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?
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?
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
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
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?