In recent years, the problems faced by schools have become more complex as a result of rapid social changes. The high school enrollment rate is 99%, and the problems faced by high school students are diversifying. In order to solve these school issues, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is requesting the development of a “school as a team” system. In educational counseling, the need for team support based on multidisciplinary collaboration has been advocated, rather than individual support. And, it is required to appoint a teacher who promotes team support as a center of cooperation inside and outside the school as an “educational consultation coordinator”. However, there are almost no practical reports or case studies by educational consultation coordinators, and it is difficult to see the actual activities of educational consultation coordinators in high school team support. Therefore, in this paper, I consider what an “educational counseling coordinator” is, survey the educational counseling coordinator model, and examine the issues from the actual situation of high schools. In 2007, MEXT legally mandated the placement of a “special needs education coordinator.” After that, in 2017, MEXT called for the construction of an educational counseling system centered on an “educational counseling coordinator” based on the “school as a team” policy. However, because the roles of the special support education coordinator and the educational counseling coordinator overlap with those of the person in charge, in many high schools, one teacher serves both. It is difficult to understand the specialization of educational counseling coordinators. In School Psychology, an academic field related to educational counseling, educational counseling coordinators are required not only to coordinate individual support teams, but also to coordinate system-level committees organized within schools. In this model, the construction of an educational counseling system within the school is an issue. In School Counseling Services by Teachers in Japan, an educational counseling coordinator is defined as “a coordinator, promoter, and integrator who makes use of various resources inside and outside the school and makes team support work.” In this model, educational consultation coordinators are required to have a high degree of expertise to plan, implement, and evaluate team support. In addition, in the “Multi-Level Approach”, the educational counseling coordinator is regarded as a middle leader responsible for comprehensive student guidance. In practice and research studies at each school type, an educational counseling coordinator model is being explored according to the characteristics of each school type. In an advanced local government training program, an educational counseling coordinator model is constructed that included the role of a special needs education coordinator. Based on these previous studies, future issues for the educational counseling coordinator model are (1) the clear positioning of the educational counseling coordinator within the school organization, (2) establish the expertise of the educational consultation coordinator and (3) clarify the authority of the educational consultation coordinator. The reason for (1) is that the position of the teacher in charge of educational counseling within the school organization is ambiguous. Regarding (2), compared to other countries where training programs have been developed, there is no common training program for educational counseling coordinators in Japan. As for (3), it is difficult to recognize the role within the school because there is no legal obligation to appoint or assign an educational counseling coordinator. These three issues should be addressed based on the unique problems faced by high schools (school organizational characteristics with a high degree of individualism, utilization of school counselors, and diverse educational needs due to di