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2013 NCSMA Annual Conference, Greensboro,
                    NC
             March 18-19, 2013


    Dear Mr. Jones:
Letters from The School
        Counselor
Exploring the school counselor –
    principal relationship by
  challenging perceptions and
 exploring the ASCA Model for
       School Counseling
Jo Ann Norman, School Counselor, NCC, NBCT
      joann.norman@carteretk12.org

         Dr. Cathy Tomon, Principal
       cathy.tomon@carteretk12.org

  Broad Creek Middle School, Newport, NC
Who’s here?

   Administrators
  School Counselors
      Teachers
Instructional Support
A Closer Look at the Principal –
Counselor Relationship:
A Survey of Principals and Counselors,
May 2009

A collaboration of College Board
Advocacy, American School Counselor
Association and National Association of
Secondary School Principals



Why the need for this work?
“All three organizations
     recognized believe that
   understanding the principal –
counselor relationship can lead to
more effective practices for both
principals and counselors, which in
      turn can lead to better
   educational outcomes for all
             students.”
Important Elements or Potential
   Barriers to a Successful
     Principal – Counselor
         Relationship

         Communication
            Respect
          Collaboration
         Shared Vision
Key Findings

      Both principals and counselors ranked communication and
      respect as the two most important elements in the principal –
      counselor relationship, with principals giving communication
      higher rank and counselors most frequently selecting
      respect.

      Principals more often mentioned quality of communication
      while counselors more often mentioned frequency of
      communication.

      Regarding respect, principals more often mentioned respect
      for their vision and goals while counselors more often
      mentioned respect for themselves and their expertise.

      Time was an often-mentioned barrier to collaboration.

      Counselors were more likely to indicate mutual trust between
      the principal and counselors as “high importance“ yet “less
      present”.
So, how does “perception”
affect the quality of this
relationship?

And, what can we do to improve
the relationship?
What do you
   see?


 Upon first
glance, what
  were you
expecting to
    find?
What do you
   see?

Does a change
  in what you
 are seeking
 change what
   you find?
Perception
    Recognition
    Knowledge
    Approach
    Awareness
It’s
A Dog’s
 Life…
Dear Mr. Jones: Letters from the School Counselor
Dear Mr. Jones: Letters from the School Counselor
Does Ike’s viewpoint feel
           familiar?

  “you should see what goes on
          around here”
“Think of all the times I’ve saved
                you”
 “Day after day I am forced to
 perform the most meaningless
               tasks”
How does perception affect
    your approach to
   the tasks required?


Do you look for opportunities
     to be the “hero”?
How might a difference in
principal and school counselor
          perception
       affect counselor
        effectiveness?
Guidance Counselor
        vs.
 School Counselor
Guidance

• Is the state curriculum,
  represented through the Guidance
  Essential Standards and taught by
  teachers, school counselors and
  other school staff in a variety of
  ways (classroom guidance is but one
  method of delivery).
School Counselor

 Isthe person who works in your
 school, making sure the Guidance
 Essential Standards are delivered
 and performing duties as
 recommended by a national delivery
 model (basis of the newly adopted
 School Counselor Evaluation)
Dear Mr. Jones: Letters from the School Counselor
Dear Mr. Jones: Letters from the School Counselor
The ASCA National Model

• A school counseling program
  based on ASCA’s National
  Model is data-driven and
  based on the academic, career
  and personal/social
  development standards.
American School Counselor’s
   Association (ASCA)


Effective School Counseling
Programs are Built on a
Framework of Four Key
Elements
Foundation: Program Focus, Student
   Competencies and Professional
           Competencies
Management: Program and
 Counselor Assessments, Use of
    Time Assessment, Annual
Agreements, Advisory Counselors,
 Use of Data, Curriculum, Small
Group and closing the Gap Action
              Plans
Delivery: Direct Student Services
      (School Counseling Core
  Curriculum, Individual Student
  Planning, Responsive Services;
     Indirect Student Services
    (consultation, collaboration)
Accountability: analysis of data to
show impact of counseling program
         on attendance,
     behavior, achievement,
    and to plan improvements
What perceptions do you (and/or your
school counselor) need to challenge to
continue to move your school counseling
program forward?

How does principal support affect
counselor effectiveness?

Counselors, have you studied ASCA?
Have you begun to use some of the
tools?
Questions / Comments?

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Dear Mr. Jones: Letters from the School Counselor

  • 1. 2013 NCSMA Annual Conference, Greensboro, NC March 18-19, 2013 Dear Mr. Jones: Letters from The School Counselor Exploring the school counselor – principal relationship by challenging perceptions and exploring the ASCA Model for School Counseling
  • 2. Jo Ann Norman, School Counselor, NCC, NBCT joann.norman@carteretk12.org Dr. Cathy Tomon, Principal cathy.tomon@carteretk12.org Broad Creek Middle School, Newport, NC
  • 3. Who’s here? Administrators School Counselors Teachers Instructional Support
  • 4. A Closer Look at the Principal – Counselor Relationship: A Survey of Principals and Counselors, May 2009 A collaboration of College Board Advocacy, American School Counselor Association and National Association of Secondary School Principals Why the need for this work?
  • 5. “All three organizations recognized believe that understanding the principal – counselor relationship can lead to more effective practices for both principals and counselors, which in turn can lead to better educational outcomes for all students.”
  • 6. Important Elements or Potential Barriers to a Successful Principal – Counselor Relationship Communication Respect Collaboration Shared Vision
  • 7. Key Findings Both principals and counselors ranked communication and respect as the two most important elements in the principal – counselor relationship, with principals giving communication higher rank and counselors most frequently selecting respect. Principals more often mentioned quality of communication while counselors more often mentioned frequency of communication. Regarding respect, principals more often mentioned respect for their vision and goals while counselors more often mentioned respect for themselves and their expertise. Time was an often-mentioned barrier to collaboration. Counselors were more likely to indicate mutual trust between the principal and counselors as “high importance“ yet “less present”.
  • 8. So, how does “perception” affect the quality of this relationship? And, what can we do to improve the relationship?
  • 9. What do you see? Upon first glance, what were you expecting to find?
  • 10. What do you see? Does a change in what you are seeking change what you find?
  • 11. Perception Recognition Knowledge Approach Awareness
  • 15. Does Ike’s viewpoint feel familiar? “you should see what goes on around here” “Think of all the times I’ve saved you” “Day after day I am forced to perform the most meaningless tasks”
  • 16. How does perception affect your approach to the tasks required? Do you look for opportunities to be the “hero”?
  • 17. How might a difference in principal and school counselor perception affect counselor effectiveness?
  • 18. Guidance Counselor vs. School Counselor
  • 19. Guidance • Is the state curriculum, represented through the Guidance Essential Standards and taught by teachers, school counselors and other school staff in a variety of ways (classroom guidance is but one method of delivery).
  • 20. School Counselor  Isthe person who works in your school, making sure the Guidance Essential Standards are delivered and performing duties as recommended by a national delivery model (basis of the newly adopted School Counselor Evaluation)
  • 23. The ASCA National Model • A school counseling program based on ASCA’s National Model is data-driven and based on the academic, career and personal/social development standards.
  • 24. American School Counselor’s Association (ASCA) Effective School Counseling Programs are Built on a Framework of Four Key Elements
  • 25. Foundation: Program Focus, Student Competencies and Professional Competencies
  • 26. Management: Program and Counselor Assessments, Use of Time Assessment, Annual Agreements, Advisory Counselors, Use of Data, Curriculum, Small Group and closing the Gap Action Plans
  • 27. Delivery: Direct Student Services (School Counseling Core Curriculum, Individual Student Planning, Responsive Services; Indirect Student Services (consultation, collaboration)
  • 28. Accountability: analysis of data to show impact of counseling program on attendance, behavior, achievement, and to plan improvements
  • 29. What perceptions do you (and/or your school counselor) need to challenge to continue to move your school counseling program forward? How does principal support affect counselor effectiveness? Counselors, have you studied ASCA? Have you begun to use some of the tools?