NCSCA NewsThe official publicaTion of The noRTh caRolina School counSeloR aSSociaTion

Fall ‘13

in ThiS iSSue:

6 WeekS of DollaRS anD SenSe

The yeaR of The counSeloR

fiRST job 101

mainTaining ‘‘The buzz”

anD moRe!

Official 2013 Back to

School Issue!

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3 FALL 2013 ncsca news

feaTuReS

6 6 Weeks of Dollars and Sense

By chuck small

8 The Year of the Counselor

tim k. hardin

9 First Job 101

elizaBeth graves, phd

10 Maintaining the Buzz

meagan ashBy carey and lisa amrhein

11 A Closer Look at the Guidance Essential Standards

angela poovey

12 Creating An Inviting Office Space

DEBRA MADARIS EFRID

DepaRTmenTS

4 President’s Message

13 Announcements

conTenTS

neWSleTTeR SubmiSSionSWe welcome articles, resource reviews and information from all members. Please contact Angela Poovey, newsletter editor, at apoovey@hotmail.com, if you have a submission for the newsletter.

NCSCA financial reports are available to members upon request.

Please visit NCSCA’s Web site at www.ncschoolcounselor.org

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Cover image courtesy of momsgoinggreenblog.com

Through the ASCA National Model and the NC Guidance and Essential Standards, school counselors are able to lead by showing their data that supports their school counsel-ing programs. Theodore Roosevelt once said, “The best executive is the one who has sense enough to pick good men to do what he wants done, and self-restraint enough to keep from meddling with them while they do it.” This advice is what I consider great school counselors possess in their working relation-ships with other school staff.

The NCSCA theme for this school year is “NC School Counselors Impacting through Innovation, Imagination, Influence, Inspiration,

Ingenuity, Intensity, and Invincibility.” I call it “The I’s Have It.” Sometimes, as school counselors, we don’t as-sociate these words with leadership, but let’s go on a journey through the day of a school counselor.

Let’s begin with “innovation.” Innovation is all about change and newness. School counselor Amanda says “Innovation is about the NC Guidance and Essential Standards. The new standards will allow for school counselors to col-laborate with all school staff in the best interest of all students. It’s an exciting time as I work with stu-dents introducing new strategies and technology that improves their success in all areas of academic,

personal/social, and career. Our school counselors challenge our students every day preparing them for post-secondary success.”

Imagination is about inventive-ness and visualization. School counselor Katie says, “Imagination and creativity are at the heart of every successful school counseling program. From planning purpose-ful programming for a school with a diverse population and needs to creating a class schedule with a se-nior who must pass all of his cours-es to graduate on time, counselors have the opportunity to embrace creativity in all of their work to best serve students.”

Influence is being prominent and powerful. School counselor Ste-phen says, “The word ‘influence’ has affected my leadership style as a school counselor by reminding me that we have the ability to influence our schools and communities in a positive way. Since school coun-selors are experts on academic, career, and personal/social develop-ment, we are in a unique position to advocate for marginalized students. By collecting and sharing data that reveal inequities in our schools, we can influence stakeholders’ opinions and encourage systemic changes.”

Inspiration is encouraging and motivating. School counselor Paige says, “An important part of my role as counselor is to provide inspira-tion for staff, parents, and students.

The counSeloR’S impacT By cecil coates, ncsca president

president’s message

4 FALL 2013 ncsca news

Welcome Back School Counselors! I wish all our North Carolina School Counselors an awesome year in their most vital role in meeting the needs

of all of our students and enriching their lives! As you head into a new year, remember, we are leaders! School counselors set the standards for other school personnel to mimic. George Patton said “Lead me, follow me, or get out of my way.”

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5 WINTER 2013 ncsca news

I inspire our staff to look for the good in every student, encourage them to find ways to motivate students through innovative les-sons and urge them to show every student that they care. I persuade parents to forge a partnership with our school community by showing them teachers and parents are allies who want the best for their students. I urge students to improve their behavior and academics, and to be a good friend. Inspira-tion is a definitive part of my leadership role at school.”

Let’s move on to ingenuity. Ingenuity is about being clever and resourceful. School counselor Ryan says, “By doing what coun-selors do best, such as listening, refram-ing, using solution focused language, and providing a supportive disposition, we are the most qualified in facilitative leadership. We help our team members become confi-dent and comfortable in sharing their ideas without judgment. This simplistic quality allows others to spark ingenuity to develop and support new solutions.”

Next is intensity. Intensity is about pas-sion and strength. School counselor LaJuana says, “My passion for the field of school counseling has intensified my attitude about the quality of services I provide for all of my stakeholders. My desire is for all NC School

Counselors to exhibit high levels of leadership with intensity that impacts the culture in their settings and implementation of student pro-grams that result in increased student suc-cess. I am dedicated to promoting the belief that NC School Counselors are a strength of force for the academic, personal/social, and career development for all students.”

Invincibility is being strong and impressive. School counselor Tim says, “School counsel-ors have the ability to participate in profes-sional development, such as through NCSCA to rely on activities and information that will lead to strong and impressive school coun-seling programs. Professional Development strengthens and empowers school counselors to provide notable activities throughout the school year for all students. I know I’m here to do one thing, and that is to ensure that each and every student has the best oppor-tunity possible for a quality education. My motto when working for my students is Fear Not. This keeps me invincible.”

I believe all of our NC school counselors epitomize these seven words. It is an integral part of what you do every day that impacts the lives of all students across North Carolina; thus, making you leaders every day!

cecil coates, ncsca president, ccoates@wcpss.net

FALL 2013 ncsca news

7 leadership Questions for School counselors answers

Do I make a difference in my school counseling program? Innovation How do I help all students see the “big picture?” ImaginationAm I being the role model or example I want all students to see? InfluenceWhat’s my plan to move students to action? InspirationWhat type of resources do I provide students with through the good and difficult times? Ingenuity“2, 4, 6, 8, who do we appreciate?” Are you the cheerleader/personal trainer that students need? IntensityDo I empower all students? Invincibility

3 more Questions answers

What Do I Do? Professional School Counselor

How Do I Do It? NC Guidance Essential Standards/ ASCA National Model

Why Do I Do It? i believe in all Students!

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YOUR QUIZ FOR THE YEAR(Hint, hint...the answers are in red.)

aD namepage 6

6 WeekS of DollaRS anD SenSe:High School Counselors Strengthen

Financial Aid Knowledge in Summer

Internships Sponsored by the

State Education Assistance Authority.By chuck small

comfortable with the language of EOC’s, IEP’s, CDC’s and GPA’s, high school counselors can find

themselves stumped when they con-sider the FAFSA. But it’s not a prob-lem for about three dozen counselors who spent their summers brushing up on financial aid. Through an intern-ship sponsored by the North Carolina State Education Assistance Authority, counselors learned what impact the Free Application for Federal Student Aid has on both the senior and family who fill it out and the institution that student plans to attend. “If noth-ing else, it gave me connections – to people who can answer students’ and parents’ questions – and confidence in regard to financial aid,” said Haniya Mee, one of two interns with Davidson College’s financial aid department. “I have the confidence now to use the terminology that parents and stu-dents are using, and I’ve seen how the FAFSA translates into the aid pack-ages that students receive.”

The idea for the internship program came from SEAA Executive Director Steven Brooks, said Elizabeth McDuff-ie, the grants, training and outreach director who launched the program in 1998. Counselors, who are paid $700 a week, work 30 hours a week for up to six weeks. To qualify for the internship, counselors need a basic knowledge of financial aid, at least

two years of working with high school seniors, and the role of working with financial aid or with seniors the fol-lowing academic year.

behinD The cuRTain

Jane Porter, a counselor at Provi-dence Grove High School, interned with the financial aid office of Ran-dolph Community College. “I’d always wondered how one kid might get $500 and another $5,000,” she said. “I really wanted to know more about how financial aid worked from the col-lege’s perspective.”

Freshman registration July 29 was a highlight of Porter’s internship. Aca-demic advisors from across campus joined the counseling and financial aid staffs to work with incoming students. A key part of that day was helping all students understand why it’s in their best interest to apply for financial aid. For example, Porter noted, the community college has a foundation that extends aid to stu-dents who don’t qualify for federal Pell Grants. In addition, students may be eligible for aid from sources such as the N.C. Education Lottery. One student, a 17-year-old, had an autumn birthday so he couldn’t register yet with Selective Service and so wasn’t eligible for a Pell Grant. The financial aid office worked with the student

to access other sources of aid for the semester. Susan Waldrum, a financial aid counselor at two high schools in Wake County, interned in the Office of Finan-

cial Assistance at Meredith College. She said she learned how about 30 percent of applicants are asked to confirm information from their FAFSA. Most verification requests involve double-checking statements about parents’ tax records. After working entering verification statements in the Raleigh college’s system, Waldrum was able to create a PowerPoint pre-sentation to give students a tutorial about the process. Now, she said, she’s in a better position to explain to concerned seniors how the process works. “This will help me relieve their stress and counsel them better,” she said. Waldrum also entered award let-Im

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6 SPRING 2013 ncsca news

“I really wanted to know more

about how financial aid worked

from the college’s perspective.”—

Jane Porter

7 FALL 2013 ncsca news

ter receipts and data, which she said helped her gain a more thorough awareness of how the college awards aid. Meredith uses parallel scales of a 1-7 rank – one for merit, and one for need – and both scales contribute to the sliding scale the college uses for aid.

iT’S abouT RelaTionShipS

Relationship-building is an essential asset of the in-ternship, Porter said. Prior to this summer, she did not know anyone at the community college. This summer, she met department heads and the academic dean and worked with dozens of people across the cam-pus – resources she can contact when she returns to Providence Grove.

In addition, Porter said, she can speak with precision about campus programs, including 4-year university connections in education, business and a master’s of divinity program. “How can you advise students when you don’t know what the next step really is?” she said.

For Mee, the internship provided a perfect oppor-tunity, as she transitioned from a public school posi-tion at Charlotte’s Myers Park High School to a private school role at Cannon School in Concord. She met with representatives of various Davidson divisions, in-cluding Study Abroad, Admissions, Student Accounts and the Bonner Scholars program.

After that, she worked to place students interested in Work-Study in positions appropriate to their inter-ests and work histories. She also helped review the annual agreements of returning athletes to see how the athletic scholarships they accepted might affect

their total financial aid. Such assignments made her internship fly by, Mee said. Mee was grateful to gain a greater insight into the student loan process. She said she feels she has a better sense of how varied the programs are, where to find them, and how to pay for them than she had before her internship.

off anD on campuS

The internship I had this summer was not on a col-lege, community college or university campus but rather at SEAA headquarters in Research Triangle Park. The SEAA is one of the six partners in CFNC, College Foundation of North Carolina, and has had its own counselor intern for several years. Although I didn’t work directly with students during the intern-ship, I had a host of opportunities to interact with folks in college admissions, financial aid and other offices as I worked to verify and update several publications the SEAA puts out for counselors. An annual financial aid book details dozens of grant, scholarship, work-study and loan programs, and as I confirmed qualifications and deadlines, I often thought of students who might find them a good fit. I was glad to learn about – and help ensure the accuracy of – a directory of campus points of contact for homeless and transitional stu-dents. As new projects popped up, I adjusted my to-do list to accommodate -- a routine familiar to any counselor. One manager asked if I wanted to research and write new fact sheets for CFNC.org as well as update existing ones; I wrote sheets on getting out of default, options for loan repayment and financial con-siderations about graduate school.

The break from my routine helped me think of new ways I could take what I learned and apply it upon my return to school. Early in the internship, I explored CFNC.org – a site I’ve long touted to my students – in far greater depth than I’d ever been able to spend at school. That led me to create a list of “10 things we could be doing” to make better use of CFNC at my school.

ThumbS-up fRom counSeloRS

Robbie Schultz, SEAA outreach manager, is pleased with the breadth and diversity of the internship pro-gram. It includes two-year and four-year; public and pri-vate; western, central and eastern regions; and women’s and historically black colleges and universities. Coun-selors are eligible to apply again for the program four years after their initial internship. According to Schultz, the feedback the authority gets from school counselors has been very positive. “I know from talking with coun-selors who’ve participated that they feel a lot more confident in advising their students about college fund-ing,” he said. Waldrum, the counsel-or intern at Meredith College, says she “absolutely would recommend the program for anyone doing finan-cial aid. They should do it at least one time.”

chuck small, enloe high school, csmall@wcpss.net

I have the confidence

now to use the

terminology that parents

and students are using,

and I’ve seen how the

FAFSA translates into the aid packages that

students receive—Haniya Mee

After working entering

verification statements

in the Raleigh college’s

system, [Waldrum says]

she’s in a better position

to explain to concerned

seniors how the process works. “This will help

me relieve their stress and counsel them better,”

T his is the year of the school counselor. It’s our time to shine, our time to change, and our time to take our profession to a higher level. Amidst

all the controversy of recent North Carolina politics, some positive language was printed into law; language that defines our job duties as school counselors and directs school districts to lawfully ensure that we spend at least 80% of our time in direct services to students...services which do not include test coordina-tion. We finally earned it!

How will my school district interpret this new law? What will this actually look like in a realistic, day-to-day school? All of these questions have answers and the tools are there for us to succeed and make this work. Our collaboration with the NC Department of Public Instruction will be necessary for a successful transition.

Now more than ever, we must refresh ourselves on the ASCA National Model. We must ensure that we understand the role data plays in our profes-sion. We must implement the NC Guidance Essential Standards as consistently as possible in our schools. We must do all this and then prove it for our new evaluation tool. If we do this well, our profession will continue to improve.

Here’s a little snippet of how my district is embrac-ing the changes and ensuring we change with it. Every counselor will document what we do each day using Google Calendar. Since “going Google”, every staff member has access to an array of Google Apps for Education. Our calendar will be shared with our district director who can then easily report out how we are spending our time. We also have a district-wide Google Form contact form where we will document any contacts we have with students, parents, or staff in regards to students we are working with. This data

will also be reported by each counselor back to our district supervisor on a monthly basis. By allowing us to own and report back the data, we can protect the confidentiality of our students. We also developed a district-wide mission, vision, and belief statement for our district’s counseling program. We were fortunate enough to spearhead a large portion of this work at a two day summer training. We will also be doing our Annual Agreements with our administrators as well as our School Data Profiles. This work is all mandated by our Director of Counseling and Assistant Superinten-dent of Student Support Services. As a counselor in my school district, I can say we are on the forefront of tackling these changes and ensuring we continue to meet the needs of our students, families, and schools.

With all these new projects in place, we will have artifacts that we can use when going through the new evaluation process. Our goal is to systematically document what we have always been doing to easily share with our stakeholders. This is what our reality is becoming, so if we are going to improve, we will have to change some of our habits. You can do this, too! Most likely, you already are and now, it is just a mat-ter of documenting what you have been doing. I am no expert on these changes but I will assist any fellow counselor the best I can. If you need to chat with me, please email me. I will be glad to support you in any way possible.

We have one of the best jobs in the world. Let us move forward together as a profession and ensure we continue to improve upon meeting the needs of those precious students we serve.

tim k. hardin, ncsca emerging leader and technology chair, Forest heights

elementary, tkhardin@gaston.k12.nc.us

TheYeAROF The SChOOL COUNSeLOR

by Tim K. Hardin

8 FALL 2013 ncsca news

Recent graduates and new hires!

For many of us moving into the world of work, the most challenging transition can be

the one from graduate school to public school. In a perfect world we would right now feel 100% pre-pared for 100% of the issues and tasks that we will encounter in the year(s) ahead. In reality, however, public schools can be alien places to those who haven’t been there since their own pupil experience. From decoding school lingo/acronyms to mastering classroom management, from navigating complex personal relationships in the workplace to under-standing the politics at play during the weekly staff meetings, you may find yourself asking, “Why didn’t they teach me THIS in graduate school?!”

Tackling all these unknowns while completing the tasks that are expected of you as a school counselor can leave even the most prepared new school counselors feeling overwhelmed. However, remember that you are not alone in this struggle, and that soon navigating your school’s systems will be as routine as navigating your alma mater’s campus. Until then, here are a few tips to help you main-tain your sanity this fall and help your experience be a successful one. RelaTionShip TipS:

* While it is important to establish a sense of be-longing and community in the workplace, do not mix personal and professional relationships during your first year or so (some may find this is good advice regardless of their years of experience). Understand that if you do pursue personal relationships in the workplace, expectations can become unrealistic and boundaries blurred, which can result in unnecessary legal/ethical dilemmas for counselors.

* Remember that there are many connections in the schools of which you are unaware. It is best to assume that everyone you work with (students, staff, parents, administration) knows everyone else through multiple prior relationships and interactions. Never say something aloud that you wouldn’t want conveyed to the subject of the conversation.

* Go out of your way to be thoughtful of and thankful to office and custodial staff, PTO/PTA members, etc, who will be the ones to sweep up your messes both metaphorical and literal.

Professional responsibility * Practice saying “no” to extra tasks that

are not your responsibility. Remember that it is your job to meet the profes-sional standards that are outlined by both DPI and ASCA and that your responsibil-ity is ultimately to your students - not to making other staff members’ lives easier while yours becomes increasingly more

taxing. How? Put a positive twist on it: “Although I can’t help you with that right now, what I can do is … ” (and offer something that you are already doing in that arena).

* When you decide to add responsibilities to your plate, make others aware that you have done so, that it is important to you to do well with your commit-ments in your first years, and that this may mean having to say “no” to others. Remember to pick just one major extra task in your first year and to base that chosen task/role on presenting student needs at your school. You can always add responsibilities with time, but taking them away is difficult. claSSRoom managemenT:

* Don’t reinvent the wheel. Teachers already have rules in place that work. Learn them. Use them.

* If you are set on establishing your own rules for classroom guidance, involve the students. They know what works and doesn’t work for them. Additionally, when they have some skin in the game, they can feel invested- which in turn leads to accountability.

* Use lots of positive reinforcement. Lots. * Keep your sense of humor. * Use visuals to get students attention

(hand-signals are great!). * Remember that respect is a two way street; you

must give it to get it. Especially with high school students.

* Always walk in to your lessons confident and pre-pared. There will be days that you need to “fake it to make it”, and you’ll need to do just that.

* Finally, find something that is unique to you and your time with the students. Maybe it’s a hand shake, a phrase you repeat to each other or something silly that you do. Make your class memorable from the start!

Surviving and Thriving as a School Counselor: * Most importantly, make sure you take time for

yourself to rejuvenate. Find the positives in each day. Learn from your mistakes and

build on them. Forgive yourself. Laugh.

elizabeth graves, phd, counselor educator,

appalachian state university, graveseg@appstat.edu

emily smith, ma, school counseling

graduate student,

smithem@email.

9 FALL 2013 ncsca news

fiRST job 101By elizaBeth graves, phd.

10 FALL 2013 ncsca news

“BUZZ”mainTaining The

one major discovery we made last year is the importance of continually boosting morale at the school. If we can keep the current “buzz” going throughout the year (winter months and testing months included), our students and staff will be more positive and enthusi-astic! Attitude goes a long way! We have a wonderful, caring group of staff members and we wanted to recognize them. Therefore, morale boosting is a pretty significant part of our comprehensive school coun-seling program for this year. Last year, we realized that even the sim-plest gestures and comments can truly make a difference in some-one’s day. We all give compliments on a regular basis, but we decided to make an intentional effort to rec-ognize what positive things happen

in our school daily. In the winter during School Coun-

selor Week, we implemented a “Pat on the Back” program for our staff which encourages everyone in the school (custodial and cafeteria staff included) to make a conscious effort to give accolades to each other. We cut out and laminated hands on our Ellison machine, designed a bulletin board, and posted instructions to write down what you notice others doing and display them on the board. Once a month, we reenact “pin the tail on the donkey” and choose a name on the board to receive a prize. The prizes are as simple as jeans passes, duty free lunch, coupons do-nated from local restaurants/bakeries, or going to get frozen treats during someone’s planning period. So fun, and so easy! At the end of the year it

is an amazing sight to see the bulletin board full of “Pats on the Back”!

This year, we are part of the Sunshine Committee to continue our goal of helping maintain morale and spreading a little sunshine to every-one in the school. We have plans for each grade level to bring treats for each faculty meeting, have a “Soup for the Soul” lunch in January (com-plete with relaxing music and mood lighting), reinstate a secret pals program, and attempt a “Spa/Relax-ation Day” in May through local community volunteers.

After all, everyone needs to invest in a little self-care!

meagan ashby carey, mashby@burke.k12.nc.us, and

lisa amrhein, lamrhein@burke.k12.nc.us

Walter Johnson middle school

FINDING WAYS TO BOOST MORALE THROUGHOUT THE SCHOOL YEAR By meagan ashBy carey and lisa amrhein

The school year has started up again in full swing! bulletin boards are decorated, classrooms are ready, students are excited, and we school counselors are looking forward to getting to know our newest group of students and families! The air is buzzing with anticipation at what the year will bring. This year, we are starting off with a bang by develop-ing our School Counseling Program Advisory Council, master calendars, needs assessments, and plans for connecting with each of our students on a regular basis. We’ve met with our administration and collaborated on ideas to make the year successful for our students, our families, and our staff!

1. I reviewed and compared all of the terminology for the

ASCA National Model and the

Guidance Essential Standards.

It was easier to synthesize

the information after finding

parallels between the old and

new terminology. Here’s a

sample of my cheat sheet:

2. I cross-referenced all of

the ASCA National Model Indicators with the Guidance

Essential Standard Clarifying Objectives to see if any

overlapped. I found that some of them did, particularly

in the Career domain.

3. I created a crosswalk based on the student needs at my

school and determined which objectives I should pres-

ent at each grade level. I wanted to create a plan that

would address the “average” student in a grade level at

my school while also keeping in mind that the standards

are based on Bloom’s Revised Taxonomy and are de-

velopmental in nature. Thus, I could have several profi-

ciency levels in one classroom. I avoided oversimplifying

the GES and matching lower proficiency levels to lower

grade students. For instance, I found that my kindergar-

ten and first grade students certainly need to be able to

incorporate personal responsibility into their daily lives

as stated in the Independent Socio-Emotional proficien-

cy level- I.SE.1.2. In fact, we discuss real-life examples

and apply this knowledge during our Responsibility char-

acter trait lessons every year.

4. I added National Model indicators that were not dupli-

cated by the GES in order to supplement needed instruc-

tion for students. For example, I found that the GES did

not address a lot of indicators surrounding Academic

Self-Concept or Personal Safety Skills, which are critical

for many of my students.

5. I summarized the list of indicators and clarifying objec-

tives for each grade level based on my crosswalk docu-

ment and created an annual calendar. I devised what

lessons would best incorporate the indicators and objec-

tives and when I would teach them during the year. I also

took into account that many of my classroom guidance

lessons build on the previous grade level, so even though

a second, third, or fourth grader could handle some of

the standards, I would need to choose my areas of focus

wisely to maximize my counseling time.

So, there you have it. I tackled the Guidance Essen-tial Standards and came out on the other side with a more thorough understanding and appreciation of our new model. My hope is that by the end of fifth grade a student at my elementary school will have received instruction on all the standards that are develop-mentally appropriate for him or her. It is not perfect, but it is a start. If you would also like a “start” with this process, feel free to contact me for a copy of my crosswalk tool.

angela poovey, ncsca newsletter editor, cleveland elementary,

angelapoovey@johnston.k12.nc.us

11 FALL 2013 ncsca news

a cloSeR look aT The guiDance eSSenTial STanDaRDSBy angela poovey

This summer i had a plan. Amidst pool fun, beach trips, and well-deserved lounging, I decided I was going to get serious about the Guidance Essential

Standards. Over the past eight years, I have become well-versed in the ASCA National Model, dutifully inputting ob-jectives I am covering in all of my lesson plans, small groups, and schoolwide initiatives; completing National Model cross-walks to make sure I am covering the objectives I think are most developmentally appropriate for my particular group of students; and tackling the academic, personal/social, and career domains with rigor and passion. I needed to wrap my head around the Guidance Es-sential Standards in the same way so I could begin to fully understand how the new model supports the ASCA National Model and could be utilized in my school counseling program. Here are the steps I took that helped me take my understanding and implementation of the GES to the next level.

GES National Model

socioemotional personal/social

cognitive academic

career career

clarifying objectives indicators

12 FALL 2013 ncsca news

T hink about the impact your office can have on stu-dents and their parents. Just as you’re getting to “hello,” they are already critiquing your room. The

first communication they experience should be welcom-ing: make yours an inviting space!

Look around your office with new eyes. Are you still display-ing the same tired posters and paintings on your walls that were there a decade ago? The years fade away, and so do those pictures. That framed photo of your daughter is embar-rassingly dated – hasn’t she been 12 long enough? Your curtains are dusty – get rid of them. And who uses a Rolodex anymore? Seeking a feng shui master is not necessary, but it’s definitely time for a spruce-up!

Remember your excitement when you obtained your first office all to yourself? Each item you placed in your new space was a treasured one, chosen with care-ful thought. And then came the inevitable clutter from years of work, and the appearance of your office gradu-ally declined. Do you hope that people won’t notice that corner where you stuff things because you can’t find another place for them? They do. It takes serious effort to purge, but you can cut down on what you save, thin-ning your files and making room in drawers for some of that unattractive clutter.

Sit in the chairs your students or parents will use. Is there an unsightly box under your credenza that you don’t notice but they will? Are your pictures hanging crooked? Are there files or notes about other students visible to the keen eye (always a no-no!)? Do the chairs they are sitting on have questionable spots? If you’ve tried unsuccessfully to clean them, don’t feel shy about asking for new ones. Sometimes there is money for such expenditures, but no one is going to extend it unless you ask. If you’re turned down, then ask if the chairs can be professionally cleaned. TRy TheSe iDeaS:

1) New posters or paintings for the walls can be had for cheap, or even free. An easy fix!

2) A nice tinkling fountain will be popular with students, some of whom will want to test the coolness of the water with their fingers while rearranging the decorative rocks. Be prepared to add water daily due to evaporation loss, and oc-casionally it will need to be dumped and cleaned thoroughly – rocks and all.

3) A live plant (or two?) offers warmth and freshness. Choose one requiring very little maintenance. I only water my plant once a week – it’s the last thing I do before leaving on Fridays. Even in an office lacking a window, a philodendron will usually survive – just be sure to move it near a window when you have a long weekend or break coming up.

4) Remember to have something nearby for students with tactile needs. A basket of various types of stress balls, a stretchy toy, a sand garden, a soft stuffed animal – any of these can give restless hands something to do.

5) Subtle air fresheners are nice, but beware of their potency in a small space. You may find it best to plug one in overnight and remove it in the morning, or perhaps use it for a mid-day refresher when you step outside your office for lunch.

6) Streaming some quiet music may be soothing, but be sen-sitive to its capacity to annoy or distract.

7) Change your décor seasonally. A few knickknacks on your desk or shelf can announce the seasons and holidays: a bowl of seashells, a fall foliage arrangement, a small pumpkin, a stuffed snowman, a heart-shaped picture frame, a vase of your own bright spring flowers, etc.

8) Don’t forget to place a notice on your door that your of-fice is a safe space for all, with either an “Ally” sticker or some other indication that LGBTQ are welcome.

If you have a different set of students each year, you may shrug off the importance of refreshing the appearance of your office. But you spend a lot of hours there – you deserve a new scene, too. For school counselors lucky enough to have a sit-ting area or lobby outside their office doors, enlist the opinions and assistance of coworkers for ideas on sprucing up that area as well. You, your students, and their parents will be glad you did.

debra madaris

efird, c. c. griffin

middle school,

debra.efird@

cabarrus.k12.nc.us.

author of groups

in practice: a

school counselor’s

collection

cReaTingan inViTing officeNew ideas for making your office a respite. BY DEBRA MADARIS EFRID

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13 FALL 2013 ncsca news

membeRShip maTTeRS

As we embark on another school year, it is important to spend some time evaluating the tools necessary in ensur-ing a successful school year. Novice and veteran coun-selors across the state may want to take a closer look at the resources available to them through various organi-zations, including the North Carolina School Counselor Association (NCSCA). The association’s annual confer-ence, scheduled for November 6-8, isn’t just an excellent opportunity to earn continuing education credits; it gives educators the chance to network with other stakeholders in the field and walk away with valuable tips which are key components for staying abreast of the latest trends in counseling.

As a fellow counselor, I challenge you to take some time to research a number of professional organizations, and as you consider what they have to offer, try to think about what skills and expertise you may be able to bring. NC-SCA is always looking for members who are passionate about the profession and want to impact student learning in a major way. Member benefits can include discounted registration for conferences and workshops and provides counselors with the opportunity to serve in leadership roles with events and programs such as Leadership Day and the Mentoring Program. NCSCA even offers scholar-ships and mini grants to counselors interested in fur-thering their education or those who want to focus on improving their comprehensive counseling programs.

Let NCSCA work for you and take advantage of ev-erything your state association has to offer. With a new school year and continued challenges at the state and district levels, make it a priority to equip yourself by en-gaging in activities that will help you familiarize yourself with topics such as the ASCA National Model and Guid-ance Essential Standards to understanding how important it is to deliver a comprehensive program that is not only innovative, but inspires students to use their imagination on their path to becoming career and college ready.

If you would like more information on benefits and op-portunities, please feel free to contact me at any time.

valerie nelson, ncsca member services chair,vnelson.wlms@lee.k12.nc.us

celebRaTing 20 yeaRS of collaboRaTion!

The Twentieth Annual School and Community Coun-selor Conference was held in Asheville on April 15, 2013. The program, titled “Go Brief or Go Home” was pre-sented by a team of esteemed Professors from West-ern Carolina University: Russ Curtis, Melodie Frick and Heather Thompson.

Dr. Mary Deck also presented a program entitled, “Be-ing Present to the “More” in Life: Butterflies, Blizzards and Bluebirds in Winter.” The program was well-received by the participants. Everyone enjoyed the theoretical and practical ideas discussed by the presenters. Dr. Deck’s presentation addressed the self-care that counselors need but sometimes make a low priority in their lives. Dr. Deck has been honored by NCVSCA by receiving the Distinguished Counselor Educator Award.

Through the years, Buncombe County Schools and Asheville City Schools have collaborated on this effort. The conference provides low-cost, high quality profes-sional development presentations to school and commu-nity counselors, psychologists, social workers, and other human services professionals. Collaboration and network-ing has always been encouraged among the participants.

This conference would not be possible without the generous support of our sponsors: Grove Stone and Sand – Branch of Hedrick Industries and Western Caro-lina University. The SCCC Committee was honored with a token of thanks for volunteering to keep this confer-ence vital. Committee members who have served on the planning committee are: Fran Hensley, Jo McGill, Wendy Cuellar, James Rumbaugh, Debbie Bryant, Myra Rice, Michele Lemell, Phyllis Robertson, Jayme Benfield, Hanna Woody, Jennifer Full, Jim Taylor, and Nicki Neumann.

nicki neumann, ncsca past president , cane creek middle school,

nneumann46@gmail.com

announcemenTS

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14 FALL 2013 ncsca news

legiSlaTiVe upDaTe fRom The geneRal aSSembly

The North Carolina General Assembly, which includes the N.C. Senate and the N.C. House of Representatives, concluded the bi-annual “long session” in July and approved a new two-year state budget. Governor Pat McCrory has signed the budget into law. In addition to the budget, the General Assembly passed many bills that will affect K-12 education. NCSCA members can visit the Government Relations section of our website (www.ncschoolcounselor.org) to read detailed reports from Gene Causby, the NCSCA Lobbyist.

Our legislative efforts in 2013 included supporting a bill that would define “Duties of School Counselors” within North Carolina law. Many NCSCA members contacted legislators about House Bill 542 and Senate Bill 589 this year, and while our efforts to include this language in those bills failed, our supporters ensured that “Duties of School Counselors” were defined in the final budget bill that has been signed into law. As a result, the North Carolina General Statutes have been amended to say that school counselors shall spend at least 80% of their time in direct service to students and must not be assigned as testing coordinators.

Some school districts have already informed principals that they are no longer able to designate school counselors as testing coordinators, but other districts will not make this transition until they receive guide-lines that are being developed by the NC Department of Public Instruc-tion. The State Board of Education will vote to approve the guidelines, and school districts will then receive a mandate to transfer all school counselors out of the role of testing coordinator and ensure that they are able to spend 80% of their time in direct service to students. We will provide updates on our website as these guidelines are developed and distributed.

Another General Assembly initiative this year was to eliminate mas-ter’s and doctoral degree pay for teachers. When the Senate proposed the first version of the state budget, they recommended eliminating master’s degree supplements for all instructional support personnel, including school counselors, who will begin working in 2014-2015. If this proposal had passed, any new school counselors in North Carolina would have been paid on the bachelor’s degree pay scale even though their licenses require a master’s degree. Gene Causby met with leaders in the N.C. Senate and the N.C. House immediately, and the language in the final bill was amended to say that this change will not apply to “in-structional support personnel in positions for which a master’s degree is required for licensure.” New school counselors will therefore continue to receive a master’s degree pay supplement.

For the past three years, the primary concern on NCSCA’s Legisla-tive Agenda has been preserving school counseling positions. The new budget included a 5% reduction in funding for instructional support personnel, and we will advocate for legislators to avoid similar cuts in the future. While employees in public schools will receive five addition-al annual leave days this year, the budget did not provide any raises. Legislative advocacy continues to be a critical task, and we encourage NCSCA members to help legislators understand the importance of school counseling by participating in Legislators in Schools Week (Oc-tober 7 - 11, 2013) and Legislative Day (June 12, 2014). Notifications will be sent to NCSCA members when we start pre-registration for these events on our website.

stephen kennedy, ncsca government relations chair, sdkenned@ncsu.edu

inTeReSTeD in SubmiTTing a nominaTion

foR nexT yeaR’S aWaRDS RecogniTion?

Visit the NCSCA webpage, www.

ncschoolcounselor.org and select the

recognition tab. Under the recogni-

tion tab, you will find the selection

criteria and a nomination form. Each

year, the awards ceremony is held

during the opening plenary session of

the annual conference.

This year’s deadline for nominations is

September 30, 2013.

Look for outstanding elementary,

middle, and secondary counselors and

submit them for recognition.

We also recognize outstanding

advocates for our profession,

counselor educators and

counseling supervisors.

ncSca conTacT info

Visit NCSCA online at

www.ncschoolcounselor.org.

Follow NCSCA on Facebook.

Follow NCSCA on

Twitter @NCSCA.

NCSCA financial reports are available

to members upon request.

Follow us!

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