• Document: Back to the Basics of the ASCA National Model for School Counseling
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Back to the Basics of the ASCA National Model for School Counseling Cynthia J. Floyd NCDPI Consultant for School Counseling /e/ Cynthia.Floyd@dpi.nc.gov Objectives Participants will increase understanding of the main components and major functions of the ASCA National Model and NC Professional Standards for School Counseling. Foundation Development and Management of a Comprehensive School Counseling Program Delivery of a Comprehensive School Counseling Program - Curriculum, Individual Student Planning, Responsive Services and Indirect Services Accountability in a Comprehensive School Counseling Program The ASCA National Model 3rd Edition Changes in the Third Edition… p. 128 When schools fail to clearly define the counselor’s role... School administrators, parents with special interests, teachers or others may feel their agendas ought to be the school counseling program’s priority. The results often lead to confusion and criticism when they are disappointed. (Carolyn Maddy Bernstein, 1995) The ASCA National Model What is a comprehensive school counseling program?  Prevention Education  Developmental in Nature  Integrated into the Total Educational Program *Academics * Career * Personal/Social Development  A Collaborative, Cooperative Effort  Driven by Data How North Carolina School Counseling got here…  NC Standard Course of Study and Guidance Curriculum (2001)  Standards for the Preparation of School Counselors (2005, ?)  New School Counselor Job Description (2006)  Job Description Formatted into Standards (2008)  Guidance Essential Standards (2012-13)  New School Counselor Evaluation Instrument (2013)  G.S. 115C-316.1 Duties of School Counselors (2013) What School Counselor Standards Mean for You  Clarification of appropriate school counselor roles  Alignment of school counselor services with school and district missions  Alignment with national best practices  A standard framework from which to plan and individualize services Goals of the School Counseling Program  The ultimate goal of the school counseling program is to support the school’s academic mission via counseling services.  Ensuring academic achievement for every student includes counselor initiated activities designed to meet the needs of under-served, under-performing and under-represented populations. The old question was… “What do counselors do?” The question now is… “How are students better off as a result of the school counseling program?” Be able to answer these questions  What is the purpose of the school counseling program?  What are the desired outcomes or results?  What is being done to achieve results?  What evidence is there that the objectives have been met?  How is the program making a difference?  What are inappropriate roles keeping you from doing? Connect to the School Improvement Plan ASCA National Model and NC School Counselor Standards The themes of the ASCA National Model framework and the NC Professional Standards are  Leadership  Advocacy These are often interconnected and  Collaboration occur simultaneously  Systemic change The ASCA National Model Leadership, Advocacy, Collaboration, Systemic Change pages 1 - 20 School counseling leadership  supports academic achievement and student development  advances effective delivery of the comprehensive program  promotes professional identity  overcomes challenges of role inconsistency Leadership, Advocacy, Collaboration, Systemic Change pages 1 - 20  Define and share your program focus, beliefs and vision (including annual agreement)  Collaborate  Promote professional growth  Have data-driven goals  Analyze counseling program results  Advocate for counseling services and for student- centered practices in education  Adhere to ethical standards Systemic Change page 8 Maintenance Awareness Exploration of Old System Emergence of Predominance Transition New of New Infrastructure System Leadership p. 1 Leadership Context School Counseling (Bolman & Deal, Leadership Activities Leadership Components of the 1997/2008) (Dollarhide, 2003) ASCS National Model Advocacy p. 4 Collaboration p. 6 Leadership, Advocacy, Collaboration, Systemic Change pages 1 - 20 In the NC Professional School Counselor Standards, these themes are most evident in  Standard 1: School counselors demonstrate leadership, advocacy, and collaboration;  Standard 2: School counselors promote a respectful environment for a diverse population of students; &  Standard 5: School counselors actively reflect on their practice. Leadership, Advocacy, Collaboration, Systemic Change pages 1 - 20 These themes are

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