1. Organization and Administration of Guidance CHAPTER 2

2. O rganization A dministration

3. Organization is basically concerned with making arrangements to enable the school to realize its purpose.

4. Organization Must be planned Principles and goals must be set-up Personnel should be selected, trained And coordinated as a professional staff

5. Organization and/or Reorganization is necessary because imperfections appear in existing arrangements, original purposes become modified or extended, conditions change and /or new techniques are discovered

6. Organization of Guidance Program Is relative to the needs of the institution. There is no pattern of organization that is suitable for all kinds of sizes of schools.

7. Administration is concerned with the conduct, operation, and management of the guidance program.

8. Administration implies Responsibility and Authority - a process it seek to manage situations by which people of different skills, interests and abilities focus their efforts to achieve the goals of an enterprise

9. The focus of guidance is the individual, not the problem; its purpose is to promote the growth of the individual in self direction. It does not solve problems for the individuals but helps to solve them. Arthur J. Jones “ ”

10. believes that guidance is not something that can be separated from the general life of the school; nor is it something that can be located only in some particular of the school.

11. It should be A part of every school activity and some form of guidance is the duty and responsibility of every teacher in the school system. It is a function That is shared by all and therefore should be organized and administered effectively.

12. Coordination... Means not only the placing of students personnel services under a personnel director, but the appropriate staff relationship with other services and other departments of the institution. GILBERT WREN

13. P rinciples of Organization and Administration of G uidance

14. 1. The guidance service should arise out of the interests, needs, and purposes of the students in the school which is serves 2. The guidance services should be continuous and serve all youth, not merely the maladjusted ones.

15. 3. Guidance service should be connected with the whole individual in his/her total environment and with specific needs and problems 4. Guidance services should be organized to deal not only with serious problems after they arise, but also with the causes of such problems, in order to prevent them from arising or to better prepare for their solution

16. 5. It should provide for all phases of students problems and student study. 6. It should provide for specialists; and services of these specialists should be organized and administered.

17. 7. It should provide for securing and recording, through test and other devices. 8. All guidance activities should be directed toward improved individual self- knowledge and self-direction.

18. 9. A functional guidance program should be an integral part of the total school program and be vitally related to home, community and other out-of-school experiences of students. 10. It should be a cooperatively undertaking of the entire school and should enlist the interest and effort of every member of the school task.

19. 11. It should be as simple as possible and should be should be easy to organize and administer. 12. It should provide for leadership and for coordination of all agencies of school and the community for a long-term guidance of youth.

20. Th e Administration and the Guidance Program

21. The guidance service or a guidance program will function effectively and successfully if there is a plan or an organizational set-up whether it is simple or complex.

22. There must be a provision for assigning responsibility for carrying out the guidance program, and the one responsible organize or develop such program is the administrator. Hence, the superintendent of a school system, the principal of an elementary or high school, or the president of a college is the administrative head of its guidance program.

23. In smaller school – t he administrator may need to assume counselling duties as well. In larger schools and in post- high school institutions – the details of administering guidance services usually are delegated to qualified members of the staff.

24. The Administrators -they are the key persons in the in the development or improvement of the guidance program in the school.

25. -their support and administrative leadership are very important to the success of the whole program. Best result are usually achieved when they encourage the cooperation of other personnel and the staff members such as the heads of subject departments, school secretaries, librarian, the school custodian and of course the guidance workers themselves.

26. F undamental Responsibilities of an Administrator in R espect to the Guidance Program

27. 1)Knowledge and acceptance of the basic philosophy and principles of effective guidance services. 2)Leadership of the organization of the services.

28. 3) Encouragement of a guidance-pointed attitude among the members of the entire staff by means of one or another form of in-service education.

29. 4)Selection and assignment of qualified guidance personnel. 5) Direct or indirect supervision of guidance activities.

30. 7) Activation of periodic appraisal of the program effectiveness. 6) Provision, within budgetary limitations, for space, equipment, and materials needed to implement the program.

31. The Bases for Administrative Decisions of Guidance

32. 1.The administrator must be in an idea person. 2. The administrator must be an idea receiver.

33. 3. The administrator must be a coordinator of purposes. 4. The administrator must be a coordinator of role definitions.

34. 5. The administrator must seek understanding of and support for the guidance program. 6. The administrator must be a counselor, a mediator of differences of opinion, an expert in human relations.

35. Essential Functions of an Administrator

36. 1.S/He arranges the schedule to allow time for guidance activities by providing time on school days for all guidance functions. 2. S/He designates a well qualified teacher as a head counselor.

37. 3. S/He organises and supervises the guidance program. He/ she gives support to the head counselor in developing and improving the guidance program. 4. S/He encourages and assists guidance workers to secure professional training for all the staff members.

38. 6. S/He provides an adequate cumulative record system, materials and supplies. S/He sees to it that there is a private room for the counselor to interview students without interruptions or interferences.

39. 7. S/He assigns definite guidance responsibilities to staff members, such as testing, counselling, etc. S/He selects the teachers best qualified to serve in each functional- guidance area. S/He assigns definite guidance responsibilities to staff members, such as testing, counselling, etc. S/He selects the teachers best qualified to serve in each functional- guidance area.

40. The Qualities of a Good Administrator

41.  S/He must have a clear concept of the meaning, philosophy and significance of guidance.  S/He must have a knowledge of the goals and characteristics of a good guidance program.  S/He must know the basic assumptions of guidance services.  S/He must be guided by a definite, sound, workable educational philosophy.  S/He must remember that the guidance program cannot be built up, put on paper, and then forgotten.

42.  S/He must be a good leader and understand as well as know how to bring together the school and the community.  S/He must be able to foster the social life of the school or encourage the activities of school organizations, clubs, and athletics.  In a student-personnel program, s/he should recognize four closely related factors f the program, namely: a. student-personnel leadership; b. participation of all staff members; c. services of special consultants and experts; and d. an evolving curriculum with flexibility in scheduling student’s needs as revealed by a functioning broad program of student-personnel services.

43. The Guidance Specialists

44. Educational Administrator key person in the total guidance program. -Responsible for organizing and administering the guidance program. -any educational officer responsible for the management or direction of some parts of an educational establishment or system.

45. It may be the: -College president -School superintendent -Principal

46. In large countries and cities where guidance services operate on a system-wide organizational structure, a number of persons have specialized functions:

47. Supervisor of Guidance administratively responsible to the superintendent  Directs the planning, developing and coordinating of the guidance program to the entire area.  He/ she conducts workshops and in-service training programs for counselors and teachers  Assumes the leadership in correlating all guidance and counseling activities.

48. In small schools, the administrator is the principal  Guidance can be organized  Has initiative and vision can organize an effective over-all guidance program even though there are no trained personnel or teachers with special knowledge of guidance practices and procedures.

49.  He/she can help teachers to become conscious of the needs of an individual pupils and to assume a permissive attitude in dealing with children.  He/she can encourage teachers to plan group guidance lessons, to arrange interviews and meetings with small groups of parents, and to make use of community resources.

50. These personnel includes:  Homeroom Advisers  Teachers  Guidance Counselors  Librarian  Physician  Nurse  Psychologist  Those from outside agencies that work closely with the school

51.  Sets an informal permissive atmosphere generated by the adviser-member relationship within which students get the feeling of freedom from tension brought about by their academic activities.  Gathers information about each student through autobiographies, anecdotal records, problem checklists, sociograms, interviews and conferences with parents. Homeroom Adviser

52.  Information about the students through these non-test techniques will reveal much about themselves – their abilities, interests, problems and needs.  Knowledge of students’ attributes will be useful to the homeroom adviser in discussions of relevant topics that will help students become inner- motivated, well-directed and well-adjusted.

53. Some of the homeroom activities that the students can undertake are:  Writing anautobiography  Projects  Sociodrama  Interviewing resource persons  Writing a diary  Debates  Art session  Pantomines  Psychological testing  Share-and-tell  Buzz sessions  Story-telling  Role playing  Talent shows, etc.

54. Counselor -A regularly assigned member of the school staff, is specifically charged with the responsibility for developing those aspects of the guidance functions which demand an expenditure of time and the use of specialized competencies that the teacher ordinarily does not have.

55. Directly responsible to the school administrator and has only a staff relationship with the teacher and other members of the school staff.

56. School principal and the counselor work closely together to plan and organize programs of guidance services which include the following:  In-service trainings for teachers  Consultation service for teachers and parents  Counseling service for pupils  Referral service for pupils  Placement and follow-up  Research  Evaluation

57.  Chief responsibility is to provide counseling for all children especially those with unusual interests and needs.  He/she should make it a point to meet all students/pupils in the school, whether individually or in groups for counseling.  He/she will find out that there are children that need special attention.

58. School Psychologist-  Usually employed by the school to perform tasks related to diagnosis and remediation of learning problems that may have been manifest in lack of educational or personal-social adjustment.  He/she is skilled in the use of psychological tests for diagnosis.

59.  He/she can likewise handle referrals to other community agencies and/or work with parents to improve relationships between parents and children.  Psychological test results filed at the school psychologist’s office can be used by the counselor as basis for counseling.  Administers, corrects and interprets the results of the standardized tests in order that the learning readiness of the pupils can be determined.

60. School Nurse- Provides information regarding the physical health of a pupil in order that teachers, parents, and administrators may better understand the child.

61. Other responsibilities of the school nurse include:  Making routine inspections of pupils who are reported ill.  Making referrals to and assisting the school doctor.  Maintaining health records.  Making home calls when necessary.  Instructing the pupils in good health practices.  Participating as a member of the guidance team.

62. School Physician- Whether employed full- or part-time, serves as a medical consultant and examines students. He/she is more concerned with preventive than with therapeutic measures. His/her duties are the prescription of inoculations, advice to the nurse and acting as a referral source.

63. Psychiatrist- Is a doctor specialists in psychiatry; that branch of medicine which deals with mental and emotional problems. When a pupil’s mental and emotional difficulties may be beyond the understanding of guidance counselor, a referral to the psychiatrist has to be made.

64. In the absence of a psychiatrist, teachers and counselors should be alert to detect any deviant behavior that does not respond to guidance and counseling. The services of a psychiatrist must be sought.

65. Teachers- Regarded as guidance workers. Key person in the guidance programs in the classroom. They make their own contribution in the classroom to the guidance program.

66. Part of the same team joining administrators and pupil /student personnel specialists in the task of assisting individuals to become increasingly mature and productive members of society. Perform specialized functions pertinent to their duties, so does each of the member of the team. Part of the same team joining administrators and pupil /student personnel specialists in the task of assisting individuals to become increasingly mature and productive members of society. Perform specialized functions pertinent to their duties, so does each of the member of the team.

67. Effective classroom instruction is best achieved when guidance is present. Teachers who make lessons meaningful to students and make learning pleasurable by helping learners achieve their maximum potentials are guidance-oriented.

68. Librarian- Has an important role to play in an effective guidance program. He/she is needed in the elementary school, in the secondary school, or in a college or university. His/her duties in connection with the guidance program, it is necessary to know the importance, needs, and goals of guidance.

69. He/she could be in a better position than any other school personnel to extend assistance to the school population including the faculty in locating, using and understanding of library books and other pertinent materials related to guidance and personnel work. He/she would be able to stimulate pupils, students and teachers to make use these facilities by arranging library books, equipment and other facilities in a convenient, attractive and pleasing way.

70. He/she could even assist the youth and mentors in locating and using new publications, visual and aural aids, charts, graphs and other materials that are needed in guidance work. He/she could give illustrated talks and help guide students in their choice of reading and reference materials. He/she help motivate children to develop reading as part of their recreational activities.

71. Religious Leader- Who may be apastor, a priest or a minister is needed guidance. He/she who guides the pupils/students in their spiritual needs.

72. Problems on moral and spiritual aspect can best handled by a religious leader.

73. T he Guidance Program

74. The welfare of every individual learner is the foremost concern of guidance. In order to help the clients, a set of planned activities with desired goals is carefully prepared. This will serve as an action plan for the wise management and proper implementation of the program.

75. Basic Organizational Principles In the development of a viable guidance program, basic organizational principles must be considered:

76.  It should be based upon the goals/aims of the program.  Authority and line of responsibility must be clearly defined.  Operation has to be systematic with the extent of control that is well established.  Good leadership and human elements must be indicated.

77. Factors in the Development of a Guidance Program The development of workable guidance program is dependent on several factors. Its program goals should be defined based on the scope/area it will cover while considering the financial support it will receive.

78. Communication/Coordination Communication/Coordination is a major aspect of an organization. The guidance counsellor reports to the proper authority on relevant issues regarding the guidance program.

79. Vital Steps in Developing and Managing a Guidance Program To insure the wise and effective administration of the guidance program the counselor should be knowledgeable manager. S/he should consider several steps such as the preparatory, implementing, and appraisal parts.

80. Preparatory Part Goal – setting and planning Any preparation should be done ahead. Attainable and realistic goals must be determined. They should be well- written.

81. Implementing Part Coordinating- Proper communication should be open to proper people/agencies. Directing/Managing- The guidance center leads in the delivery of services with the help of the management staff. Development-there should be a continuity of services.

82. Appraisal Evaluation- a checklist is provided to gather both the positive and negative feedbacks. Future Design- based on evaluation, designing future plans/ move is done.

83. Guiding Points on the Delivery of the Guidance Program

84.  Begin with an end in mind through the staff receptivity. With a goal to initiate, deliver, and extend the guidance the program, the endorsement of support by the administrator is vital.  Developmental needs of the clients-the program must be reflective of addressing the need for the total development/enhancement of the clients.

85.  Objectives of the program and coordination of functions must be clearly defined. The planning together with the staff and the execution of activities must always be properly coordinated.  Leadership, personal commitment, and in-service training must be considered.

86.  Use of community resources- the guidance program should use available sources coming from the place/school or community.  Evaluation must always be a part of every effective program. Gathering feedbacks will be a big help to improve the program.

87. T ypes of Guidance Organization

88. LINE ORGANIZATION- The direction and control of guidance services flow from the chief administration officer in straight vertical line down to the assistants. From those in assistants, the direction and control proceed in a straight line to their subordinates.

89. STAFF ORGANIZATION- The chief administrative officer distributes activities according to function. Each function or group of functions is assigned to a department head and this head is directly responsible to the chief administrative officer. Each department head is an expert in his/her own field.

90. LINE AND STAFF ORGANIZATION- adopted in a large educational institution. It combines the nature and advantages of the LINE TYPE and STAFF TYPE organizations. The staff are those persons who devote their time exclusively to the knowing, thinking and planning function, and the line includes all the reminders who are chiefly with the doing function.

91. Models of Organizational Structures of a Guidance Program

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