Transcript Transforming the school counseling profession

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Share and Pair
Discuss your perceptions of your own school
counselor when you were in school.
What was she/he like? What were your
perceptions of his/her role in the school?
What are your perceptions of the roles of
school counselors today?
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School counselors
Were not meeting the needs of all students
 Were unable to demonstrate how they made a
difference
 Were unable to show how what they did were tied
to academic achievement
There were
 Too many negative views of school counselors
There was
 Role confusion among school counselors
Therefore…
 Were subject to budget cuts
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Show that…
They make a difference
 They facilitate and implement strategies and
interventions that meet the needs of all students
 What they are doing is making a difference in
academic achievement
 They are working to close the academic achievement
gap
 They are working to increase equity, access, and
social justice for marginalized students
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Hampton School is located in an urban school
district. Over 60% of the students are on free
and reduced lunch. About 20% of the students
are in academically challenging classes. These
students are the pride of the school. The other
80% are in what are considered as standard or
remedial classes. Data indicates that 60% of the
students who attend this school eventually go
on to two or four year colleges. The other 40%
either drop out of high school or do not go onto
postsecondary education (PSE)
Office for
Counselor
Document source: Trends in Higher EducationNational
Series; Education
PaysSchool
2007: The
Benefits ofAdvocacy
Higher Education for Individuals and Society.
Baum, Sandy & Ma, Jennifer. College Board publication.
7
Document source: Trends in Higher Education Series; Education Pays 2007: The Benefits of Higher Education for Individuals and Society.
National Office for School Counselor Advocacy
Baum, Sandy & Ma, Jennifer. College Board publication.
8
Document source: Trends in Higher Education Series; Education Pays 2007: The Benefits of Higher Education for Individuals and Society.
Baum, Sandy & Ma, Jennifer. College Board publication.
9
Document source: Trends in Higher Education Series; Education Pays 2007: The Benefits of Higher Education for Individuals and Society.
Baum, Sandy & Ma, Jennifer. College Board publication.
10
Average Scale Score
250
230
210
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Latino
White
Average Scale Score
250
230
210
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Average Scale Score
250
230
210
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Latino
White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Average Scale Score
250
230
210
190
170
150
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
Latino
White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Average Scale Score
250
230
210
190
170
150
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
100%
3%
7%
26%
24%
Percent of Students
80%
32%
60%
49%
40%
Proficient/Advanced
Basic
Below Basic
73%
61%
20%
26%
0%
African American
Latino
White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
100%
15%
22%
Percent of Students
80%
60%
51%
48%
Proficient/Advanced
Basic
Below Basic
47%
40%
40%
20%
37%
31%
9%
0%
African American
Latino
White
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
100%
7%
Percent of Students
22%
80%
33%
60%
48%
40%
60%
20%
30%
0%
Low-Income
Students 1996
Low-Income
Students 2007
Proficient/Advanced
Basic
Below Basic
Scale Score
300
295
290
285
280
275
270
265
260
255
250
1984 1988 1990 1992 1994 1996 1999 2004
Scale Score Gain
60
55
50
45
40
36
36
35
34
30
25
Age 17 in 1990
Age 17 in 1994
Age 17 in 1996
Note: Scale score gains reflect the difference between the scale scores of 17-year-olds and the scale scores
of 13-year-olds four years prior.
50
46
39
25
22
21
Latino
Native
American
0
African
American
Asian
White
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science,
2 years of social science and 2 years of foreign language
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
Percent of Classes Taught by Out
of Field Teachers
50%
34%
29%
21%
19%
0%
High poverty Low
poverty
High minority Low
minority
*Teachers with 3 or fewer years of experience.
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools w
the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations
of minority students
80
Percent Enrolled
62
45
Latino
White
0
1998
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
94
Graduate from
high school
66
Complete at least
some college
34
Obtain at least a
Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in
The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info
89
Graduate from
High School
51
Complete at Least
Some College
18
Obtain at Least a
Bachelor’s Degree
(25-to 29-Year-Olds)
62
Graduate from
high school
31
Complete at least
some college
at least a
10 Obtain
Bachelor’s Degree
(25-to 29-Year-Olds)
71
Graduate from
high school
30
Complete at least
some college
at least a
12 Obtain
Bachelor’s Degree
(25 Years Old and Older)
Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States .
Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf
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Equity
Access
Social Justice
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Equity requires that we treat students
differently on the basis of students’ unique
needs AND aspects of students’ backgrounds,
including ethnicity, gender, income
background, etc. in order to create equality
Efforts/actions to remove differences in
educational, social, health outcomes between
groups faced with differential exposure to
social and economic policies and practices that
create barriers to opportunity
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Equality =
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Providing equal resources,
interventions, and access for all
stakeholders
Equity =
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Providing more resources,
interventions, and access for those
school stakeholders who need more
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A way of entering or leaving
Opportunity and ability to enter, approach, or
pass to
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Social justice refers to the idea of a just society
where there is equality and equity among and
between groups of people
Social justice targets marginalized groups of
people in society, schools, etc. (whereas
equality or equal rights are applicable to
everyone).
Social justice counseling represents a
multifaceted approach to counseling in
which practitioners strive to
simultaneously promote human
development and the common good
through addressing challenges related
to both individual and distributive
justice.
Social Justice recognizes that
there are situations in which the
application of the same rules to
unequal groups can generate
unequal results!
Social Justice Approach
Traditional SC Approach
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6.
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Dependence on counseling
theories and approaches with
little to no regard for cultural
background
Emphasis on individual
student factors (e.g.,
unmotivated, depressed)
Emphasis on equality
Reliance on labels
Little to no use of data
Focus on maintaining status
quo
Focus on enrolling students in
“comfortable” courses
1.
2.
3.
4.
5.
6.
7.
8.
Major focus is on highlighting the
strengths of students
(empowerment-based counseling)
Emphasis on socio-cultural and
environmental factors (e.g.,
poverty, discrimination,
neighborhoods) that influence
student behavior
Major goal is to challenge
oppression
Emphasis on equality and equity
Avoidance of labeling
Dependence on data
Focus on changing existing policies
and strategies
Focus on enrolling students in
more rigorous courses
Holcomb-McCoy (2007). School counseling to close the achievement gap.
Do we have the will to educate
all the children equitably?
Equity  Equality
Diversity Without Equity =
Oppression
National Office for School Counselor Advocacy
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Each person has the right to receive the information
and support needed to move toward self-direction
and self-development and affirmation within one’s
group identities with special care given to students
who have historically not received adequate
educational services;
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students of color
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students from low-socio-economic
backgrounds
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students with disabilities
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students with non-dominant language
backgrounds.
National Office for School Counselor Advocacy
The professional school counselor:
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A.
Affirms the diversity of students, staff, and families
B. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural
values and biases and strives to attain cultural competence.
C. possesses knowledge and understanding about how oppression, racism, discrimination
and stereotyping affects him/her personally and professionally.
D. Acquires educational, consultation, and training experiences to improve awareness,
knowledge, skills, and effectiveness in working with diverse populations:
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ethnic/racial status,
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age,
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economic status

special needs
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ESL or ELL

immigration status

sexual orientation, gender, gender identity/expression

family type
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religious/spiritual identity and appearance. (ASCA, 2004a, p.4)
Equality
Equity
Identifying at-risk students
broken system
Color-Blindness
Acknowledging a
Self-Examination
Learning about “other cultures”
systems of power and privilege
Celebrating diversity
for equity
Focus on intent
Dismantling
Advocating and fighting
Focus on impact
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Hampton School is located in an urban school
district. Over 60% of the students are on free and
reduced lunch. About 20% of the students are in
academically challenging classes. These students
are the pride of the school. The other 80% are in
what are considered as standard or remedial
classes. Data indicates that 60% of the students
who attend this school eventually go on to two or
four year colleges. The other 40% either drop out
of high school or do not go onto postsecondary
education (PSE).
As a social justice-focused school counselor, what
are some of the things you would do in this school
to meet the needs of students?