Statewide System of Support School Counselors Dr. Barbara (Ashcraft)Brady, School Counseling Coordination Shelly DeBerry, Student Success Advocate Coordinator.
Download ReportTranscript Statewide System of Support School Counselors Dr. Barbara (Ashcraft)Brady, School Counseling Coordination Shelly DeBerry, Student Success Advocate Coordinator.
Statewide System of Support School Counselors
Dr. Barbara (Ashcraft)Brady, School Counseling Coordination Shelly DeBerry, Student Success Advocate Coordinator
1
Introductions
Name/School Years in School Improvement Role in School Improvement 2
What is the role of the school counselor in
school improvement?
3
Group Activity
In groups of 2 or 3
Review the literature/resources Find support for the role of the school counselor in school improvement Prepare to share with the whole group 4
School Counselors as Change Agents
What are the Game Changers for your School?
What will it take to make the big changes that need to occur?
How is the school counselor able to help make those changes?
5
Systemic Change
… Bill Shore
“ We tend to think that creating change requires an array of external resources and support: acts of Congress, great sums of money, large standing armies, technology, vast research capabilities or powerful lobbyists, relationships and networks.
Systemic Change
… Bill Shore
Of course, all have their place, But often, the most sweeping change results
form a single individual with none of those at his or her command,
but instead with the courage to follow his or her conscience.
”
One person with a belief is equal to a force of 99 who have only interests.
John Stuart Mill
English economist & philosopher (1806-1873)
Solution Focused Leadership
Solution Focused NOT Problem Focused
Solution Focused Principles
• Don’t get caught in admiring the problem • Focus on the positive. • Keep a present-future orientation.
• If it doesn ’ t work, do something different • If its not broke, don ’ t fix it • If it is working well, do it more; That is, do more of what you do well.
– Fit the talent with the task.
10
But I Want
Them
Different!
to be
Exploring the Future Without a Change in the Others •
What if they will not change?
•
What can I do to move school counseling to align with new standards?
•
Who can I engage to empower change?
Solution Focused Principles
Approach each opportunity as if it were your last.
Make no assumptions about the cause of a problem.
Focus on actions instead of insights.
Focus on ends or progress
• Past progress • Future progress without weakness or threat 12
• • • • • •
Solution Focused Leadership
Are responsive and adaptable (re inventing); Leaders are empowered instead of overburdened; Involvement is energizing; Greater focus on what really matters (the work plan or goals) Inclusive (collaborative) The past does not necessarily influence the future 13
Building Bridges: Effective Collaboration with…
• • • • • • • Teachers Parents & Guardians Colleges Post Secondary Institutions Department of Education School Boards Advisory Teams • • • • • • • • • Administrators Community Stakeholders School Business Partners Military Agencies Education Associations Superintendents WVSCA and ASCA Counselor Educators
Hedgehog Concept
The hedgehog stays focused the goal.
The fox is easily distracted. Which are you?
Hedgehog Concept
“Represents values that you are so passionate about that you would never, under any circumstances give them up as a true core”
WHAT ARE THOSE THINGS?
A successful leader is a hedgehog NOT a fox
Final Thought About Leadership
•
Good leadership involves responsibility to the welfare of the group, which means that some people will get angry at your actions and decisions. It's inevitable, if you're honorable. Trying to get everyone to like you is a sign of mediocrity: you'll avoid the tough decisions…
General Colin Powell •
Our work is mostly pleasant although sometimes unpleasant.
Dr. Barbara Brady
Principal’s View
What is the school counselor’s role in school improvement?
School Counselors as Change Agents
What are the Game Changers for your School?
BHAG
Big Harry Audacious Goal(s)
What goal(s) do you need to set to move your program….from good to GREAT?
What will it take to make the big changes that need to occur?
How is the school counselor able to help make those changes?
19
Leading Program Improvement
M.E.A.S.U.R.E OF SUCCESS
MEASURE requires school counselors to collaborate and team with administrators, faculty, and stakeholders to identify and positively impact the critical data elements that are important barometers of student success (Dahir & Stone, 2003).
20
M.E.A.S.U.R.E
Mission: Connect your program to the mission of your school and to the goals of your annual school improvement plan.
Elements: Identify the critical data elements that are important to the internal and external stakeholders.
Analyze: Carefully discuss which elements need to be aggregated or disaggregated and why.
Stakeholders – Unite: Determine which stakeholders need to be
involved in addressing this school improvement issue and unite to develop strategies.
Reanalyze: Rethink and refine your strategies; refocus your efforts as needed and reflect on your success.
Educate: Show the positive impact the school counseling program has on student achievement and on the goals of your school ’ s improvement plan.
21
BREAK!
Transforming School Counseling Changing from…
Random Acts of Guidance • Counselor centered • Everything to everyone Spending 80% of time … with 20% of students Lack of planning and documentation
Moving toward….
A Planned Program
Supporting all students being Career/College ready Classroom lessons/ developmental guidance/individual student planning for all students Program documentation/Use of calendars Gatekeepers Working in silos Closing the gap in achievement / use of data/ partners in achievement Collaboration/ systemic change agent
WV School Counseling Model
Adapted from ASCA
’
S National Model® WVDE Policy 2315 West Virginia School Counselor Performance Standards
PROVIDE
Research-based framework for school counselors to enhance success for ALL students 24
ASCA National Model/Policy 2315
25
Designing School-Wide Systems for Student Success IEP, 504 Groups, Tutoring, Peer Helpers, etc.
Classroom Guidance Lessons,
School Assemblies, Student Advisement Programs, Programs, Academic Plans, Intrepreting test results Therapy – Outside or SBMH Centers Groups, Mentoring, Student Helpers, Clubs, Crisis Interventions, Short-term counseling
Classroom Guidance Lessons
, Student Advisement Programs, School Assemblies, etc.
27
A Picture of the WV Professional School Counselor Standards
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Program Planning, Design and Management Program Delivery Data Driven Accountability and Program Evaluation Leadership and Advocacy Professional Growth and Responsibilities
Pedigree of West Virginia Professional Counselor Standards
• • • Developed by • • West Virginia school counselors Key stake holders (principals, central office leaders, RESA, WVBE, and WVDE) Reviewed by National Experts (Dr. Pat Henderson, Norm Gysbers, Center for School Counseling Outcome Research, and others) Adopted 2010
West Virginia Professional School Counselor Standards
• Provide:
an expanded vision of the integral nature of the school counselor within the school and the community;
• A common language that describes what a counselor needs to know and be able to do •
a discussion document that communicates the essential functions of the school counselor;
West Virginia Professional School Counselor Standards
• Provide:
the parameters for the essential knowledge, skills and dispositions that WV school counselors are to possess,
• A self-reflection tools for counselors to evaluate their alignment with the standards and best practices.
• Guide for professional development
West Virginia Professional School Counselor Standards
• Provide: A basis for West Virginia higher education school counselor preparation programs •
the framework for a school counselor performance assessment (evaluation system); and
•
a road map for continuous improvement.
Architecture of West Virginia Professional Counselor Standards
•
Standards (5)
–
Broad statements/ constructs
•
Functions(19)
– Describes the important
functional or procedural parts of the standard
•
Indicators (50)
– Further delineate the
functions into observable measures and are described by rubrics
Sample Rubric
Rubrics Review
What do the performance levels mean?
Distinguished:
Professional counselors who are responsible for their own learning, lead continuous improvement of the school counseling program, have a systemic approach to collaboration and communication, and share best practices with colleagues. Being a distinguished counselor remains a goal for all counselors, regardless of how challenging it may be in circumstances.
any particular set of
Distinguished:
Distinguished counselors:
• are master counselors and make contributions to the school counseling profession, both in and outside their school • exhibit continuous reflection and self-renewal • follow a comprehensive, integrated curriculum approach in a comprehensive, developmental program • operate their program at a qualitatively different level from those of other counselors
Accomplished:
Professional counselors who have achieved mastery within a critical element. This level of performance is expected for most experienced counselors.
Accomplished:
Accomplished counselors:
• clearly understand the concepts underlying each critical element component and implement well, are experienced, capable counselors who regard themselves and are regarded by others as performing at this level. • thoroughly know their role, they know their students, and have a broad repertoire of strategies and activities to use with students in a standards-based program. • continuously seek to expand and improve their practice.
Emerging:
Counselors who may be new to the field or experienced counselors who are weaker in a particular area and need to set improvement goals to move to a more accomplished level of performance.
Emerging:
Emerging counselors:
• appear to understand the concepts underlying each element and attempt to implement the components. • exhibit sporadic, intermittent, or otherwise not entirely successful implementation. • are characteristic of counselors new to the profession or experienced counselors who have not made the paradigm shift required by the ASCA Model® and WVBOE Policy 2315. • are minimally competent counselors; improvement is likely to occur with experience, professional development, planning, and mentoring; and while all students may not be receiving the guidance, counseling, and programs they need no actual harm is being done to students.
Unsatisfactory:
Counselors with unacceptable job performance in indicated area(s) and may be doing harm to students.
Unsatisfactory:
Unsatisfactory counselors:
• do not yet appear to understand the concepts underlying the critical element component. • can grow and develop in this area. • usually perform at a level that is below the licensing standard of “ do no harm.
” • have reached a time for a supervisor to intervene • represent a first priority for coaching or mentoring • need to develop a support and or improvement plan in areas identified as unsatisfactory as prioritized by counselor and administrator
Comprehensive Model for Student Supports Type of Intervention
School – Wide Preventative Targeted Intensive
Portion of Students Who Will Benefit
65-75% 15-25% 5-10%
Resources Needed
Reorganize existing resources Community Volunteers Students Faculty Parents Additional resources needed Expertise Staff Volunteers/Additional duties assigned Community Volunteers Partners in Education Referrals to child welfare systems, DHHR, social services, mental health & juvenile justice 44
Type of Intervention
School-wide Preventative
Comprehensive Model for Student Supports Currently in Place Student Needs Plan to Put in Place Counselor Role
Targeted Intensive 45
Potential Goals
• Based on your school data and your conversations, what are one or two potential goals for the 2012-13 school year?
Normally this conversation would occur at the end of the school year or over the summer before school starts.
If you have established goals as part of the evaluation pilot/demonstration, examine this goal closely. Does it need revised? Share with your partner.
LUNCH!
SMART Goals
S
- Specific • The outcome is clear.
M
- Measurable • You can count it or see it.
A
- Achievable • You have what you need to be able to do it.
R
– Results-oriented • It is aligned with school/district goals.
T
- Timed • A specific date has been set.
GOAL SETTING for Work Plan
Set a minimum of three goals:
WORK PLAN FORM
– Program Growth Goal
(based on Program audit)
– Standard Element Goal (based on self reflection using element rubrics)
Student Impact Goal Form
– Student Impact Goal
(Move Impact Goal to Work Plan form when complete)
Program Growth Goal
1. Se lect a partner within your programmatic area.
2. Using the completed program audit (that was emailed to you) select a program component for growth.
3. With your partner discuss the program component selected and assist each other in developing a Program Growth Goal.
4. Work together to analyze the goal to ensure it is S.M.A.R.T.
Standard Element Goal
Standard Element Goal
1. Select a partner within your programmatic area.
2. Using the completed self reflection and the Standard Element rubrics (that were emailed to you) select an Standard Element for growth.
3. With your partner discuss the element selected and assist each other in developing a Standard Element Goal.
4. Work together to analyze the goal to ensure it is S.M.A.R.T.
Context
Who and what will you Impact?
Academic, Career, Personal/Social
All Students Grade Level Multiple Grades At-risk High Risk
Two Data Points
• Clear Beginning and End –
Quarter
–
Semester
–
Academic Year
•
Results by May 1
• • • • • • • •
Attendance Discipline records Career portfolios Post-secondary scholarships Parent involvement Bullying incidence Needs assessment data And so forth
Student Impact Goal
Goal related to academic, career, and personal/social standards to change data that impact student achievement.
– Attendance – Discipline referrals – Retentions – Documented academic/career plans – Parental engagement ….and so forth
Break and Early Warning Session!
Development of Work Plans
School Counseling Work Development
1. Review your three goal and make any final revisions with your partner.
2. Determine which Standard you goal fits under.
3. Write you goals under the correct standard.
4. In collaboration with your partner develop action steps (what you plan to do) to accomplish each goal.
5. Complete each component of the Work Plan for each Standard selected.
WVDE Resources
Goal of this session:
Make counselors aware of websites and resources to assist with program implementation.
SSOS Counselor WebTop Community
1.
https://wvde.state.wv.us/elgg/ 2. Go to: 3. WVDE Website 4. TOOLS 5. Get a WebTop and register Or go to 1. WebTop then WebTop Communities and sign in 2. Register as a new member for SIG School
Counselors
Other Web LINKS
School Counseling Website
http://wvde.state.wv.us/counselors
Protocols
http://wvde.state.wv.us/counselors/protocols.html
LINKS Program
http://wvde.state.wv.us/counselors/links/
LINKS NetWorth
http://wvde.state.wv.us/counselors/networth-lessons.html
NetsSmart – aligned with school counseling standards http://wvde.state.wv.us/counselors/netsmart/
Group Guidance Lessons
http://wvde.state.wv.us/counselors/group-lessons.html
Guidance Curriculum
http://wvde.state.wv.us/counselors/guidance-curriculum.html
Helpful Sites
School Counseling Website – Documentation Handbook
http://wvde.state.wv.us/counselors/Counselorhandbook .html
Student Needs Assessments
http://wvde.state.wv.us/counselors/counseling survey.html
Student Voice
http://wvde.state.wv.us/voice
WV Expanded School Mental Health
https://sites.google.com/site/wvesmhi/
Helpful Sites
It Does Matter
http://wvde.state.wv.us/it-does-matter/
Parent 21
http://wvde.state.wv.us/parents21/
Learn 21
http://wvde.state.wv.us/learn21/
College Foundation for West Virginia
www.cfwv.com
RESOURCE SHARING by Programmatic Area
• Divide by Programmatic level and informally share resources – Elementary – Middle – High School