Transcript Barbara Ashcraft, MA, LPC School Counseling Coordinator

Barbara Ashcraft, MA, LPC
School Counseling Coordinator
Who they are…
Where they want to go…
And how they are going to get there!
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21st century students need more than reading,
writing, and arithmetic; they must be able to solve
problems, think critically, communicate effectively,
and work in teams.
The advisor/advisee curriculum will bridge the
gap between what is taught in the core curriculum
and the skills necessary in the work place by
addressing five major Skills Areas: SelfKnowledge, Life Skills, Educational Development,
Work Ethics, and Career Planning.
“ In an ever-changing global environment
where interdependency abounds, the best and
highest quality of education is a necessity no
longer reserved for the few, but demanded for
all. ”
~Breaking Ranks:
Changing an American Institution
“ In an ever-changing global environment
where interdependency abounds, the best and
highest quality of education is a necessity no
longer reserved for the few, but demanded for
all. ”
~Breaking Ranks:
Changing an American Institution
Success in a world of change requires schools to
ensure that all students have:
 the capacity to be autonomous, lifelong
learners
 the ability to solve problems and create new
solutions
 the ability to collaboratively work with others
Workforce
Mid 20th Century 21st Century
Professional
20%
20%
Skilled
15%
65%
Unskilled
65%
15%
U.S. Bureau of Labor Statistics
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Commissioned by 2006 Senate “Taking
Career and Technical Education to
the Next Level in West Virginia”
Overriding finding:
 West Virginia does not have a
“system” of career and technical
education, at all
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West Virginia must move from “random acts of
progress” to a system based on the 4 Ss –
Strategic
Synergistic
Sustainable
Scalable
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recommended that West Virginia develop a
systematic way to help students with career
exploration. Recommendation # 6 is to
Enhance seamless alignment and rigor by
developing Career Pathways.
Accepting the status quo or making small,
incremental changes will fall short of
preparing West Virginia and its citizens to
compete effectively in the global marketplace.
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Recommendation 7 – Develop a new model for
career counseling, student support and
academic advising.
Only 77of every 100 9th graders in West Virginia earn a high
school diploma (our best data)
Only 16 of these graduates earn a four year degree within six
years of graduation
2007 Pawley’s Group Report
At least 8,000 students drop out of high school each year in
West Virginia
55% of West Virginia students qualify for free or reduced price
meals
West Virginia employers report that West Virginia graduates
do not have adequate work place readiness skills.
Are some students provided more opportunities than
others?
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Access to quality teachers
Access to rigorous curriculum (AP Courses)
Access to home computer
Knowledgeable parents to support student learning and career
exploration
Participation in Support Services
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Tutoring, Mentoring, ESL Classes
Participation in Extra / Co curricular programs
Special Needs Accommodations
Test Prep Programs
Dual Credit Programs
Early enrollment in college courses
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Career goal
Connection with caring adult
Connection with post secondary
institution
Individualized Needs, Knowledge and Skills
The purpose of a LINKS Advisement Program is
to advance student learning and development
in a proactive, deliberate manner to encourage
individual success involving a personal
relationship with at least one adult serving as
an advocate for the student.
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Greater student satisfaction with the high
school experience
Improved school attendance
Fewer behavior problems
Increased achievement (measured by grades
and test scores)
Lower drop-out rate
Higher graduation rate
More informed career decision making
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Better interpersonal skills
More informed about the vast array of postsecondary opportunities
Better prepared to enter the work force
Better prepared to enter relevant and
appropriate post secondary institutions
More students completing post secondary
education programs
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Standards based
Fluid (can be adapted to fit needs of school)
Systematic and sequential
Framework and curriculum
Web based (under development)
“Linked” to every educational component of
the school
A system’s change that prepares all students
for the 21st Century Global Market
Relational and Self directional
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If students know you care you can push even
more
Who is most vulnerable?
Malcolm Smith “Why are kids so Angry and
What Can We Do About It?”
 Over 300 students who had murdered
 No relationship with a caring adult
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Culture
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Sense of inclusiveness
Shared responsibilities…It’s everyone’s job to help students
succeed
Understanding individual backgrounds
 Assessing attitudes
 Willingness to take advice
 Desire to learn
 Measuring motivation
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Leadership
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Institutional Mission
The belief that all students can succeed
Freedman Hrabowski, III
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A Whole New Mind – Daniel Pink
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Right and left brain
“Good to Great” – Jim Collins
Execution: The Discipline of Getting Things Done”
Larry Bossidy
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Leadership is key
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Building Principal Must…
 Be chief promoter of LINKS
 Actively monitor program
 Hold everyone accountable
 Solution focused… not problem focused
 Don’t get caught up admiring the problem
 Provide ongoing professional development
 See Do’s and Don’t
Guidance versus Counseling versus Advising
Guidance
The help all students receive from teachers, parents, community
members, and others to assist with educational and career
development.
Counseling
The help some students receive from credentialed professional to
overcome personal and social barriers to learning.
Advisement
A process to help each student improve his/her chances for long-term
employment.
A comprehensive system to provide students with skills and
background to make decisions about his/her education and
career.
A plan to aid students in developing self-awareness, option
awareness, and decision-making skills.
CHANGE LEADERSHIP
VISION
LEADER
TRANSITION
COMMITMENT
American Student
Achievement Institute
VISION
A lofty, bold
statement of the way
our school will be if
all of our dreams for
kids come true.
American Student
Achievement Institute
THE VALUE OF VISIONING
Without a common vision,
the school becomes a
“collection of cottage industries
operating in isolation
under the same roof.”
Source: Jerry Bamburg, North Central Regional Educational Laboratory
American Student
Achievement Institute
BUILDING COMMITMENT
 Trust
 Passion / Excitement
 Clear Communications
 High Expectations
 Low Ego / High Results
 Toughness
American Student
Achievement Institute
MANAGING TRANSITION
 Systemic Change
 Rate of Change
 Value All People
 Embrace the Resistance
 Don’t Need the Credit
 Don’t Take It Personally
 TRUST THE PROCESS
American Student
Achievement Institute
THE BALANCE OF TENSION
Peter Senge
CURRENT
DATA
E
F
VISION
DATA
American Student
Achievement Institute
Asa Hilliard – Deep Restructuring
Fundamental change will occur in an
environment supportive of change
 Collaborative discussion, dialog,
critique, and research
 Everyone is a learner and a leader
 Commitment to core convictions
Source: Hilliard, A. (1991). Do we have the will to educate all children?, Educational Leadership, 49(1), 31-36.
American Student
Achievement Institute
Collegiality VS Congeniality
Norm of Collegiality
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Spirit of inquiry
Talk about practice
Observe each other
Work on curriculum
Teach one another
Norm of Congeniality
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Avoid conflict
Isolation
Little team learning
American Student
Achievement Institute
STAGES OF CHANGE
STAGE
QUESTION
FOCUS
ACTIVITIES
Presentations
Site Visits
Talk to / again
AWARENESS
What is this?
Answer questions
Address fears
INTEREST
Why should I
support this?
Rationale
Personalize
Presentations
Talk to / again
How do I do
this?
Provide
knowledge,
skill building,
encouragement
Workshops
Seminars
PREPARATION
EARLY USE
How am I
doing?
Feedback
Support group
Peer coaching
Mentor
ROUTINE USE
Am I making a
difference?
Research
Data analysis
American Student
Achievement Institute
is the
outward
expression of the fear
of losing something
American Student
Achievement Institute
 What
FEAR might be
triggering the resistance?
“Fear of losing _____.”
 How
can we help someone
who has this fear?
American Student
Achievement Institute
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Keeping positive
Remember your vision… or BHAG
Big, Hairy, Audacious Goal
A lofty, bold
statement of the way
our school will be if
all of our dreams for
kids come true.
Helping teachers create a
vision for their
classroom
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Helping teachers understand their role of
advisor
 “go to” person for a few students
 ‘facilitator’ not traditional teacher
 Lessons are prepared for them
 Will have everything they need
 Can ‘team’ teach
Triggered by fear
Don’t take it personally
Listen to the message
Struggle = Engagement
American Student
Achievement Institute
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Web communications forum
Facilitators’ log…opportunity to vent … and
get results
WVDE Coordinators
ARCC
One Vision…
One Voice
Barbara Brady Ashcraft
School Counseling Coordinator
WV Department of Education
Bldg. 6, Room 221
1900 Kanawha Blvd. East
Charleston, WV 25305-0330
Phone: 304-558-2348
Fax: 304-558-3946
[email protected]