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The roles of a teacher as a counselor in school
The importance of school counselors
The importance of school counselors
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Janson, Militelo & Kosine (2008) examined “how school counselors and principals their relationship” (p. 353). They gathered data through Q method. The Q method allowed them to involve qualitative and quantitative approaches subjectively of individual viewpoints while providing (Janson et al., 2008) with quantitative statistical technique to analyze data” (p. 354). Their analysis formed “four opinion groupings working alliance, impediments to alliance, shared leadership and purposeful collaboration” (p.354-356). (Janson et al., 2008) (pin pointed the following barriers of school counselors and principals relationship: “principals do not feel school counselors should focus on whole school issues, principals and school counselors do not agree on duties and principals perceptions of roles and responsibilities are incongruent with standards and benchmarks that emerged from school counselors professional organization”(p.354-356). (Janson et al., 2008) found that “if the relationship between principals and school counselors were clearer than their relationship would not be difficult” (p.356-359). The focus of the study was to use the results to help counselor educators and education administrators train future school counselors and principals. The training received in their graduate programs “may improve job satisfaction of school counselors and provide a foundation for and about change mission of schooling and how school counselors and principals work together”(357-358).
This article is essential piece to my research. My topic focuses on principal’s perceptions and professional school counselor’s role perception. I will examine how their perceptions translate into actual responsibilities. The two major themes are their per...
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...2). This piece is new. Articles read thus far, have not mentioned this consequence. The concern regarding principal’s perceptions appears to have multiple layers. I am not sure if all will be address in my final project.
References
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. Janson, C., Militello, M., & Kosine, N. (2008). 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. Retrieved from http://www.jsc.montana.edu/articles/v8n5.pdf
Professional school counselors, as well as administrators, want the best for their students and strive to meet all student needs. Implementing a program audit each year helps ensure the programs in place are successful and show progressive growth trends each year. The student body will thrive from the favorable actions of the educational team.
The responsibilities of a professional school counselor are to design and deliver comprehensive programs to promote student achievement. The guidelines
A professional school counselor is skilled and trained to use his/her best judgment when it comes to students’ rights and confidentiality. One should behave as a professional at all times and be mindful of their behavior. One not only have to be aware of professional values they should also be knowledgeable of applying these standards as they apply to the role of the school counselor. The professional school counselor is responsible for removing barriers to learning and to advocate for change for all students. In the case study assigned for review, I will examine ethical violation as it contains to student rights, confidentiality and professionalism relationships. The school counselor lives and works in a community where one socializes
The topic of this paper focuses on the battles school counselors face as the law and ethical standards collide. School counselors face a number of legal and ethical issues and recognizing a clear decision isn’t always easy. School counselors have to work with a large number of students, parents, and administrators while conforming to ethical codes, state laws, and school board guidelines. This topic is of great relevance to me as I will be going into the school counseling profession. It is also a meaningful topic to me because life-changing decisions are made every day in reference to legal and ethical issues. Researching this topic has shed some light on the difficulty for school counselors to fulfill both legal and ethical requirements. The main reason for this is that laws and ethical codes may sometimes provide differing and contradictory messages regarding the same subject. This can lead to legal ramifications, even while following ethical norms as we will look at in the example case of Woodlock v. Orange Ulster B.O.C.E.S. (2006/2008).
Deciding to become a Student Guidance Counselor was not a fly by night decision. I did a great deal of reading and research before making a decision. I knew once I started a graduate program in School Guidance Counseling, it would be both challenging and a commitment until the end. I am somewhat nervous about this new journey that I am about to partake; however, I am ready to accept the challenge and make the commitment. I am a newly licensed teacher and there will be areas and terminology which I am not familiar. But, what I have found out thus far is that a teacher and a student counselor have quite a few things in common. They both work with other teachers, parents, school administrators, and the community in an academic setting. The skills I have acquired as a preschool director and teacher will be integrated into my career as a guidance counselor. I will have the skills to guide and enhance the social, academic, and personal growth of my students by using a variety of strategies which will be my primary goal. I will be able t...
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,
Professional school counselors have a unique role within their schools. They are advocates for student, parents, colleagues, and communities. Professional school counselors are also seen as leaders, collaborators, and consultants within their school and their community. It is the school counselor’s ethical responsibility to know, understand, and implement the American School Counselor Association (ASCA) ethical standards no matter what capacity they are active in.
Strother expressed that as a counselor, he is “constantly advocating” for his job. This is most likely due to the difference of perspectives when it comes to defining the role of the school counselor. Mr. Strother makes this clear when he states “our role within the school is usually determined by how the administrator view our position. This is the most challenging part.” At times, Mr. Strother feels as though he is assigned roles and duties that are not in his best interest or the student(s). On the other hand, Ms. Leonard believes that it is important for a counselor to establish a “delicate balance”, specifically when it comes to counseling students and meeting the expectations of administrators. As practicing school counselors, both Strother and Leonard believe they have various roles, but their main role is to be a support system to their
There are many different types of evaluation. Formative, implementation and outcome evaluation. The article expresses how important partnering and collaboration is with the school counselors and stakeholders. Partnering with the teachers and parents at the school can help lessen the workload for the school counselor. This review is important because it discusses how evaluation is important in a school counseling program.
The Wharton School District Principal Evaluation form was not developed through a job analysis by a professional consultant. The Principal’s job description was broken down into categories by the Superintendent and used as a refe...
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
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.
Counselors have large shoes to fill. They not only administer assessments, but are also involved in group counseling, individual counseling, and have to plan and implement comprehensive school guidance programs. A counselor must know and be competent in all realms of their position. School counselors work with all children, including children with disabilities in various settings within the school (Villalba, Latus, Hamilton, & Kendrick (2005 p 449). As stated by the Individuals with Disabilities Education Act (IDEA), school counseling services must be made available to all students in special education programs as part of their right to a Free and Appropriate Public Education (FAPE) (Bowen & Glenn, 1998; Clark, 1998). School counselors are to take on this role in the educational and personal-social well being of students in special education programs. Federal law does require that children, who receive special education services, and do not display appropriate behavior have a Functional Behavior Assessment (FBA) team (Villalba, Latus, Hamilton, & Kendrick (2005) p 449). This team constructs a BIP. Since counselors should be active on the FBA team, there is a need here that must be addressed because this article defines a lack of knowledge present with practicing counselors. With that, counselors do receive relevant training throughout their program. There are only so many classes and hours of instruction that the pre-counselors receive. The curriculum that is generated encompasses what counselors need, but could their be a few gaps and missing pieces? This study was conducted to determine counselors awareness, knowledge, and role in the Functional Behavioral Assessment (FBA) process (Villalba, Latus, Hamilton, & Ken...
Counseling Futures (Walz et al., 1991) reviewed the evolution of counseling and examined data regarding trends in counseling from 1980 through 1991. The monograph identified six major factors that were shaping counseling in the early 1990s: lack of funding for counseling research and program development; marketing forces; demographics; the acquisition and use of new knowledge; the proliferation of self-help resources available to the public; and computers and technology. WaIz et al. hypothesized that these six forces would have specific effects on the future of counseling. They postulated 12 mega trends for the
It takes a knowledge base and an innovated mind to succeed in a competitive society. Preparing to succeed starts in early education programs where students learn discipline, structure, and organization in a safe learning environment. A teacher's positive relationship, high expectations and confidence in students allow for students to learn in an environment that is conducive for learning. Varied student activities and instructional methods arranged for students to engage in, allows for individuality, growth and a quality education. School administrators have an important role in their community. Their professional behavior must be respected and their leadership must be accepted by those that they serve. They follow the National Association of Elementary School Principals and National Association of Secondary School Principals (NAESP/NASSP) ethical code of behavior. This ethical code helps to assist the profession in protecting those deserving its protection. It also helps to raise the confidence and conscience of administrators on behavioral issues. Fundamental ethical principles are always present to guide administrators in confronting, predicting or defining situations. The administrator serves in a public school. He/she is responsible for providing educational opportunities to all and displaying exemplary professional leadership. The motivational factor for the educational administrators is to do what is best for the student. This is important because students are the future of our country.