Movement: Frequent sitting, standing, and walking; occasional bending, reaching, and the ability to lift/move materials or equipment up to 30 pounds.
Transportation: Access to reliable personal transportation for multi‑site responsibilities.
Interpersonal & Environmental Factors
Climate: Generally works in a climate‑controlled office; however, may be exposed to outdoor weather during yard duty or school events.
Emotional Labor: Frequent interaction with students, families, and staff who may be in states of high emotional distress. Must be able to maintain professional composure while interpreting and enforcing district policies in sensitive situations.
Noise Levels: Moderate to high during passing periods, assemblies, or in communal school areas.
Non‑Discrimination Policy
The South San Francisco Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, reproductive health decision making, physical or mental disability, medical condition, sex, sexual orientation, gender, gender identity, gender expression, veteran or military status, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
(Board Policy 0410)
No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee’s actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics.
(Board Policy 4030)
Application Requirements
Updated resume.
Transcripts of your undergraduate degree, and graduate degrees if applicable. Unofficial transcripts are acceptable for application purposes only. Official transcripts will be required if you are extended an offer to work in the district.
Proof of Pupil Personnel Services Credential or (PPS) Intern Credential and proof of enrollment in a post‑masters PPS program.
Proof of any additional credential, certificate, or authorization if applicable (e.g. LMFT/LCSW/LPCC, AMFT/ACSW/APCC, etc.).
Effective January 1, 2025: Under Education Code section 44939.5, you must provide a complete list of all prior employment with any Local Education Agency (LEA), including school districts, county offices of education, charter schools, or state special schools, including part‑time and substitute roles.
Provide clearance of TB test, as mandated by California Education code.
Submit fingerprints for California Department of Justice and Federal Bureau of Investigation clearance.
*Please note that this job description is subject to Board review. The details are subject to change upon approval.
#J-18808-Ljbffr
Reports to: Principal
South San Francisco Unified School District
The South San Francisco Unified School District (SSFUSD) community includes 15 schools supporting 8,000 students in Daly City, San Bruno, and South San Francisco.
Our mission is that in partnership with our community, SSFUSD will provide exceptional instruction, engaging experiences, and equitable and accessible opportunities and resources to further support our diverse student body so that students are equipped to learn, thrive, navigate their future with purpose, and impact their community.
In February 2024, the School Board for SSFUSD adopted our new Vision and Five-Year Strategic Plan. Educators are at the heart of our priorities – exceptional instruction, engaged students, purposeful partnerships, empowered educators, and equity-centered systems.
Basic Function
Under the supervision of an administrator and in collaboration with school staff, families, and the community, a school counselor provides a data‑driven, comprehensive school counseling program, aligned with the American School Counseling Association (ASCA) National Model and CAMTSS Framework ensuring that academic, college/career, and personal/social emotional services are offered to all students. The school counselor assumes a leadership role in the development of an appropriate program for the school site. A school counselor works in collaboration with all educational partners, including school staff, administrators, parents, and community members, to be an advocate for students to maximize student potential and academic achievement, so that students graduate from high school “college and career ready” and with the necessary social and emotional skills to be productive members of society. In accordance with the ASCA National Model Professional Standards and Competencies, school counselors are responsible for the fulfillment of the essential duties set forth below. Performs other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.
Essential Duties and Responsibilities
(Essential functions, as defined under the Americans with Disabilities Act, may include the following tasks, knowledge, skills, and other characteristics. This list is illustrative only and is not a comprehensive listing of all functions and tasks performed by positions in this class. Management reserves the right to add, modify, change, or rescind the work assignments of different positions and to make reasonable accommodations so that qualified employees can perform the essential functions of the role.)
Plan, evaluate, and revise the annual school counseling program to make data‑driven decisions to support the goals and action plans of the counseling program, and establish an annual calendar for counseling program activities.
Work in alignment with the ASCA Mindsets & Behaviors for student success and Multi‑Tiered, Multi‑Domain System of Supports (MTMDSS) model, collaborating with teachers, staff and parents to implement Tier 1 core counseling classroom lessons, Tier 2 interventions, and Tier 3 supports.
Use multiple data sources and assessments to identify students in need of intervention. Collaborate with other student support professionals to meet the intervention needs of students and monitor the effectiveness of the intervention placement to improve student achievement, college/career readiness, and social‑emotional well‑being.
Collaborate with other educators, parents, and the community to implement a developmentally appropriate core counseling curriculum by grade level to support student knowledge and skills in the areas of academic, social‑emotional, and college/career.
Participate in activities that contribute to the effective delivery of educational service, including collaboration, delivery of professional learning, and consultation with other professionals in enhancing the education of students.
Establish and maintain effective relationships with staff and administrators; communicate with administrators, teachers, and staff, students, parents, and the community regarding the school counseling program and its role in the educational program.
Communicate and provide opportunities for parents to maximize students’ social and academic adjustment, post‑secondary college and career path, explain school policies, and assist in understanding developmental stages.
Articulate with elementary, middle, and high schools, and post‑secondary personnel, to assist students in making a smooth transition between each level.
Consult and collaborate with families to assist with concerns and decisions directly related to student achievement, college/career readiness, and social‑emotional well‑being.
Conduct structured, solution‑focused, individual, small, and large group counseling sessions to assist students in exploring, interpreting, and developing personal decision‑making competencies, to enhance self‑esteem and self‑understanding; develop academic, career, and personal/social life plans.
Refer students and families to appropriate early identification, intervention, and postvention services, consult and collaborate with school system specialists and community‑based resources to support coordinated care.
Use inclusive practices to promote acceptance and cultural awareness, leading to a safe and secure school environment where every student feels positively connected and engaged with their school community.
Participate as a member of the site and district leadership teams.
Participate as a member of the Crisis Response Team to provide prevention for students/staff utilizing the district’s protocol.
Evaluate records and develop reports concerning new or ongoing programs and program activities, and effectiveness; prepare statistical reports as required.
Develop survey instruments; conduct surveys of program participants to determine participant needs; interpret and record survey results; implement program changes in response to results.
Maintain awareness of current trends and pursue professional growth opportunities in the educational field; incorporate new developments into programs as appropriate.
Advise students in developing individualized, appropriate course choices based on a four‑ and six‑year plan of study and identified career interests.
Collaborate and consult with teachers and staff to assist with planning and implementing appropriate classroom interventions for students.
Participate in parent and/or teacher conferences to address the individual academic needs of students.
Provide and support parents/guardians by communicating academic progress, workshops, resources, and opportunities to enhance individual student success.
Use best practices and strategies to appraise and assess the abilities, personal development, and well‑being of students.
Establish appropriate referral and responsive services to assist students in utilizing both school and community resources to develop student self‑agency.
Facilitate developmentally appropriate individual and small group counseling to enhance self‑esteem, build positive peer relationships, and develop proactive coping skills.
Refer students and their families to a higher level of care within mental health services and outside agencies as appropriate.
Support parents/guardians to stay informed about current mental health trends and resources.
Coordinate opportunities by providing schoolwide activities related to careers, soft skills, college, and career readiness to offer college exposure and access for students.
Collaborate with college access community‑based organizations and other district outreach partners.
Support parents/guardians to stay informed about post‑secondary opportunities and resources.
Perform other related duties as assigned that are consistent with the scope and intent of the position and support the operational needs of the school site and district.
Knowledge and Abilities
Knowledge of
American School Counseling Association National Model & Ethical Standards.
CAMTSS Framework.
Data collection and analysis.
Graduation and college entrance requirements.
Suicide risk assessment.
Child abuse reporting laws.
Community referral sources.
Human growth and development.
Counseling theories and practices.
Confidentiality, HIPAA and FERPA requirements.
Customer service and interpersonal skills using professionalism, tact, patience, and courtesy.
Diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of District learners.
Oral and written communication skills.
Record‑keeping techniques.
Ability to
Gather, analyze, and organize information and resources.
Listen and effectively communicate in a professional capacity with all educational partners.
Read, perform basic mathematical calculations, write reports, and use technology effectively.
Prepare and maintain a variety of documents.
Read, interpret, apply, and explain regulations, policies, and procedures.
Education and License Required
A Master’s degree from an accredited university in School Counseling.
Pupil Personnel Services (PPS) Credential in the area of School Counseling.
Working Conditions
Environment
Dynamic Settings: Primary work is performed in office and classroom environments across various school sites.
Mobility: Requires frequent travel to district offices, County Offices of Education, and community partner locations.
Pace: High‑volume environment with frequent interruptions and a need to pivot quickly between administrative tasks and crisis intervention.
Physical Demands
Communication: Sufficient clarity of speech and hearing to communicate effectively in person, on the phone, and via digital conferencing.
Vision: Ability to read printed materials, digital displays, and observe student behavior/body language.
Dexterity: Fine motor skills to operate computers, tablets, and standard office equipment.
Movement: Frequent sitting, standing, and walking; occasional bending, reaching, and the ability to lift/move materials or equipment up to 30 pounds.
Transportation: Access to reliable personal transportation for multi‑site responsibilities.
Interpersonal & Environmental Factors
Climate: Generally works in a climate‑controlled office; however, may be exposed to outdoor weather during yard duty or school events.
Emotional Labor: Frequent interaction with students, families, and staff who may be in states of high emotional distress. Must be able to maintain professional composure while interpreting and enforcing district policies in sensitive situations.
Noise Levels: Moderate to high during passing periods, assemblies, or in communal school areas.
Non‑Discrimination Policy
The South San Francisco Unified School District is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, reproductive health decision making, physical or mental disability, medical condition, sex, sexual orientation, gender, gender identity, gender expression, veteran or military status, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.
(Board Policy 0410)
No district employee shall be discriminated against or harassed by any coworker, supervisor, manager, or other person with whom the employee comes in contact in the course of employment, on the basis of the employee’s actual or perceived race, color, ancestry, national origin, age, religious creed, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran or military status, sex, sexual orientation, gender, gender identity, gender expression, or association with a person or group with one or more of these actual or perceived characteristics.
(Board Policy 4030)
Application Requirements
Updated resume.
Transcripts of your undergraduate degree, and graduate degrees if applicable. Unofficial transcripts are acceptable for application purposes only. Official transcripts will be required if you are extended an offer to work in the district.
Proof of Pupil Personnel Services Credential or (PPS) Intern Credential and proof of enrollment in a post‑masters PPS program.
Proof of any additional credential, certificate, or authorization if applicable (e.g. LMFT/LCSW/LPCC, AMFT/ACSW/APCC, etc.).
Effective January 1, 2025: Under Education Code section 44939.5, you must provide a complete list of all prior employment with any Local Education Agency (LEA), including school districts, county offices of education, charter schools, or state special schools, including part‑time and substitute roles.
Provide clearance of TB test, as mandated by California Education code.
Submit fingerprints for California Department of Justice and Federal Bureau of Investigation clearance.
*Please note that this job description is subject to Board review. The details are subject to change upon approval.
#J-18808-Ljbffr