The program audit guides future program actions and ensures student needs are met (ASCA, 2005). The program audit, provided by the American School Counselor Association, serves to set the standard for the school counseling program. The program assessment aligns with the four components of the ASCA National Model and serves as an instrument for analyzing each component (ASCA, 2012). By using all the components of the audit, strengths and areas of improvement of the programs are determined and goals for the following year are created (ASCA, 2005). Program Audit Components The first component in the program audit is the foundation of the program.
Alexandria, VA: American School Counselor Association. Texas Counseling Association. (2004). A model comprehensive, developmental guidance and counseling program for Texas public schools: A guide for program development Pre-K-12th grade. Austin, TX.
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.
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.
To define curriculum leadership, one should first have a working definition of curriculum. According to Marsh and Willis (2007), curriculum is usually regarded to mean a program of instruction at a school including both the planned and unplanned events in the classroom (pp.16, 375). Curriculum has three basic focal points: the nature of the individual, the nature society, and the nature of a subject (P. Brown, CIED 5053 lecture notes, August 28, 2006). Looking at these definitions, one could come up with several different meanings for curriculum leadership. A curriculum leader could be the principal at a school who guides the teaching and learning at his or her school or could be the department head that plans the course of study for a subject.
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
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.
In addition, a second problem is the understanding by school personnel of the school district’s conditions and their readiness towards the implementation of the New York State Mode” (p.2-3). The Purpose The purpose of the study was to “examine actual and preferred school counselor practice as well as perceptions of school counselors and administrators towards a comprehensive school counseling program in New York State”(p.3). The Literature Review Hardy’s literature review gives a historical overview regarding school counseling dating as late as 1950’s until the present. Hardy described the importance of organizations such as American School Counseling Association and Educational Trust participation regarding the transformation of school counseling program as well as, the school counselor’s role within elementary, middle and high school settings. ASCA and Educational Trust organizations are responsible for establishing parameters that most districts and states follow.
School counselors and principals: different perceptions of relationship, leadership, and training. Journal of School Counseling, 8(15), 1-27. 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.