Transforming the School Counseling Profession Chapter3: Transforming the School Counseling Profession Transforming the School Counseling Profession CHAPTER 3 Chapter 3

The School: The Primary Workplace for Professional School Counselors School counseling is one component of a complex system that is being held accountable for educating today’s students to a higher level of academic proficiency than ever before. The transformed school counseling profession must align its inputs, processes and outcomes for students with the new mission of schools. Chapter 3

The School: The Primary Workplace for Professional School Counselors Bottom line in schools – Level of student academic proficiency. Professional school counselors must contribute to the bottom line. Valued contributions are directly linked to student achievement. Sanctions for all school personnel who do not raise achievement – no exceptions for professional school counselors! Chapter 3

The Continuing Call for School Reform Four Forces Driving Change in Schools Inequities in the educational system. Changes in the nation’s demographics and school populations. Changes in the economy and the workplace. Major changes in educational public policy. Chapter 3

Inequities the in School System Chapter3: Transforming the School Counseling Profession Inequities the in School System Minority students and student of lower socioeconomic status are often not given an adequate education. An achievement gap exists between these students and their more advantaged peers because educators often: Expect less of these children. Provide them with a watered down/weak curriculum. Provide fewer resources to the students with the greatest needs. Chapter 3

Inequities the in School System Chapter3: Transforming the School Counseling Profession Inequities the in School System In the 1980s, a report titled A Nation At Risk concluded that the education system in the United States lagged behind that of other industrialized nations. The report found that the United States’ educational system lacked a set of coherent academic content standards to define what all students should know and be able to do as a result of their 12 years of public education. Chapter 3

Changes in the Nation’s Demographics and School Populations Communities are changing as a result of immigration, declining birth rates among some populations, and the general aging of the population. The education system must educate all of its citizens. Resources must be distributed equitably, based on student need (i.e., those who need more should get more) if we are to meet the mandate of education for all students to higher levels of academic proficiency. Chapter 3

Changes in the Economy and the Workplace The global economy, technological advances and the explosion of knowledge in science and related fields has resulted in major changes in the workplace and the requirements for success in the workplace. All students need to be provided with the opportunity to master challenging academic content to participate successfully in the local and global economy. Chapter 3

Changes in the Economy and the Workplace There have been significant increases in the skills and knowledge required for success at all levels in the 21st century workplace—from entry skill jobs to professional training. The academic performance of students in the United States is being surpassed by the students in its international industrialized competitor countries. Students in the United States consistently score lower on international assessments of mathematics and science than students in other industrialized and even some non-industrialized nations. Chapter 3

Education Reform The policy to promote college level learning for all students is a response to the changes in the demographic and economic landscape. The National Governor’s Association declared high school reform in America its highest priority. As a result of this attention, states have increased their graduation requirements and are requiring students to complete a rigorous curriculum. Chapter 3

Major Changes in Education Public Policy As required by law, The Title 1 of the ESEA was reauthorized in 2000 and came to be known as the No Child Left Behind (NCLB) Act. It strengthened the accountability provisions of the original law because the requirements were being ignored for the most part by states and districts. NCLB, among other changes, requires states to set time lines for closing achievement gaps and set a 12 year time frame for getting all students to proficiency. These accountability policies affect all of the professionals in the education system. Chapter 3

Connecting School Counseling to School Reform Professional school counselors must design data driven school counseling programs that fit into the mission of today’s schools: Rigorous standards and accountability for all students. Accountability is the professional school counselor’s responsibility not just teachers and administrators. Professional school counselors need to take the initiative to get involved! Professional school counselors need to collaborate with staff and not just focus on individual concerns. Chapter 3

A Call for Change in Professional School Counselor Practice The forces pushing for change in education and the resulting revisions in education policies provided the impetus for the Transforming School Counseling Initiative (TSCI). The Initiative was built on the premise that school counseling, as a profession, had to move from a focus on primarily fixing individual students to removing the systemic barriers to student success for whole groups of students. Chapter 3

A Call for Change in Professional School Counselor Practice Professional school counselors must become proactive leaders rather than “helper responders.” Professional school counselors must shift the focus from mental health and individual changes to the whole-school and systemic concerns that fit the whole-school’s mission of academic achievement. Professional school counselors must use “hard data” to prove accountability. Professional school counselors must work as leaders and advocates for parents and educational faculty to create ways for all students to succeed. Chapter 3

A Call for Change in School Counselor Preparation Programs Need to move from the 3 “C’s” of counseling to a broader range of roles, including: Leadership Advocacy Teaming and collaboration Counseling and coordination Assessment and use of data Chapter 3

The Role of the Professional School Counselor To act as agents of school and community change, professional school counselors must: Provide and articulate a well-defined developmental counseling program with attention to equity, access, and support services. Routinely use data to analyze and improve access to, and success in, rigorous academic courses for underrepresented students. Actively monitor the progress of underrepresented students in rigorous courses and provide assistance or interventions when needed. Actively target and enroll underrepresented students into rigorous courses. Develop, coordinate, and initiate support systems designed to improve the learning success of students experiencing difficulty with rigorous academic programs. Chapter 3

New Vision Practice - Being a Leader and Team Member Role Responsibilities of the Professional School Counselor 1. High standards for all students. 2. Remove learning barriers. 3. Teach students skills need to help themselves. 4. Teach how to succeed in the school system. 5. Teach how to utilize academic support systems. 6. Use data to promote program changes. 7. Work with all school personnel. 8. Offer staff development training to promote higher student standards. 9. Eliminate myths 10. Promote community activities for higher student standards. 11. Help parents & the community design ways to work with schools to support higher students standards. 12. Serve as a community resource. Chapter 3

What Prevents Professional School Counselors From Changing? Homeostasis - unwillingness to change. Administration dictating responsibilities. Accepting additional responsibilities. Pressure from special interest groups dictating the professional school counselor’s role. No follow-up reports. Time consumed by special education mandates. Time consumed by quasi-administrative tasks. Chapter 3

What Prevents Professional School Counselors From Changing? Role as a mental health counseling provider with excessive client loads. Professional school counselor not determining their role. Little professional development provided for the professional school counselor. Time consumed by crisis management. Lack of involvement with school reform. Not viewing academic achievement as the primary goal. Working to change students, not the system. Chapter 3

A Sense of Urgency is Propelling Change Professional school counselors are challenged to respond to the urgent needs of all students including minority students and their parents. Professional school counselors must be willing to reach people beyond their jurisdiction. Chapter 3

Living the Transformed Role The transformed school counselor must also develop the capacity to determine when the intervention should be focused on individual students or when the intervention should be focused on the changing the policies and practices being implemented by the system that are the source of student failure and/or student social distress. Chapter 3

Living the Transformed Role Professional school counselors must find a balance of roles – no one can do it all! All counselors have individual strengths and weaknesses. School counseling can be viewed as “nets” of various sizes. Chapter 3

On Becoming a Professional School Counselor: Your Destiny Professional school counselors must attain a high degree of competence in their field. Implement suggested strategies and gain understanding of the ASCA National Standards and Model. Enjoy your wondrous journey! Chapter 3