The position comes with an outline of expectations and responsibilities that should be met each school year. Fortunately, for the professional school counselor, there are agencies which provide these expectations and responsibilities to the districts that employ them. There are the school counselor competencies as outlined by the American School Counselor Association (ASCA, 2012) and the state standards provided by the state of the school district (state of Texas for the purpose of this summary) (Texas Counseling Association, 2004). Ethical standards must be maintained as well as positional standards (ASCA, 2012). The ASCA National Model and the Texas Counseling Program Guide provide a job description for professional school counselors, as well as performance appraisals/evaluations (ASCA, 2012) (Texas Counseling Association, 2004).
. to determine if it is increased in schools that use a more fully implemented program based on the ASCA model, (b) examine if the comprehensive program is reaching all students regardless of gender, race/ethnicity, social-economic status (SES), etc. and (c) examine if there is a link between positive school climate and a more fully implemented program based on the ASCA model.well stated - Phase I - Problem Identification: School counselors work toward promoting students academically, personally/socially and in their future career. It is the role of the counselor to work with students and teachers to create a better learning environment for everyone in the school setting. Unfortunately with budget cut backs and limited monetary resources counselors are feeling the pressure more than ever to prove their worth to the administration.
Wayman, J. C. (2013). Leading data use: Pre-service courses for Principals and Superintendents. The Journal of Educational Research & Policy Studies, 13(2), 6-13.
Jongsma, A. E., Knapp, S. E., & Dimmitt, C. (2013). The school counseling and school social work treatment planner. Hoboken, N.J: Wiley. Sciarra, D. T. (2004). School counseling: Foundations and contemporary issues.
Board Policy Review: History of Technology Instruction/Viability and Validity The Board of School Directors set District policies upon recommendation from the Superintendent. Many policies have a set of procedures, which are approved by the Superintendent. Each policy and procedure is thoroughly reviewed by the appropriate staff before making any recommendations to the Superintendent or School Board. BOARD POLICY CURRICULUM DEVELOPMENT AND ADOPTION The Board recognizes its responsibility for the monitoring and improvement of the educational program. In keeping with the Board's recognition of the need for ongoing curriculum review and improvement, the Superintendent shall develop and administer guidelines and procedures for a curriculum development and improvement process which: • is consistent with District goals; • will establish a regular cycle for review, revision, development, adoption and implementation in all curricular areas; • is based on student needs and evaluated by student performance; • will ensure the participation of administrators, teachers, patrons and students, when appropriate, in the process; • is consistent with state requirements and reflects community expectations, societal trends and workplace realities; • provides for student performance data to be systematically collected, reported and used as a basis for future program improvements.
The main purpose of this article was to explain the benefits that students can experienced when school counseling programs incorporate the American School Counselor Association (ASCA) national model into a High School setting. The article explained how the, “Nebraska School Counseling Guide for Planning and Program Improvement” was revised to incorporate the different aspects of the ASCA national model into their counseling program (Carey, Harrington, Martin, & Hoffman, 2012). The main focus of this study was to obtain information about the factors that needed to be improved in the Nebraska school counseling programs that could benefit the students overall outcome. The study measured the twelve students’ educational outcomes for students in high school. However, the main focus was on discipline, suspension, graduation, attendance, ACT average scores, and dropout rates of students in high schools.
In order to meet the specific needs of the district and each school, the Director of Federal Programs at the district office developed a form or template that was disseminated out to each school. This form helped to streamline the development of a strategic plan as well as to make it more relevant to the needs of the schools. Steps The steps involved in the process of making a strategic plan for the school in the district begins first with the district infrastructure receiving information about the requirements from the state department of education. The district then passes this information on to the principals at planning meetings at the end of each school year. These m... ... middle of paper ... ...planning process more relevant for teachers, parents, and students there needs to be a better understanding of what this process is.
According to the ASCA National Model (2012), “Direct student services are in-person interactions between school counselors and students” (p. 83). Direct services are delivered through three elements: school counseling core curriculum (instructions and group activities); individual student planning (appraisal and advisement); and responsive services (counseling and crisis response) (ASCA, 2012). Indirect services are provided on behalf of students as a result of the school counselor’s collaborations with others (ASCA, 2012, p. 83). By way of indirect services, counselors provide leadership and advocacy which lead to and enhance student achievement. Indirect services are delivered through strategies such as referrals, consultation, and collaboration (ASCA, 2012).
Professional School Counseling, 2, 16-25. Clark, J. P. (1998). Functional behavioral assessment and behavioral intervention plans: Implementing the student discipline provisions of IDEA 1997. A technical assistance guide for school social workers. School Social Work Association of America, Washington, DC.
Four views of the professional school counselor principal relationship: a q methodology study. Professional School Counseling Journal, 11(6), 356-361. Mason, L. K., & Diltz, P. D. (2010). Factors that influence pre-service administrator’s views of appropriate school counselor’s duties. Journal of School Counseling, 8(5), 2-28.