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Carol Dahir Ed.D. Professor, New York Institute of Technology School Counselors Circle of the Philippines Manila November 12, 2013.

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Presentation on theme: "Carol Dahir Ed.D. Professor, New York Institute of Technology School Counselors Circle of the Philippines Manila November 12, 2013."— Presentation transcript:

1 Carol Dahir Ed.D. Professor, New York Institute of Technology School Counselors Circle of the Philippines Manila November 12, 2013

2 Magandang umaga Ohayo Shubha prabhaat Vanakkam Selamat pagi C. Dahir, 11/12/13

3  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


5  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

6 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

7  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?? What Contributes to the Lack of College and Career Readiness? C. Dahir 11/12/13

8 ELEMENTARY BASIC EDUCATION STATISTICS 2007- 2008 2008- 2009 2009- 2010 2010- 2011 2011- 2012 Participation rate (or Net Enrollment Rate) 88.31%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

9 SECONDARY BASIC EDUCATION STATISTICS SECONDARY 2007- 2008 2008- 2009 2009- 2010 2010- 2011 2011- 2012 Participation rate (or Net Enrollment Rate) 59.88%60.46%59.86%60.88%62.00% Cohort Survival Rate 79.91%79.73%78.44%79.43% 78.83% Completion rate 75.37%75.24%73.55%75.06% 74.23% Dropout Rate (or School Leavers Rate) 7.45% 7.95%7.79%7.82% Transition Rate 99.32%98.45%99.79%100.41%99.68% C. Dahir 11/12/13



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


14 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. C. Dahir 11/12/13 Our Ethical Obligation

15 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

16 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


18  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

19  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

20  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 3 rd parties  Family Education Rights and Privacy Act (FERPA) C. Dahir 11/12/13

21  Comprehensive school counseling programs  Equal opportunities for all students  Provide and advocate for student career awareness- support 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

22  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

23  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

24  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

25  Adhere to all professional standards  Confidentiality  Consider developmental age  Assess the effectiveness of programs in regard to students needs C. Dahir 11/12/13

26 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

27  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

28  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

29  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

30  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

31  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

32  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

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


35  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

36  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

37  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

38 - Goethe

39 C. Dahir 11/12/13

40  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

41  Academic Development  Career Development  Personal/Social Development C. Dahir 11/12/13

42  Ethical Standards  Social Justice Agenda  School Counselor Competencies All together supports students to become college and career ready! C. Dahir 11/12/13


44 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

45  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

46 ComponentsGoal 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

47 2. Academic Planning for College and Career Readiness Advance students’ planning, preparation, participation and performance in a rigorous academic 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

48 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

49 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

50 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

51 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

52 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

53 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

54  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

55  National Career Development Association /sp/Home_Page /sp/Home_Page  NOSCA Eight Components of College and Career Readiness Counseling Elementary, Middle School, and High School Counselor Guides C. Dahir 11/12/13

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