Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
The importance of school counselors
School counseling program evaluation
The importance of school counselors
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: The importance of school counselors
The comprehensive school counseling program is a program designed to provide all students with an equal opportunity to obtain their education. To be comprehensive, a school counseling program must be holistic, systemic, balanced, proactive, infused into the academic curriculum and reflective ( Dollarhide & Sagnik, 2012). Comprehensive school counseling programs are critical to students success. Each CSCP must be established based off of the schools mission. The CSCP must be well organized, comprehensive as well as systemically implemented. It is accountable through evaluations. The CSCP must also be reflective and infused into the academic curriculum. It is prevention and intervention focused. The focus of the CSCP is on the domains: academic development, social/personal development and career development. Academic development is the area of learning for the students. The career development is the area of learning to work- jobs to careers. The personal/social development is the area where the students learn to live and function daily. The curriculum of the CSCP increases student’s awareness, skill development and understanding of the skills needed to be successful in life. For a high school student, the curriculum would include problem solving skills, goal settings for transitioning after high school and testing. The components included in a CSCP include the curriculum, the individual student planning, responsive services and system support. Individual student planning helps the school counselor plan, monitor and manage each student’s academic, personal/social and career development. Through individual planning the school counselor is able to explore career options that coincide with the personal interest or skill... ... middle of paper ... ...performance standards- School counselors have a job to do within the schools. In the Dougherty County School system they have expectancies for implementing the CSCP. The school counselors performance standards serves a base line for evaluating their performance as well as for self evaluation. The school counselors must be sure that they are providing effective services to the students in the high school in all three domains throughout the year. The program audit- School counselors deliver the CSCP yearly and have many areas that need improvement. Program audits serve as a guide for future improvements within the CSCP to ensure successful outcomes for the students. The program audit documents in four areas: major strengths of the CSCP, areas in need of improvement, short range goals for improvement, long-range goals for improvement (Dollarhide & Sagnik, 2012).
CACREP was found in 1981 by the American Personal Guidance Associations (Brief Orientation). The purpose of its creation was to oversee accreditation of counseling and related educational programs. Since 1981, CACREP has focused on revising every 7-year basis, revision committee are charged to examine the standards for areas of potential redundancy, lists within standards, and over-prescriptiveness (Urosky, 2013). Though CACREP has overcome milestones, it still encounters the challenges
First and foremost the ASCA National Crosswalking Tool have sections that primarily focuses on the key components of an exemplary school counselor performance and accountability model for structuring a comprehensive guidance program. The ASCA National Model Crosswalking Tools can be used to develop the appropriate scope and sequence for a guidance curriculum.When implementing this tool correctly in a school system, there are major influences that can be utilized in helping students. In the paragraphs below I will describe key points of how it will improve student learning, foster student development of career awareness, and students will acquire self knowledge to enhance their personal and social development. This tool is useful and effective when applied in state education agencies and is most effective tool for students to transition throughout their academic settings.
The compressive school programs are driven by student data and are based on academic, career, and personal/ social development. The programs are collaborating between the counselor, parents, and many other educators to create an environment that promotes student excellences (ASCA, 2016). A productive school counselor will focus on their skills, time and energy on direct and indirect services to all students. Therefore, to achieve those goals, the ASCA recommends that a school counselor should not have more than 250 students and that 80 percent or more of a counselor’s time in direct and indirect services. As a result, we will focus on the delivery of those services.
As a future school counselor I do not think there is just one type of theory that will work with all of my students. A few of the theories that stood out to me over the semester were choice theory, person-centered therapy, and solution focused therapy.
I received the pleasure of interviewing two school counselors, Mrs. Jean Harmon and Mr. Devon Herrick. I was excited about interviewing school counselors within the Chicago land area. Despite many negativities spoken about the Chicago Public School (CPS) system, I desire to work within CPS. I’ve heard many pros and cons of working at a selective enrollment school, compared to a public charter school. By interviewing these two individuals, I assumed that I would get a snapshot of a potential work day for a school counselor. Mrs. Harmon is a school counselor at King College Preparatory high school. Mr. Herrick is a personal counselor at Urban Prep Charter Academy- Bronzeville campus. It was interesting in learning about the daily responsibilities,
To make a long story short utilizing good counseling techniques will progress students self confidence and independence. Once a student is empowered they will see growth within his/herself.
Monitor effectiveness “As a counselor taking reasonable steps to seek supervision and improve when necessary.” (B. Schauland, personal communication, November 11,
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
The accelerated school counseling program with the yearlong internship is another reason I am interested in the University of North Carolina. The yearlong internship will be the most beneficial aspect of the program because of the opportunity to fully develop relationships with both students and staff, as well as have the opportunity to handle a wide range of issues that occur during a school year.
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.
The program model addresses the dropout problem through assisting troubled students and their families. Families often have difficulty accessing and navigating through the maze of public and private services. School-based coordinator, bridge the gap between local resources and the public school setting, where they are accessible, coordinated and accountable. Site Coordinators are the single point of contact and fill a pivotal role, working inside the school to provide integrated student services. Site coordinators connect students and families with community partners and resources that address both academic and nonacademic needs.
With my background as Supervisor of Curriculum and then as both principal and superintendent, I have a background of collaborating with teachers in developing and then implementing curriculum guides, curriculum maps, professional development plans and innovative programs. Establishing an instruction...
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
Goal 1 states “By June, 2014, Knightdale High School will improve the graduation rate as measured by the North Carolina Department of Public Instruction from 76.4% to 86.4% with a focus on Hispanic, Limited English Proficiency (LEP), and Students with Disabilities subgroups. Within this large goal there are two key processes, a preventive goal, and an intervention goal for the teachers to meet. For prevention teachers are to create a framework for student success by implementing strategies that support student success at all levels and address the root causes of student failure. The document goes on to detail steps to ensure the completion of the goal, which includes fostering a positive adult relationships with at risk students, creating a 9th grade transition program that promotes student success and using the EASiPEP system to share information about students with IEP, LEP, and PEP with the administration and staff. For the intervention teachers and the school administrative staff are to establish a framework that helps to identify student at risk and intervene at critical points, once they realize the student is no longer on path to graduate. As with the preventative goal, the preventative goal inclu...
The CIP plan is separated into specific sections, and the AIT team reviews and the CIP plan to determine PD topics. The purpose of this Continuous Improvement Plan (CIP) is to communicate the goals, strategies, and actions a school is taking to improve academic achievement and school climate. The plan is written to inform a variety of stakeholder audiences including, district and school leadership, family and community members, state and federal education agencies. The intention of the school’s CIP is to show progress on the level of teaching and learning of the students in the school. The school’s CIP provides an outline for examining instructional concerns in the school that has not made adequate progress in student’s achievement. Consequently, the school’s continuous improvement plan emphasizes the achievement in the core academic subjects and the strategies used to teach them, followed by professional developments to ensure that students are accomplishing