Bilingual School Counselor (Middle/High School)

Job Type

Full Time


Minimum: $56,693
Maximum: $91,519




United States


Pay Plan: ET ‐ 15 (10 Month) Grade: ET

Step/Salary: 1‐10 / $56,693  ‐ $91,519

Location: Washington, DC

Our public school students need your expertise, passion and leadership.

We are looking for highly motivated and skilled talent to join our team at District of Columbia Public Schools (DCPS). We seek individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central office employees.

DCPS serves 48,600 students in the nation's capital through the efforts of approximately 4,000 educators in 116 schools. As part of a comprehensive reform effort to become the preeminent urban school system in America, DCPS intends to have the highest‐performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central office staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students.

Position Overview

The Counselor, Middle/High School is responsible for providing a comprehensive school counseling program that is

preventative in design, developmental in implementation, and supports DCPS students in the areas of academic achievement, career and college planning, and personal and social development. The Counselor also serves as consultant to educators, families and community partners. The Counselor receives technical assistance, guidance and instruction from the Principal while working in coordination with the Director of Counseling/Supervisor of School Counseling Program. Additionally, Counselors works closely with faculty and staff of local school, DCPS Central Office, various social services agencies (i.e., D.C. Child and Family Services Agency (CFSA), the Superior Court, personnel from other public school systems and parents. This is an 11‐month position. The Counselor, Middle/High School is required to report for duty for the two weeks immediately following the end of the school year and the two weeks immediately preceding the start of the school year. This position is a safety‐sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.

The Counselor (Middle/High School) will report to the Principal.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

The Counselor, Middle/High School is responsible for developing, implementing and managing a comprehensive school counseling program to serve the academic, social, and career development needs of students enrolled in DCPS. The primary purpose of the comprehensive school counseling program is the support of the instructional and academic goals of DCPS.

More specifically, the Counselor performs the following:

Development and Management

  • Uses data to develop and inform the school counseling program and evaluates the program’s impact on the school’s instructional goals.
  • Coordinates comprehensive school counseling program at the high school level.
  • Supports the transition of student records and data between school years related to the secondary school counseling program, i.e. ensuring proper and accurate student schedules, supporting the registration process and using data to support student planning.
  • Collaborates on the development and management of comprehensive school counseling program with the school administrator or instructional leader.
  • Communicates and shares the goal of the comprehensive school counseling program to education stakeholders including students, families and community partners.
  • Develops and maintains a written plan for effective delivery of the school counseling programs based on the DCPS annual student achievement goals and aligned with the American School Counseling Association (ASCA) National Standards for School Counseling Programs.
  • Uses the majority of the time (80%) to provide direct services to students through preventative and responsive services, including individual student planning, and uses the remaining time in development and management, system support and accountability.

Preventative and Responsive Services

  • Designs, implements and assesses the guidance curriculum.
  • Utilizes responsive counseling, initiating individual and group sessions for students’ personal, social and academic concerns.
  • Consults with families and staff to appraise student needs and interests and to discuss appropriate recommendations for educational options.
  • Plans, coordinates and provides classroom group guidance sessions to meet the identified guidance and counseling competencies in the areas of academic achievement, career and educational development, and personal and social development.
  • Assesses student needs and makes referrals to appropriate school resource personnel, social agencies, community agencies and alternative programs.

Individual Student Planning

  • Prepares students for the transition to the next level: college, career, post high school activities and post-secondary options.
  • Advertises course offerings to students and supports the scheduling process.
  • Completes the course selection process including updating and editing student course selections.
  • Plans and coordinates programs such as career and college fairs, test skills preparation, improved attendance activities and other extensions of the counseling program to support students' knowledge of post-secondary options.
  • Assist students in navigating their academic, workplace and community experiences, through the use of individual student planning which includes individual graduation portfolios (IGP), student interviews, letter of understanding (LOU) and other planning tools.
  • Collaborates with parents/guardians and educators to assist students with educational and career planning.
  • Collaborates with school management teams in order to advocate for students need and provide guidance for school staff.

System Support

  • Guides, coordinates and supports other school staff in implementing school wide advisory programs.
  • Uses responsive counseling strategies to establish relationships and collaborate with educators, students, families and community partners; these strategies should reflect recognition of and respect for each individual. And promotes an understanding and appreciation of diverse population and cultures.
  • Assists families in obtaining services for their children through an appropriate referral and follow-up process.
  • Serves as liaison between the social services agencies (i.e., D.C. Child and Family Services Agency) and personnel from the various school systems where wards of the District of Columbia are attending school.
  • Assists teachers in understanding their students, including providing and interpreting student data.
  • Provides in-service training on topics related to the school counseling program and supporting student achievement.


  • Conducts at minimum a yearly program audit to review the extent and qualify of program implementation.
  • Prepares and submits a variety of reports and data, to ensure fulfillment of established program requirements.
  • Uses all available data, including academic grades, discipline referrals and attendance data, to identify students in need and to deliver services.
  • Interprets tests, student data and other assessment results appropriately within the counseling environment for the purpose of developing and implementing academic plans for individual students.


  • Master’s Degree from an accredited college or university in school guidance and counseling.
  • Meets the District of Columbia Office of the State Superintendent of Education (OSSE) certification requirements for school guidance and counseling and retains a current and valid certification as a professional school counselor.
  • Ability to learn student information system (DC STARS).
  • Familiarity with Family Education Rights and Privacy Act (FERPA), District of Columbia Municipal Regulations, Title 5 Education, The ASCA National Model: A Framework for School Counseling Programs, ASCA National Standards, ASCA School Counselor Competencies, ASCA Ethical Guidelines and ASCA School Counselor Performance Standards.
  • Ability to learn and follow Directives of the Chancellor, internal operating procedures and other guidelines established by the Office of the Chief Academic Officer.
  • Ability to analyze data to inform work and decision making, analyze and evaluate available data, assess student needs and develop and implement procedures and policies to support student achievement.

Personal Qualities of Top Candidates

  • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data‐Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem‐Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
  • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non‐routine situations.
  • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
  • Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities. Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high‐quality and courteous manner.

Level of Language Proficiency

Bilingual Spanish and English Speaker

Professional Level


Minimum Education Required

Master's degree

How To Apply

Please complete the following application: