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SCHOOL COUNSELORS AND THE COMMON CORE: A CONVERSATION WITH ASCA'S ERIC SPARKS
By Anne O'Brien on August 26, 2014
When we discuss the implementation of new college- and career-ready standards, such as the Common Core, we talk a lot about how teachers can adapt their practice to best help students achieve. And we talk a bit about the important role that principals, superintendents and parents will play in the process.
One stakeholder is rarely mentioned: The school counselor. Yet the adoption of new standards directly impacts their daily work, their pre-service training and their professional learning.
The American School Counselor Association (ASCA) is in the process of updating their Mindsets and Behaviors for Student Success, which identify and prioritize the specific attitudes, knowledge and skills that students should be able to demonstrate as a result of a school counseling program. This document is intended to serve as the foundation for classroom lessons, small group work and activities within a school counseling program, and its newest iteration will be aligned with the Common Core, as well as with other national, state and district level documents.
In a recent e-interview, ASCA Assistant Director Eric Sparks took the time to tell us more about this project and the important role that school counselors play in academic support, as well as how their work is shifting with the adoption of new college- and career-ready standards.
Public School Insights (PSI): What are the topline messages that those in the education community who are not school counselors – such as teachers, principals and parents – should know about the ASCA Mindsets and Behaviors for Student Success?
Sparks: The ASCA Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes that students need to achieve academic success, college and career readiness and social/emotional development.
The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.
PSI: The ASCA Mindsets and Behaviors are aligned with the Common Core. What is a school counselor’s role in implementing college- and career-ready standards, such as the Common Core?
Sparks: Although school counselors don’t implement specific standards for subject areas like English and math, they do work with students to help them gain the knowledge, attitudes and skills necessary to achieve the high standards set for any aspect of their education and development. School counselors use college- and career-ready standards to assess student growth and development, guide the development of strategies and activities to support student success, and create a school counseling program that helps students achieve their highest potential.
PSI: Can you think of an example of a school or district in a Common Core state where the counseling program is fully aligned with, and integrated into, the school’s academic mission, and can you share some concrete aspects of that program?
Sparks: Hahira Middle School (Hahira, GA) has earned the Recognized ASCA Model (RAMP) award, which designates it as an exemplary school counseling program that aligns with the school’s academic mission. Aspects of their school counseling program include:
PSI: The Common Core emphasizes college- and career-readiness for all students, which is a shift for some schools that have typically focused on college-readiness for high achievers. How (if at all) will that shift affect a school counselor’s work?
Sparks: This shift should not have a major impact on a school counselor’s work. The school counselor’s role has long been to address the academic, career and social/emotional needs of all students so that they are prepared for higher education and for a successful transition to the world of work. School counselors will continue to advocate for student support, equity and access to a rigorous education for all students.
There are, however, barriers to the impact school counselors can have. High student-to-school-counselor ratios make it much more difficult for school counselors to have the impact on all students that we would hope, as does overloading the school counselor with non-school counseling responsibilities. ASCA, along with other organizations and school counselors across the country, will continue to advocate and collaborate with educators and education stakeholders to overcome these barriers.
PSI: As we talk about Common Core implementation, there is rightly a great deal of attention paid to whether students are academically ready to learn at a high standard. But we rarely talk about whether students’ mindsets are ready for the standards. Can you describe what, for lack of a better term, a “good” mindset looks like, and how school counselors and other educators can help students develop it?
Sparks: Mindsets are the attitudes and beliefs that one has about oneself in relation to academic work. Based on research of factors that shape school performance, the following “good” mindsets have been identified.
PSI: How will (or should) these new standards – either Common Core or the ASCA Mindsets and Behaviors – impact the training that a school counselor receives prior to entering the profession?
Sparks: Student standards are an important part of school counselor training before entering the profession. The ASCA Mindsets & Behaviors will be used in pre-service training to help school counselors learn how to prioritize student standards that align with school goals and to use the standards to drive the implementation of a comprehensive school counseling program.
PSI: What kind of professional learning opportunities should practicing school counselors have to help them best implement of these new, higher standards? How is ASCA supporting school counselors in their efforts to implement such standards?
Sparks: School counselors will need time to become familiar with the new standards and opportunities to participate in professional development. ASCA will offer training through webinars, conference presentations and reading materials and will work with state school counseling associations to provide additional support.
- See more at: http://www.learningfirst.org/school-counselors-and-common-core-conversation-ascas-eric-sparks#sthash.UzlEuFBX.C5qRIG9Z.dpuf
SCHOOL COUNSELORS AND THE COMMON CORE: A CONVERSATION WITH ASCA'S ERIC SPARKS
By Anne O'Brien on August 26, 2014
When we discuss the implementation of new college- and career-ready standards, such as the Common Core, we talk a lot about how teachers can adapt their practice to best help students achieve. And we talk a bit about the important role that principals, superintendents and parents will play in the process.
One stakeholder is rarely mentioned: The school counselor. Yet the adoption of new standards directly impacts their daily work, their pre-service training and their professional learning.
The American School Counselor Association (ASCA) is in the process of updating their Mindsets and Behaviors for Student Success, which identify and prioritize the specific attitudes, knowledge and skills that students should be able to demonstrate as a result of a school counseling program. This document is intended to serve as the foundation for classroom lessons, small group work and activities within a school counseling program, and its newest iteration will be aligned with the Common Core, as well as with other national, state and district level documents.
In a recent e-interview, ASCA Assistant Director Eric Sparks took the time to tell us more about this project and the important role that school counselors play in academic support, as well as how their work is shifting with the adoption of new college- and career-ready standards.
Public School Insights (PSI): What are the topline messages that those in the education community who are not school counselors – such as teachers, principals and parents – should know about the ASCA Mindsets and Behaviors for Student Success?
Sparks: The ASCA Mindsets & Behaviors for Student Success describe the knowledge, skills and attitudes that students need to achieve academic success, college and career readiness and social/emotional development.
The standards are based on a survey of research and best practices in student achievement from a wide array of educational standards and efforts.
PSI: The ASCA Mindsets and Behaviors are aligned with the Common Core. What is a school counselor’s role in implementing college- and career-ready standards, such as the Common Core?
Sparks: Although school counselors don’t implement specific standards for subject areas like English and math, they do work with students to help them gain the knowledge, attitudes and skills necessary to achieve the high standards set for any aspect of their education and development. School counselors use college- and career-ready standards to assess student growth and development, guide the development of strategies and activities to support student success, and create a school counseling program that helps students achieve their highest potential.
PSI: Can you think of an example of a school or district in a Common Core state where the counseling program is fully aligned with, and integrated into, the school’s academic mission, and can you share some concrete aspects of that program?
Sparks: Hahira Middle School (Hahira, GA) has earned the Recognized ASCA Model (RAMP) award, which designates it as an exemplary school counseling program that aligns with the school’s academic mission. Aspects of their school counseling program include:
- A vision and mission statement that aligns with the school and district mission and vision and is informed by the school counseling program’s belief that all students can achieve.
- Specific, measurable program goals that promote student achievement, high attendance, positive behavior and school safety.
- A documented annual agreement with the school principal that outlines the program goals, each school counselor’s responsibilities, professional development goals and planned use of time for the year.
- An advisory council that includes representatives from core stakeholders of students, parents, teachers, administrators and community members that provides feedback and input on the effective practices of the school counseling program.
- Published calendars of school counseling events for students, parents, teachers and administrators.
- Well-defined action plans for implementation of activities and strategies to close achievement and opportunity gaps and to implement the school counseling core curriculum.
- Results reports for each of these action plans showing who was impacted by the activities of the school counseling program, their perceptions of the activities and the academic, attendance or behavioral outcomes from the activities.
- A program evaluation reflection which includes specific details of how the school counseling program uses leadership, advocacy and collaboration to create systemic change for the benefit of students.
PSI: The Common Core emphasizes college- and career-readiness for all students, which is a shift for some schools that have typically focused on college-readiness for high achievers. How (if at all) will that shift affect a school counselor’s work?
Sparks: This shift should not have a major impact on a school counselor’s work. The school counselor’s role has long been to address the academic, career and social/emotional needs of all students so that they are prepared for higher education and for a successful transition to the world of work. School counselors will continue to advocate for student support, equity and access to a rigorous education for all students.
There are, however, barriers to the impact school counselors can have. High student-to-school-counselor ratios make it much more difficult for school counselors to have the impact on all students that we would hope, as does overloading the school counselor with non-school counseling responsibilities. ASCA, along with other organizations and school counselors across the country, will continue to advocate and collaborate with educators and education stakeholders to overcome these barriers.
PSI: As we talk about Common Core implementation, there is rightly a great deal of attention paid to whether students are academically ready to learn at a high standard. But we rarely talk about whether students’ mindsets are ready for the standards. Can you describe what, for lack of a better term, a “good” mindset looks like, and how school counselors and other educators can help students develop it?
Sparks: Mindsets are the attitudes and beliefs that one has about oneself in relation to academic work. Based on research of factors that shape school performance, the following “good” mindsets have been identified.
- Self-confidence in ability to succeed
- Belief in development of whole self, including integration of academics with activities at school, home and the community that enhance learning and life experiences
- Understanding that postsecondary education and life-long learning are necessary for long-term career success
- Belief in using abilities to their fullest to achieve high-quality results and outcomes
- Positive attitude toward work and learning
PSI: How will (or should) these new standards – either Common Core or the ASCA Mindsets and Behaviors – impact the training that a school counselor receives prior to entering the profession?
Sparks: Student standards are an important part of school counselor training before entering the profession. The ASCA Mindsets & Behaviors will be used in pre-service training to help school counselors learn how to prioritize student standards that align with school goals and to use the standards to drive the implementation of a comprehensive school counseling program.
PSI: What kind of professional learning opportunities should practicing school counselors have to help them best implement of these new, higher standards? How is ASCA supporting school counselors in their efforts to implement such standards?
Sparks: School counselors will need time to become familiar with the new standards and opportunities to participate in professional development. ASCA will offer training through webinars, conference presentations and reading materials and will work with state school counseling associations to provide additional support.
- See more at: http://www.learningfirst.org/school-counselors-and-common-core-conversation-ascas-eric-sparks#sthash.UzlEuFBX.C5qRIG9Z.dpuf