Special Education Counselor

Plano ISD; Campus (IL); On-site; USD 65,000 - 85,000; Full time

Job summary

Plano ISD is seeking a dedicated Special Education Campus Teacher/Support/Guidance Counselor to plan and provide counseling services for students with educational needs. The role includes evaluating students and delivering therapeutic interventions to support their participation in the educational program.

The position requires a Master's degree and valid Texas licensure or SPED-endorsed counseling certification.

Qualifications

• Master's degree from an accredited university.
• Valid Texas licensure in a mental health field or valid Texas Counseling certificate with Special Education endorsement.

Responsibilities

• Provide counseling services and plan interventions for special education students.
• Prepare evaluation reports and IEP documentation for ARD/IEP meetings.
• Consult with teachers and staff on intervention strategies to support student success.
• Engage in crisis intervention and follow-up as needed for students in distress.
• Collaborate with parents and outside agencies to coordinate services for students.

Skills

Emotional/behavioral needs

Developmental psychology

Counseling techniques

Mental health knowledge

Substance use awareness

Education

Master's degree

Texas licensure or SPED endorsement

Job description

• Position Type: Special Education - Campus Teacher/Support/ Guidance Counselor
• Date Posted: 9/1/2026

Primary Purpose:

• Plan and provide counseling services to special education students who demonstrate an educational need. Evaluate students and provide therapeutic interventions to eliminate or reduce problems or impairments that interfere with student's ability to derive benefit from the educational program

Qualifications:

Education/Certification:

• Master's Degree from an accredited university
• Valid Texas licensure in a mental health field or valid Texas Counseling certificate with Special Education endorsement

Special Knowledge/Skills:

• Knowledge of the needs of students who have emotional/physical disabilities, including general knowledge of curriculum and instructional adaptations necessary to meet those needs
• Childhood and adolescent development; mental health; emotional disturbances; human behavior; substance use and abuse; counseling strategies and techniques, cognitive development

Experience:

• Practicum fieldwork and/or internship in a school setting
• Practicum fieldwork and/or internship in counseling supervised by a licensed professional
• Experience working with children or adolescents in a mental health setting

Major Responsibilities and Duties:

Preparation and Planning

• Provide schedule to campus staff and inform them of changes in the schedule
• Use time effectively and perform required campus responsibilities on time
• Submit lists, forms and data requested by Special Education office by when due

Standard for Behavior / Professional Conduct

• Follow ethical guidelines of licensing entity when providing counseling services to a variety of students in different environments
• Follow the policies and procedures outlined by TEA for the provision of Special Education counseling services
• Conduct self in a professional manner to resolve conflicts that may be perceived to occur between TEA policies, local guidelines and the ethical guidelines for Special Education Counselor
• Protect the student's right of confidentiality and limit information to other professionals working with the student
• Follow policies and procedures in the District's Employee Handbook
• Conduct counseling evaluations in a thorough and timely manner, accessing relevant sources of information and providing for optimal student performance
• Prepare thorough and understandable evaluation reports and counseling IEPs
• Orally communicate results of evaluation to ARD/IEP Committee members in an effective manner, including provision of suggestions for students who do not qualify for special services

Consultation with Professionals

• Consult other professionals prior to ARD/IEP meeting concerning the student's goals and objectives, and amount and method of delivery of services, including outside agencies when necessary
• Support General Education counselors with students that have severe educational / emotional / behavioral needs
• Make recommendations concerning intervention strategies to enhance student success in the school setting
• Provide consultation to teachers, administrators and school staff concerning academic / emotional / behavioral needs of student

Crisis Intervention

• Assess seriousness of student threat to self or others and intervene according to the district's emergency notification plan
• Respond quickly and appropriately in crisis situations
• When appropriate, consult with school professionals, parents and outside agencies in developing crisis intervention plans for students
• Directly counsel with students in crisis when necessary and appropriate
• Provide appropriate follow-up to students who have been in crisis

Professional Growth and Development

• Attend team meetings and take responsibility within the group
• Attend staff development and professional continuing education trainings to improve counseling skills
• Be willing to share new knowledge gained from conferences and one's area of expertise

Family Consultation and Counseling

• Provide counseling services to a variety of different students in different environments
• Provide referral options to student's parents upon request
• Provide consultation to parents concerning academic/emotional/behavioral needs of student

Professional Staff Relationship

• Return calls to school administrators and supervisors in a timely manner
• Be sensitive to the concerns of staff members and colleagues
• Work within the team structure of the different campus assignments

Relations with Administrative and Supervisory Staff

• When appropriate, seek guidance from special education administrators and supervisors regarding matters involving their areas of authority, knowledge or expertise
• Accept feedback, suggestions and directives from special education administrators and supervisors in a cooperative and constructive manner
• Attempt to work cooperatively and constructively with the administrative staff of schools to which the counselor is assigned
• In communicating with administrators and supervisors, assert professional opinion in a manner that conveys respect of others' opinions and professions

Working Conditions:

Mental Demands:

• Ability to communicate effectively (verbal and written); interpret policy, procedures, and data; coordinate district functions; maintain emotional control under stress

Physical Demands/Environmental Factors:

• Frequent districtwide and / or statewide travel; occasional prolonged and irregular hours; work with frequent interruptions; frequent standing, stooping, bending, kneeling, pushing and pulling; prolonged use of computer and repetitive hand motions; occasional lifting up to 50 pounds