School Counselors Circle of the Philippines Manila November 12, 2013 Carol Dahir Ed.D. Professor, New York Institute of Technology cdahir@nyit.edu Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C.

School Counselors Circle of the Philippines Manila November 12, 2013 Carol Dahir Ed.D. Professor, New York Institute of Technology [email protected] Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C.

Transcript School Counselors Circle of the Philippines Manila November 12, 2013 Carol Dahir Ed.D. Professor, New York Institute of Technology [email protected] Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C.

Slide 1

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 2

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 3

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 4

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 5

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 6

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 7

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 8

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 9

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 10

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 11

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 12

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 13

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 14

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 15

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 16

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 17

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 18

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 19

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 20

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 21

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 22

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 23

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 24

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 25

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 26

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 27

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 28

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 29

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 30

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 31

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 32

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 33

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 34

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 35

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 36

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 37

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 38

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 39

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 40

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 41

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 42

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 43

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 44

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 45

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 46

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 47

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 48

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 49

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 50

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 51

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 52

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 53

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 54

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

C. Dahir 11/12/13

3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

C. Dahir 11/12/13

4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

C. Dahir 11/12/13

5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

C. Dahir 11/12/13

6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

C. Dahir 11/12/13

7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
C. Dahir 11/12/13

8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
C. Dahir 11/12/13

What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


C. Dahir 11/12/13





National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

C. Dahir 11/12/13

Slide 55

School Counselors Circle of the Philippines
Manila
November 12, 2013

Carol Dahir Ed.D.
Professor, New York Institute of Technology
[email protected]

Magandang umaga
Ohayo
Shubha prabhaat
Vanakkam
Selamat pagi

C. Dahir, 11/12/13










School Climate
Student Bullying and Peer Pressure
School Counselor Accountability
Comprehensive Programs
Legal and Ethical Issues
All Students College and Career Ready
School Counselor Competence and
Professionalism

C. Dahir 11/12/13

IMPROVING HIGH SCHOOL GRADUATION
COLLEGE READINESS ISSUE
IMMIGRATION
SPECIAL EDUCATION
OPPORTUNITY GAPS
21st CENTURY CITIZENS
TWO MORE YEARS OF SECONDARY SCHOOL
ASEAN 2015
“Take action for education”
C. Dahir 11/12/13

What does college and career ready
mean to you?
 What are you doing to help ALL
students become college and career
ready?
 What is the role of the school counselor
to advocate for college and career
readiness for all students?


C. Dahir 11/12/13

College and Career Ready means that an
individual has the knowledge and skills
necessary for success in postsecondary
education and economically viable career
pathways in a 21st century.

This includes ASEAN 2015.

C. Dahir 11/12/13

What Contributes to the Lack of
College and Career Readiness?
 Poor educational planning
 Lack of rigor in curriculum
 Academic standards not aligned
with college and career expectations
 Low expectations
 Lack of Resources
 Tracking
 Lack of career awareness/guidance
 What else??
C. Dahir 11/12/13

ELEMENTARY BASIC EDUCATION
STATISTICS
20072008

20082009

20092010

20102011

20112012

Participation rate (or Net 88.31%
Enrollment Rate)

89.18%

89.43%

89.89%

91.21%

Cohort Survival Rate

75.26%

75.39%

74.38%

74.23%

73.46%

Completion rate

73.06%

73.28%

72.18%

72.11%

70.96%

Dropout Rate (or School
Leavers Rate)

5.99%

6.02%

6.28%

6.29%

6.38%

Transition Rate

96.97%

97.05%

96.99%

96.87%

96.58%

C. Dahir 11/12/13

SECONDARY BASIC EDUCATION
STATISTICS

SECONDARY
Participation rate (or
Net Enrollment Rate)
Cohort Survival Rate
Completion rate

20072008
59.88%

20082009
60.46%

20092010
59.86%

20102011
60.88%

20112012
62.00%

79.91%

79.73%

78.44%

79.43%

78.83%

75.37%

75.24%

73.55%

75.06%

74.23%

7.45%

7.95%

7.79%

7.82%

98.45%

99.79%

100.41% 99.68%

Dropout Rate (or School 7.45%
Leavers Rate)
99.32%
Transition Rate

C. Dahir 11/12/13

“To restructure, we must first
look deeply at the goals we set
for our children and the beliefs
we have about them.”
Asa Hillard III
What do you believe about your
students?

C. Dahir 11/12/13

C. Dahir 11/12/13

 Use

Ethical Decision Making
 Act As a Social Justice Advocate
 Acquire New Skills and Improve
Old Skills (ASCA Competencies)
C. Dahir 11/12/13

C. Dahir 11/12/13

Q: If our students aren’t
achieving to high standards,
what do we need to do?
A: School counselors have an
ethical obligation to systemically
examine and address the issues.

Our Ethical Obligation
C. Dahir 11/12/13

The professional school counselor
advocates for counseling plans supporting
students right to choose from the wide
array of options when they leave secondary
education. Such plans will be regularly
reviewed to update students regarding
critical information they need to make
informed decisions
(ASCA, 2010, A.3. b.).

C. Dahir 11/12/13

The professional school counselor
assesses the effectiveness of his/her
program in having an impact on
students’ academic, career and
personal/social development through
accountability measures especially
examining efforts to close achievement,
opportunity and attainment gaps
(ASCA, 2010,A.9.g).

C. Dahir 11/12/13

C. Dahir 11/12/13



School counselors primary obligation is to students



Educational, academic, career, personal, and social needs



Respect for student’s values, beliefs, and background



Knowledge of laws, regulations, and policies-inform and protect students



Collaborate with and promote the welfare of the student



Involvement of support networks



Professional distance from students



Consider potential harm of relationships with former students or family members

C. Dahir 11/12/13








Differences for counselors who work in
schools
Issues with minors
Confidentiality concerns
Relationship of the ASCA Ethical Standards to
Social Justice

C. Dahir 11/12/13



Inform students of purposes, goals, techniques, and rules



Explain the limits of confidentiality



Keep information confidential expect for serious/foreseeable harm or legal
reasons



Parents/guardians legal and inherent rights



Promote autonomy and independent of students



Ethical responsibility to provide information to 3rd parties



Family Education Rights and Privacy Act (FERPA)

C. Dahir 11/12/13





Comprehensive school counseling programs
Equal opportunities for all students
Provide and advocate for student career awarenesssupport the students right to choose what they are
interested in

A. 4. Dual Relationships





Avoid dual relationships when possible
Maintain professional distance
Avoid using social networking mediums with students
such as face book
Avoid dual relationship with school personnel that might
infringe on integrity of student counselor relationships

C. Dahir 11/12/13







Make referrals when appropriate to outside
agencies, parents/guardians, and students
Get signed permission of student and
parent/guardian when starting a collaborative
relationship with other service providers
Use reasonable termination methods when ending
counseling assistance

C. Dahir 11/12/13











Screen prospective group members and maintain awareness of
students needs
Notify parents/guardians before their child participates in groups
Establish clear expectations and that confidentiality is expected but
can not always be guaranteed in a group
Maintain appropriate training and develop professional competences
Group work topics can include academic, career, and personal/social
issues- should be brief and solution focused

C. Dahir 11/12/13






Inform parents/guardians or appropriate authorities/school faculty
when a student poses a danger to self or others
Report Risk Assessment to parents when needed
Legal and ethical liability of releasing a student who is a potential
danger to self or others without proper or necessary support

A. 8. Student Records





Maintain secure records
Keep sole possession records and individual case notes separate
from educational records
Understand and abide by Family Education Rights and
Privacy Act (FERPA)

C. Dahir 11/12/13



Adhere to all professional standards



Confidentiality



Consider developmental age



Assess the effectiveness of programs in regard to
students needs

C. Dahir 11/12/13

A. 10. Technology






Promote benefits of technology and be aware of its limitations
Equal assess to technology for all students
Impact on electronic records of students
Impact that cyberbullying has on students

A. 11. Student Peer Support Program



Responsibility to peer helper and student
Appropriate training and supervision

C. Dahir 11/12/13



B. 1. Parents Rights and Responsibilities



Respect rights and responsibilities of parents
Adhere to local guidelines, laws, and ethical standards
Be sensitive to diversity of families



B. 2. Parents/Guardians and Confidentiality









Inform parents of counselors roles
Importance of collaboration
Respect confidentiality of parents
Provide parents with accurate and comprehensive information

C. Dahir 11/12/13



C.1. Professional Relationships



Respect, cooperation, and collaboration









C.2. Sharing Information with Other
Professionals
Provide accurate, concise, and meaningful data

C.3. Collaborating and Educating Around the
Role of the School Counselor
Develop relationships with faculty and collaborate with other
professionals and organizations

C. Dahir 11/12/13



D.1. Responsibilities to the School



Support, protect, and advocate for students
Knowledgeable and supportive on schools mission
Assist with the development of programs and curriculum



D.2. Responsibility to the Community







Collaborate with community, organizations, and individuals
Utilize community resources to promote equality for all students

C. Dahir 11/12/13










E.1. Professional Competence
Individual professional competence
Monitor emotional and physical health
Professional responsibility and high standard of care
Maintain memberships in professional organization and stay
involved in workshops

E.2. Multicultural and Social Justice Advocacy
and Leadership



Expand multicultural and social justice advocacy awareness
Cultural competence



Skill and knowledge to work with diverse populations



C. Dahir 11/12/13



F.1. Professionalism



F.2. Contribution to the Profession





F.3. Supervision of School Counselor Candidates
Pursuing Practicum and Internship Experiences:

F.4. Collaboration and Education about School
Counselors and School Counseling Programs
with other Professionals

C. Dahir 11/12/13



G.1. When there exists serious doubt as to the ethical behavior of a
colleague(s) the following procedure may serve as a guide:



G.2. When school counselors are forced to work in situations or abide
by policies that do not reflect the ethics of the profession, the school
counselor works responsibly through the correct channels to try and
remedy the condition.



G.3. When faced with any ethical dilemma school counselors, school
counseling program directors/supervisors and school counselor
educators use an ethical decision-making model such as Solutions to
Ethical Problems in Schools (STEPS) (Stone, 2001):

C. Dahir 11/12/13

You can’t practice risk free
C. Dahir 11/12/13

C. Dahir 11/12/13








Passion for social justice, particularly
with respect to educational equity and
opportunity
Desire to serve as an advocate of
student achievement
Sensitivity to and appreciation for
cultural plurality
Knowledge of schools and system
change
Leadership ability to be a change agent
C. Dahir 11/12/13









Persistence and determination to follow one’s
own beliefs
Personal qualities including self-awareness,
capacity for reflection, interpersonal skills, ability
to disclose appropriately and a sense of humor
Flexibility and tolerance for ambiguity
Interest in and awareness of others and
willingness to take risks interpersonally
Capacity to profit from and contribute to
learning with a diversity of students in a group

C. Dahir 11/12/13







Proficiency in interpersonal awareness is key
to the development of relationships
Relationships are the foundation of
collaboration and consultation
These are fundamental underpinnings of
productive, positive interaction

C. Dahir 11/12/13

- Goethe

C. Dahir 11/12/13







Knowledge
◦ I-A-1 Understand the structure and governance of
educational systems and the influences on education
practices
◦ I-A-6 Collaborate with stakeholders to create learning
environments that promote equity and success for every
student
Abilities and Skills
◦ I-B-4 Collaborates to promote and support student success
◦ I-B-5c Understands the impact of policies/practices
supporting and/or impeding student success
Attitudes
◦ I-C-3 Every student should graduate HS prepared for
employment or college and other post-secondary education

C. Dahir 11/12/13





Academic Development
Career Development
Personal/Social Development

C. Dahir 11/12/13





Ethical Standards
Social Justice Agenda
School Counselor Competencies

All together supports students to become
college and career ready!

C. Dahir 11/12/13

C. Dahir 11/12/13

• Facilitate students’ understanding of the relation between
school and post high school opportunities (e.g., work,
college)
• Provide information, knowledge (self and the world of
work) and skills to promote College and Career Readiness
• Help students to become active participants in planning for
the future
• Collaborate with teachers to create a learning environment
that promotes College and Career Readiness beyond the
focus on academics
• Provide career development activities throughout the year
• Contribute to the creation of a College and Career
Readiness school culture

C. Dahir 11/12/13











College Aspirations
Academic Planning for College and Career
Readiness
Enrichment and Extracurricular Engagement
College and Career Exploration and Selection
College and Career Assessment
College Affordability Planning
College and Career Admission Processes
Transition from High School Graduation to
College Enrollment
C. Dahir 11/12/13

Components

Goal

1. College
Aspirations

Build a college-going culture by
nurturing confidence in students
to aspire to college, both 2 and 4
year, and the resilience to
overcome challenges along the
way. School counselors can help
maintain high expectations by
providing seeking adequate
supports, building social capital
and conveying the conviction that
all students can succeed in
college.

C. Dahir 11/12/13

2. Academic Planning
Advance students’ planning,
for College and Career preparation, participation and
performance in a rigorous academic
Readiness
program that connects to their college
and career aspirations and goals.
School counselors can deliver career
development activities that focus on
STEM related careers as well as
encourage students to enroll in dual
enrollment courses, career and technical
courses, and career academies if
available.

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3. Enrichment and
Extracurricular
Engagement

Ensure equitable exposure to a wide range
of extracurricular and enrichment
opportunities that build leadership,
nurture creativity, talents and interests,
and increase engagement with school.
School counselors can help to motivate
students to engage in technological
innovations, environmental problem
solving, research, and entrepreneurship,
as well as exploring their passions through
elective courses and after school activities.

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4. College and
Career Exploration
and Selection
Processes

Provide early and ongoing exposure
to experiences and information
necessary to make informed
decisions when selecting a college
or career that connects to academic
preparation and future aspirations.
School counselors can deliver a
comprehensive career awareness
and career exploration program and
encourage out of the box thinking
about career pathways.

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5. College and Career
Assessments

Promote preparation, participation and
performance in college and career
assessments by all students. School
counselors can utilize free and low cost
web based tools to help students discover
“who am I”, “ where am I going” and “how
do I get there?”. This is a complex
process that moves beyond interest
inventories and surveys, and engages
students in the intrapersonal analyses of
addressing their motivation, persistence,
resiliency, and coping skills to align their
career goals with educational persistence.

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6. College
Affordability
Planning

Provide students and families with
comprehensive information about
college costs, options for paying
for college, and the financial aid
and scholarship processes and
eligibility requirements, so they
are able to plan for and afford a
college education. Start early –
with the families of middle school
students and provide this
information annually.

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7. College and Career
Admission Processes

Ensure that students and their families have an
early and ongoing understanding of the
college and career application and admission
processes so they can find the postsecondary
options that are the best fit with their
aspirations and interests. A developmental and
sequential curriculum, with specific goals
based on the needs of your students, and the
ASCA National Standards, can be delivered in a
scope and sequence during the 7 years of
middle and high school. A focused intentional
approach will provide students with
awareness, knowledge, and skills making the
senior year application and decision making
process much less daunting.
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8. Transition
from High
School
Graduation to
College
Enrollment

Connect students to school and
community resources to help the
students overcome barriers and ensure
the successful transition from high
school to college. School counselors can
collaborate with the Parent Teacher
Association (PTA), community
organizations, and local business, high
school alumni enrolled in technical
school, 2 and 4 year colleges. Small
group meetings, mentoring, workshops,
and alumni meetings can provide
support for smooth transitions from high
school to college.
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What does college and career ready
mean to you now?
 What 3 things will you do to help ALL of
your students become college and
career ready?
 How will you do next week to advocate
for college and career readiness for all
of your students?


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



National Career Development Association
http://associationdatabase.com/aws/NCDA/pt
/sp/Home_Page
NOSCA
http://advocacy.collegeboard.org/publications
• Eight Components of College and Career Readiness
Counseling
• Elementary, Middle School, and High School Counselor
Guides

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School Counselors Circle of the Philippines Manila November 12, 2013 Carol Dahir Ed.D. Professor, New York Institute of Technology [email protected] Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C.

Transcript School Counselors Circle of the Philippines Manila November 12, 2013 Carol Dahir Ed.D. Professor, New York Institute of Technology [email protected] Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C.

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