Description

Bend-La Pine Schools

Bend, Oregon 97703

Bend-La Pine Schools is committed to the principle of equity. Equity supersedes the notion of equality, where all are treated the same. Pursuing equity requires the removal of barriers and the promotion of inclusive practices so that all students fully benefit. The principle of equity will inform all BLS policies, regulations, programs, operations, practices, and resource allocations.

Studies have shown that some individuals (women and people of color, for example) are less likely to apply for jobs unless they believe they meet every single qualification in a job description. Our goal is to find the best candidate for the position, and we acknowledge that that candidate may be an individual from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of our qualifications described. If you are unsure whether you meet the qualifications of a position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

Position Title:    Counselor on Special Assignment (COSA)

Department:      Student Services

Reports To:       Director of Social, Emotional, and Mental Well-Being

JOB DEFINITION:

The Counselor on Special Assignment (COSA) provides district-level coordination, and support for the development, implementation, and continuous improvement of Bend-La Pine Schools’ comprehensive K–12 school counseling program. This position works with Student Services leadership, school counselors, administrators, district departments, families, and community partners to strengthen aligned counseling practices, student support systems, and equitable access to academic, social-emotional, career, and postsecondary opportunities.

The COSA supports consistent implementation of the American School Counselor Association (ASCA) National Model, Multi-Tiered Systems of Support (MTSS), transition planning, family engagement, and college and career readiness efforts across schools. The position provides coaching, consultation, professional learning, technical assistance, and resource development for school counselors and administrators, while using program and student outcome data to evaluate services, identify needs, and support continuous improvement.

The COSA serves as a district resource for counseling-related systems, procedures, academic planning, course alignment, student transitions, and postsecondary readiness. The position requires collaboration across departments and schools to ensure counseling services are aligned, accessible, responsive to student needs, and supportive of district priorities.

ESSENTIAL JOB FUNCTIONS:

• Under the direction of Student Services leadership, support district-level leadership in the development, implementation, evaluation, and continuous improvement of the K-12 Comprehensive School Counseling Program (CSCP) aligned with ASCA National Model, state guidance, and district priorities.
• Lead and support districtwide counseling system improvements, including implementation planning, change management, and alignment of counseling practices across schools
• Support clarity, consistency, and alignment of school counselor roles and responsibilities through guidance, resources, professional learning, and implementation supports.
• Support site-based school counselors in the ongoing development and implementation of a Multi-Tiered, Multi-Domain System of Support (MTSS) that promotes academic, career, social-emotional, and postsecondary readiness outcomes for all students.
• Consult with site administrators, school counselors, families, and district staff regarding student support systems, interventions, accommodations, and best practices to ensure equitable access and success for all students.\
• Serve as a key resource for counseling-related policies, procedures, and student support services.
• Collaborate with Instructional Technology, Teaching and Learning, and other district departments to support the alignment of courses, transcript coding, and academic pathways with state graduation requirements, college admission expectations, NCAA eligibility requirements, and postsecondary opportunities.
• Provide training and technical support to school counselors regarding course alignment and postsecondary planning requirements.
• Support the development, review, and implementation of district academic programs, courses, and student learning opportunities to ensure alignment with district goals and student needs.
• Support K–12 transition planning and articulation processes that promote student success across grade spans, including elementary-to-middle school, middle-to-high school, and postsecondary transitions.
• Develop and support K–12 articulation systems that ensure continuity of academic planning, counseling programming, and student support practices across grade levels.
• Support districtwide family engagement and communication opportunities focused on student development, academic planning, social-emotional well-being, career exploration, postsecondary readiness, and available support services.
• Collaborate with district programs and alternative learning options to ensure equitable student access, consistent procedures, and aligned counseling practices throughout the district.
• Plan, facilitate, and support professional learning communities (PLCs) and collaborative structures for school counselors to strengthen professional practice and program implementation.
• In partnership with district leadership, plan, coordinate, and facilitate K–12 professional learning opportunities for school counselors focused on evidence-based practices, student outcomes, and program effectiveness.
• Serve on district committees, leadership teams, and collaborative work groups that support student success, educational equity, school climate, wellness, and college, career, and life readiness.
• Coordinate and support district initiatives related to college and career readiness, postsecondary planning, workforce development, and student transitions to ensure alignment across programs and departments.
• Identify, curate, and disseminate resources, research, professional learning opportunities, and best practices to school counselors, administrators, and district staff.
• Support district programs and initiatives designed to expand student access to enrichment, intervention, extended learning, summer learning, and other opportunities that promote student success.
• Provide coaching, mentoring, onboarding, and professional support for school counselors. Collaborate with site and district administrators to support counselor growth and professional practice.
• Develop systems for program evaluation, outcome reporting, and continuous improvement to measure the effectiveness and impact of counseling services.
• Support district systems for accurate documentation, data collection, compliance requirements, and program evaluation.
• Maintain timely, accurate documentation of all services provided to students in accordance with professional licensure standards, Medicaid billing requirements, district policies, and state regulations. This includes documenting all student sessions, developing and maintaining plans of care, and ensuring documentation supports reimbursement for school-based services.
• Represent district counseling programs and provide expertise regarding school counseling practices, state initiatives, professional standards, and emerging trends
• Perform related duties as assigned.

KNOWLEDGE, SKILLS, AND ABILITIES:

Knowledge:

• American School Counselor Association (ASCA) National Model, comprehensive school counseling program design, implementation, evaluation, and current best practices in K–12 school counseling programs.
• District-level program development, implementation science, systems alignment, and continuous improvement practices that support equitable student outcomes.
• Multi-Tiered Systems of Support (MTSS) and multi-domain student support frameworks as applied to academic, social-emotional, career, and postsecondary readiness supports, including Tier 1, Tier 2, and Tier 3 interventions.
• Federal, state, and district laws, rules, policies, and procedures related to school counseling, student records, confidentiality, FERPA, student supports, equitable access, and implementation of student services.
• Oregon graduation requirements, academic pathways, course planning and forecasting systems, transcript coding, credit practices, college admission expectations, NCAA eligibility requirements, and postsecondary planning processes
• Student transition and articulation practices across grade spans, including elementary-to-middle school, middle-to-high school, and high school-to-postsecondary transitions
• Data collection, analysis, student outcome measurement, and program evaluation practices used to assess counseling services, identify student needs, establish goals, and support continuous improvement.
• Program implementation, change management, and continuous improvement practices used to support districtwide initiatives and consistent implementation across schools
• Family engagement practices and community-based resources that support student academic development, professional learning design, adult learning theory, coaching, consultation, facilitation, and collaborative team practices that support professional growth and implementation of evidence-based practices.
• School-based documentation requirements, professional licensure standards, Medicaid billing requirements, and related service documentation practices.

Skills and Abilities:

• Best practices in providing support the development, implementation, evaluation, and continuous improvement of a comprehensive K–12 school counseling program aligned with ASCA standards, state guidance, and district priorities
• Coach, mentor, onboard, and provide professional guidance to school counselors across grade levels and school settings to strengthen program implementation, professional practice, and alignment with district expectations
• Design, facilitate, and monitor efficacy of professional learning, Professional Learning Communities (PLCs), collaborative teams, and districtwide counselor meetings focused on evidence-based practices, student outcomes, and continuous improvement
• Consult effectively with administrators, counselors, staff, families, and district leaders regarding counseling practices, student support systems, interventions, accommodations, procedures, and systems-level improvements.
• Analyze academic, attendance, behavior, program implementation, and student opportunity and outcome data to identify needs, evaluate effectiveness, establish goals, and recommend improvements.
• Communicate clearly and professionally with diverse audiences, including students, families, school staff, administrators, community partners, and district leaders.
• Coordinate districtwide projects, implementation plans, resources, timelines, and collaborative work across multiple schools, departments, and stakeholder groups.
• Support alignment of counseling practices with district priorities, equity goals, academic programs, course pathways, and postsecondary readiness efforts.
• Develop, curate, and share resources, guidance, and training materials for school counselors, administrators, and staff.
• Develop and support systems for program evaluation, outcome reporting, and continuous improvement to assess the effectiveness and impact of counseling services.
• Maintain confidentiality, professional boundaries, ethical standards, and sound judgment when working with sensitive student, family, and staff information.
• Leverage student information systems, postsecondary planning platforms, and district technology tools to improve counseling practices, support data-informed decision making, enhance documentation systems, and provide training
• Perform the essential functions of the position with or without reasonable accommodation.

WORKING CONDITIONS:

Work is performed in both office and school-based settings, including classrooms, meeting spaces, and professional development environments. The position requires prolonged sitting and computer use, as well as frequent standing, walking, and movement throughout school facilities. The role may involve lifting or transporting instructional materials, technology, or presentation equipment consistent with assigned duties.

The employee may be exposed to moderate noise levels and typical school environments while supporting classrooms and instructional programs. While the primary responsibilities focus on instructional support and program implementation, the employee may occasionally be required to provide student supervision support consistent with school operations.

The position requires regular travel between school sites and participation in meetings and professional development activities outside the regular instructional day, consistent with the applicable collective bargaining agreement.

The role requires sustained attention, instructional expertise, facilitation of adult learning, collaboration with licensed staff and administrators, and the ability to lead professional development sessions. The position demands effective communication, organizational skills, and the ability to manage multiple projects while supporting district initiatives. The employee must be able to perform the essential functions of the position with or without reasonable accommodation.

MINIMUM AND PREFERRED QUALIFICATIONS:

Minimum:

• Master’s degree from an accredited college or university in school counseling, counseling, mental health, education, or a closely-related field.
• Valid Oregon TSPC School Counselor license, or ability to obtain Oregon licensure prior to assignment.
• Demonstrated experience as a school counselor or in a closely related student support role in a K–12 setting.
• Demonstrated knowledge of comprehensive school counseling programs, Multi-Tiered Systems of Support, student support systems, confidentiality requirements, and the American School Counselor Association National Model.
• Ability to use student, program, and outcome data to identify needs, support student success, and inform program improvement.
• Ability to obtain and maintain any credentials required to serve as a School-Based Health Services provider in Oregon, including a National Provider Identifier and Medicaid provider number, if required for the assignment.

Preferred:

• Minimum of five (5) years of demonstrated leadership experience at the building and/or district level.
• Experience as a school counselor at two or more grade level spans (elementary, middle, or high school).
• Experience at the high school level, including academic planning, graduation requirements, transcript review, postsecondary planning, college admission processes, NCAA eligibility, or career readiness systems.
• Experience leading professional learning, facilitating collaboration among counseling staff, and supporting program implementation across multiple schools.
• Experience with SchooLinks, including the ability to train and support counselors and staff in the effective use of the platform to enhance college, career, and postsecondary planning.

Expectations of Professional Conduct:

Employees of Bend-La Pine Schools are expected to adhere to all Bend-La Pine Schools policies and regulations, ensuring compliance with established procedures and expectations. They are to prioritize the well-being of students, aligning their conduct with the core values of public education and the mission, vision, and goals of Bend-La Pine Schools. This entails maintaining consistent and punctual attendance while adhering to site and/or district protocols for reporting absences.

Professionalism extends to personal presentation, with employees expected to maintain attire and grooming appropriate to their roles. While carrying out everyday tasks independently, it's essential to maintain professionalism in how you communicate, both verbally and nonverbally, with students, parents/guardians, the public, and colleagues. This includes valuing and respecting cultural and background differences. Employees of Bend-La Pine Schools are entrusted with fostering a respectful working and learning environment, upholding confidentiality regarding student, staff, and district information at all times.

The statements herein reflect the general nature and level of work expected in this position and are not intended to be an exhaustive list of all responsibilities, duties, or qualifications. 

Employees may be assigned additional duties as needed to support district operations, provide coverage, and ensure the effective functioning of the organization. This may include location changes to the assignment in order to address developing district needs.

Requirements

Please Provide:

Resume

Cover Letter

2 Letters of Recommendation

License

Transcripts are not needed as part of the application but are required prior to employment for salary placement purposes. 

INTERNAL CERTIFIED APPLICATION REQUIREMENTS:

Resume

Cover Letter

1 Letter of Recommendation

If you would like to include more than the one required letter of recommendation, you may do so.

Note to Current Employees: The system will not allow you to directly upload supporting materials, so please email supporting documents to [email protected]