(6) School Climate: Candidates who complete the program are accomplished school counselors and educational leaders who have the knowledge, ability, and cultural competence to work to establish and foster an emotionally, socially and physically safe learning environment for students, staffs and families. Candidates:
Creating a Comprehensive Guidance Plan was an excellent way to ensure familiarity with the process of creating a school wide guidance plan and for understanding what is necessary to work with the school within the community to foster an educational environment that facilitates an emotionally, socially, and physically safe learning environment for students, staff, and families.
Among the resources I utilized as an educational leader working with staff and families, in support of the emotional, social, physical, and academic growth of students were:
Positive Behavioral Interventions and Supports (PBIS) -, Pride Tickets at Hamlin Middle School, and All-Star or Hoorays! at Maple Elementary(part of the PBIS system) were handed out when students were found for behaving successfully.
Response to Interventions (RTI) helped monitor students’ performance in relation to their peers and identify those students who may be in need of additional support.
Check In/Check Out program was designed to help students have accountability and receive feedback on their performance to recognize successful and unsuccessful behaviors.
Working one on one with students I provided supports and rewards for academic achievement and positive behavior changes, such as 15 minutes of basketball with me, a pizza at lunch, art time, a hot cocoa from Starbucks, or whatever appropriate reward the student and I had negotiated, if when I checked in with their teachers they had made positive progress.
Worked in collaboration with Family Center coordinators, administrators, support staff, teachers, parents, community members – Ophelia’s Place, The Child Center, Food for Lane County, and Brattain House.
(a) Promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate.
As part of PBIS at Hamlin Middle School, P.R.I.D.E. tickets, and at Maple Elementary School, All-Star Awards or Hoorays! were handed out to students found being successful.
Students who received P.R.I.D.E. tickets, All-Stars or Hoorays! tickets were entered into a drawing for prizes on a weekly basis.
Creating a Comprehensive Guidance Plan was an excellent way to ensure familiarity with the process of creating a school wide guidance plan and for understanding what is necessary to work with the school within the community to foster an educational environment that facilitates an emotionally, socially, and physically safe learning environment for students, staff, and families.
Among the resources I utilized as an educational leader working with staff and families, in support of the emotional, social, physical, and academic growth of students were:
Positive Behavioral Interventions and Supports (PBIS) -, Pride Tickets at Hamlin Middle School, and All-Star or Hoorays! at Maple Elementary(part of the PBIS system) were handed out when students were found for behaving successfully.
Response to Interventions (RTI) helped monitor students’ performance in relation to their peers and identify those students who may be in need of additional support.
Check In/Check Out program was designed to help students have accountability and receive feedback on their performance to recognize successful and unsuccessful behaviors.
Working one on one with students I provided supports and rewards for academic achievement and positive behavior changes, such as 15 minutes of basketball with me, a pizza at lunch, art time, a hot cocoa from Starbucks, or whatever appropriate reward the student and I had negotiated, if when I checked in with their teachers they had made positive progress.
Worked in collaboration with Family Center coordinators, administrators, support staff, teachers, parents, community members – Ophelia’s Place, The Child Center, Food for Lane County, and Brattain House.
(a) Promote the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate.
As part of PBIS at Hamlin Middle School, P.R.I.D.E. tickets, and at Maple Elementary School, All-Star Awards or Hoorays! were handed out to students found being successful.
Students who received P.R.I.D.E. tickets, All-Stars or Hoorays! tickets were entered into a drawing for prizes on a weekly basis.
(b) Understand the role, function and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school;
In keeping with the ASCA National Model and what we learned in our Foundations of School Counseling course, the role of the school counselor is to work within the four domains:
Accountability: Results Reports, School Counselor Performance Standards, the Program Audit
Management System: Agreements, Advisory Council, Use of Data, Action Plans, Use of Time, Calendar
Delivery System: School Guidance Curriculum, Individual Student Planning, Responsive Services, Systems Support
Foundation: Beliefs and Philosophy, Mission Statement, ASCA National Standards – Academic, Personal/Social, and Career Development
In keeping with the ASCA National Model and what we learned in our Foundations of School Counseling course, the role of the school counselor is to work within the four domains:
Accountability: Results Reports, School Counselor Performance Standards, the Program Audit
Management System: Agreements, Advisory Council, Use of Data, Action Plans, Use of Time, Calendar
Delivery System: School Guidance Curriculum, Individual Student Planning, Responsive Services, Systems Support
Foundation: Beliefs and Philosophy, Mission Statement, ASCA National Standards – Academic, Personal/Social, and Career Development