2027-28 Counselor on Special Assignment (COSA)

South San Francisco Unified School District; South San Francisco (CA); On-site; USD 90,000 - 120,000; Full time

Job summary

South San Francisco Unified School District in Daly City, CA, is seeking a Counselor on Special Assignment to support school counseling services and professional growth among staff. The COSA will focus on developing research-based practices and personalized support aligned with district goals.

The role emphasizes collaboration with instructional leaders to design and deliver professional development, monitor data, and ensure alignment with ASCA, CASEL, and state standards for college and career

Qualifications

• Valid California Driver’s License
• Bachelor’s degree from accredited college or university, master’s degree preferred
• Valid California counseling credential (PPS or equivalent)
• Minimum five years of successful teaching or counseling experience

Responsibilities

• Implement a collaborative coaching and learning approach.
• Develop and maintain a confidential, collegial relationship with all stakeholders.
• Assist counselors, in a collaborative model of observation, conversation, and lesson demonstration, to analyze and reflect on their practice to promote quality instructional and counseling practices.
• Model effective, differentiated instruction/counseling strategies.
• Conduct demonstration lessons and non-evaluative classroom observations for coaching purposes.
• Facilitate professional collaborative teams among teachers in which issues related to implementing effective content instruction are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.

Education

Bachelor’s degree

Master’s degree preferred

Valid California counseling credential (PPS or equivalent)

Job description

Priority Round 1 Applications due Friday, November 30, 2026

For applications received during Priority Round 1, interviews will be held in December 2026.

Priority Round 2 Applications due Monday, January 4, 2026

For applications received during Priority Round 2, interviews will be held in January 2027. Applicants should note that posted positions may be filled in Priority Round 1, and interviews for Priority Round 2 will only be held if open positions remain.

Note: Special Assignment positions are posted and filled as one-year limited term assignments.

Position: Counselor on Special Assignment (COSA)

Reports to: Assistant Superintendent of Student and Family Services

Position Type: Full-time, working 186 days per year

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.

Summary:

Under the supervision of the Assistant Superintendent of Student and Family Services, the Counselor on Special Assignment (COSA) will work as a colleague with counseling staff to support student learning and support professional growth of all staff. The COSA will focus on individual and group professional development that will expand and refine the understanding about research-based effective counseling practices and programs. The COSAwill provide personalized support that is based on the goals and identified needs of individual counselors. The COSA will serve as a member of the Educational Services team working to align district and school site goals and to evaluate student data in support of effective school improvement planning. The COSA will work collaboratively with other instructional leaders to design and deliver professional development as directed.

Priorities for this role for 2027-2028:

• Lead the implementation of CCGI (California Colleges Guidance Initiative) as part of the high school counseling program
• Develop a scope and sequence and student outcomes for SSFUSD’s Tier 1 comprehensive counseling program
• Develop and implement career and interest exploration curriculum as part of the middle school counseling program
• Support and assist in implementation of SSFUSD’s Peer Counseling and Wellness Center projects as part of the SBHIP grant partnership with SMCOE

Essential Duties and Responsibilities:

• Implement a collaborative coaching and learning approach.
• Develop and maintain a confidential, collegial relationship with all stakeholders.
• Assist counselors, in a collaborative model of observation, conversation, and lesson demonstration, to analyze and reflect on their practice to promote quality instructional and counseling practices.
• Model effective, differentiated instruction/counseling strategies.
• Conduct demonstration lessons and non-evaluative classroom observations for coaching purposes.
• Facilitate professional collaborative teams among teachers in which issues related to implementing effective content instruction are considered, current research and writing on effective practice is read and discussed, engaging lessons are planned, and student work and data are reviewed to inform instruction.
• Facilitate ad hoc, grade-level, site, and district team meetings in which issues related to implementing effective content, skills and problem solving instruction are considered, current research and writing on effective practice is read and discussed, and student progress, needs, and data are reviewed.
• Provide comprehensive/balanced training in and across given subject areas and curricular areas.
• Participate fully in professional development for coaches, including peer observations, professional research and reading, and inquiry sessions.
• Assist counselors and teams in aligning their counseling activities, curriculum, and program with the ASCA National Model and Counseling Standards, CASEL Framework, and Common Core State Standards for College and Career Readiness.
• Work collaboratively and collegially with other Instructional Coaches, curriculum specialists and district specialists.
• Monitor intervention programs by observing and meeting with counselors.
• Instruct and support counselors with curriculum, software programs, and technologies, including for collecting, analyzing, and reporting data.
• Assist with the development of district curriculum, instruction and assessments.
• Maintain professional competence through participation in in-service education activities provided by the District and other professional growth activities, keeping informed of best practices and trends.
• Participate in district committees as appropriate.
• Attend training and meetings as designated by the supervisor.
• Participate in faculty and department meetings and committees, as needed or assigned.
• Perform other duties as assigned.

Qualifications, Education and Experience:

• Valid California Driver’s License
• Bachelor’s degree from accredited college or university, master’s degree preferred
• Valid California counseling credential (PPS or equivalent)
• Minimum five years of successful teaching or counseling experience

Working Conditions:

Environment:

• Dynamic Settings: Primary work is performed in office and classroom environmentsacross 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 quicklybetween administrative tasks and crisis intervention.

Physical Demands:

• Communication: Sufficient clarity of speech and hearing to communicate effectively inperson, on the phone, and via digital conferencing.
• Vision: Ability to read printed materials, digital displays, and observe studentbehavior/body language.
• Dexterity: Fine motor skills to operate computers, tablets, and standard officeequipment.
• 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 tooutdoor 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 composurewhile interpreting and enforcing district policies in sensitive situations.
• Noise Levels: Moderate to high during passing periods, assemblies, or in communalschool areas.

Non-Discrimination Policy:

The South San Francisco Unified School District is committed to providing equal opportunityfor all individuals in district programs and activities. District programs, activities, and practicesshall be free from unlawful discrimination, including discrimination against an individual orgroup based on race, color, ancestry, nationality, national origin, immigration status, ethnicgroup 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, orgenetic information; a perception of one or more of such characteristics; or association with aperson or group with one or more of these actual or perceived characteristics. (Board Policy0410)

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 ofemployment, on the basis of the employee's actual or perceived race, color, ancestry, nationalorigin, age, religious creed, marital status, pregnancy, physical or mental disability, medicalcondition, 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 ofthese actual or perceived characteristics. (Board Policy 4030)