Transcript

Guidance Counselors in the Classroom

Presented by:Brad Wolfenden& Stacey Milgram

RMACAC Annual Conference – April 2016

Take five…

Who among your colleagues is your

favorite to work with? Write up a series

of statements that talks about what

makes them so great to work with.

Write the statements in the form of

compliments: “You’re really good at…”

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Academic versus Life Skills

You all use some elements of math,

reading, and writing to do your jobs

Academic skills made it possible for you to

pursue your career

Academic skills make it possible for you to do

your job

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Academic versus Life Skills

Which element of the Common Core

assesses the value of optimism?

Your social and emotional skills make you a

great person to work with

Your values help you decide what you should

do next

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Our Goals

Define the Counselor’s Role

Describing the current state of Counselor-

Student interactions at your campus

Setting Goals (for today and beyond)

Explain the value of Social-Emotional

Learning

Identify “problem” perceptions/beliefs in

students

Build Classroom Activities for Counselors

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Your Goals

• What do you want to get out of this session?

• What do you want to learn?

• What do you want to talk about?

• What do you want to do?

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Defining the role of the

Counselor

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Defining the Role

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

What skills is the counselor trained to affect?

How does the counselor add value to the

academic training students receive?

How can we measure a counselor’s impact?

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Why Social-Emotional

Learning Matters

Van Velsor, P. (2009). School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?. Professional School Counseling, 13(1), 50-58.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

Social-Emotional Learning

Defining Social-Emotional Learning

“the process through which children enhance

their ability to integrate thinking, feeling, and

behaving to achieve important life tasks.”

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Social-Emotional Learning

Emotional IntelligenceSocial Intelligence

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Social-Emotional Learning

Social Intelligence“…the ability to understand and deal with people and to act judiciously in human relationships…”

Emotional Intelligence“awareness of and appropriate expression of one’s own emotions”

“the ability to understand others’ feelings to establish satisfying relationships”

“successful adaptation to change and its accompanying emotions for effective problem solving”

“the ability to generate positive emotions and self-motivate”

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Social-Emotional Learning

Research repeatedly demonstrates that

emotional intelligence and academic

success are linked

In elementary, middle, and high school,

emotional intelligence predicts academic

success at the next stage

Among university students, high performance

predicts high emotional intelligence

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Social-Emotional Learning

Academic and Career Success requires

students stay motivated and stay in

school

At-risk students who remain “resilient” and

graduate receive SEL from guardians,

teachers, and counselors

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Social-Emotional Learning

Self-awareness, self examination, and

decision-making are core SEL

competencies

Career choice and career planning require all

of these

Success in the workplace requires

overcoming emotional deficiencies and self-

knowledge

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Social-Emotional Learning

K-6

Building a positive

self-concept

Speaking positively

about others

Understanding other

perspectives

Creating classroom

rules

Building a set of

positive values

7-12

Seeing a place for

oneself beyond school

Connecting effort with

success

Resolving physical

conflicts

Managing time and

stress

Solving complex

practical problems

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Social-Emotional Learning

SEL is not just a quality modifier

Experimental data shows that a student

put through a successful SEL program

would demonstrate an 11-point percentile

gain in academic performance.

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Social-Emotional Learning

We know SEL programming is important

for all students. What are some issues,

though, with implementation?

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Re-Assessment

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

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Career Perceptions,

Beliefs, and Goals

Part 1: Student Visions

Turner, S. L., & Conkel Ziebell, J. L. (2011). The career beliefs of inner-city adolescents. Professional School Counseling, 15(1), 1-14.

Looking into the Future

When your students look into the

future, do they see themselves?

Students can only strive towards careers that

they know about

Students must understand the path to a

certain career in order to work towards it.

Students are far less likely to strive towards

careers when they have not seen people that

look like themselves in those careers

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Looking into the Future

Adolescents across diverse racial and socio-economic backgrounds have a lot of common values

Most say that a person can control how satisfied they are with a job

Most say that no one can stand between them and their goals

Most say that uncertainty about the future is ok

A person should choose a job based on their interests and skills

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Looking into the Future

However, At-risk, Inner-City

Adolescents are also likely to say that

Hard work and success are not linked

There is only one path toward a given goal

and that direct competition with their peers is

necessary to meet personal goals

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Looking into the Future

If you only see one path into your

chosen future, you are not likely to

adapt to problems that arise

Students need Counselors to teach them

decision-making and planning that rewards

adaptive views of the world

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Looking into the Future

If you don’t think hard work will pay off,

then persistence is likely to become a

disappointment

Students need Counselors to show them real-

world examples that demonstrate the value

and necessity of effort

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Re-Assessment

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

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Career Perceptions,

Beliefs, and Goals

Part 2: Building Realistic Goals

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Building Realistic Goals

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Building Realistic Goals

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What does a “good goal” look like for a

student?

Not every student will have the same goal.

What’s good for one student might not be good

for another.

What do you do when a student has no

goals or has unrealistic goals?

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Building Realistic Goals

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Building Realistic Goals

Students need to develop clear, realistic goals

Students must also have an understanding of the paths to those goals.

Breaking down the path to an outcome can make success more approachable

Smaller, more immediate targets gives students more opportunities for success

Figuring out the smaller steps to a goal can help students reassess the reality of their goal

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Building Realistic Goals

How do we teach students to do

this?

What issues might students run

into with this?

How can we address those issues?

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Building Realistic Goals

What are some goals your students

have? (Think about both academic

and career goals.)

How can the goal-setting pyramid

be applied to those goals?

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Building Realistic Goals

Competition with peers can be

constructive, but can also lead to

frustration or quitting.

Who might be an ally for a student?

Why might a student be resistant to

asking for help?

How can we teach students to

approach those others as allies?

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Building Realistic Goals

How to Ask for Help:

1. Find the right person: do you know why are

you going to this person for help?

2. State what you think you know (you have some

ideas/knowledge and that you’re open to

feedback)

3. Propose a course of action (you’ve given the

subject some thought)

4. Specify the feedback you want: people

generally want to be helpful, but they can be

more so if you tell them what kind of help you’re

looking for. 34

Re-Assessment

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

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Career Perceptions,

Beliefs, and Goals

Part 3: Teacher Visions

Sciarra, D. T., & Ambrosino, K. E. (2011). Featured Research: Post-Secondary Expectations and Educational Attainment. Professional School Counseling, 14(3), 231-241.

West-Olatunji, C., Shure, L., Pringle, R., Adams, T., Lewis, D., & Cholewa, B. (2010). Exploring how school counselors position low-income African American girls as mathematics and science learners. Professional School Counseling, 13(3), 184-195.

Looking into the Future

Want to predict if a student will be

enrolled in college in 2 years? Ask

where they expect to be.

A student who says they will only complete

high school or less is 23 times more likely to

never enroll in college

A student who says they are likely to complete

a 2 year degree is slightly more likely to enroll

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Looking into the Future

Dial the clock back to 10th grade…

Students’ expectations of their post-

secondary options are very weak predictors of

their actual outcomes

However: Ask their math teachers.

If your Sophomore math teacher thinks you

will never go to college, you are 10 times

more likely to never enroll

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Looking into the Future

Big surprise, right?

One might think that teachers generate beliefs

based on student performance

Recently, psychologists have found increasing

evidence that the relationship is reversed.

Student performance is dramatically impacted

by teacher expectations

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Looking into the Future

Who does this hurt the most?

Interviews reveal that teachers show students

academic and career futures based on

expectations

Research shows that math teachers have the

lowest expectations for blacks and Latinos.

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Looking into the Future

Students see the futures we show them

Unless students are shown people who look

like them in ambitious jobs, they are unlikely

to see themselves in those jobs

Counselors in the classroom can show

students a wide range of futures and help

teachers encourage students’ abilities to

choose and assess futures for themselves

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Defining the Role

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

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Describing the Current

State of Classroom

Guidance

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Re-Assessment

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

Do we do this already?

If not…should we?

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Assess Current State

How often do

counselors see

students in

classrooms?

What kinds of

interactions occur?

What are the

purposes of those

interactions?

What makes those

interactions difficult?

Get SMART about goals.

Be Specific.

Prioritize.

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Re-Assessment

What is the role of the guidance counselor?

What aspects of students’ lives can a counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

Do we do this already?

If not…should we?

What specific goal should we implement?

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SMART goals

S

M

A

R

T

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Specific

Measurable

Attainable

Relevant

Time-bound

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SMART goals

Specific

Example: By next Fall, we will develop and

implement a series of planning “mini-

workshops” that Counselors will lead so that

students can learn how to make goals, plan a

path to them, and follow through.

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SMART goals

Measurable

Example: By next Fall, we will develop and

implement a series of planning “mini-

workshops” that Counselors will lead so that

students can learn how to make goals, plan a

path to them, and follow through.

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SMART goals

Measurable

Example: By next Fall, we will develop and

implement a series of one-a-week planning

“mini-workshops” that Counselors will

deliver to all 9th Graders so that students can

learn how to make goals, plan a path to them,

and follow through by completing a “Plan It

Out” Workbook.

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SMART goals

Attainable

Example: By next Fall, we will develop and

implement a series of one-a-week planning

“mini-workshops” that Counselors will

deliver to all 9th Graders so that students

can learn how to make goals, plan a path to

them, and follow through by completing a

“Plan It Out” Workbook.

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SMART goals

Relevant

Example: By next Fall, we will develop and

implement a series of one-a-week planning

“mini-workshops” that Counselors will deliver

to all 9th Graders so that students can learn

how to make goals, plan a path to them, and

follow through by completing a “Plan It Out”

Workbook.

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SMART goals

Time-Bound

Example: By next Fall, we will develop and

implement a series of one-a-week planning

“mini-workshops” that Counselors will deliver

to all 9th Graders so that students can learn

how to make goals, plan a path to them, and

follow through.

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SMART goals

Time-Bound

Example: This Spring we will develop a

series of one-a-week planning “mini-

workshops” that Counselors will deliver at

the start of next Fall to all 9th Graders so that

students can learn how to make goals, plan a

path to them, and follow through by

completing a “Plan It Out” Workbook.

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SMART goals

Develop with your group one SMART

goal-styled intervention idea that

targets one or more specific Readiness

problem that you identified earlier

today.

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Get SMART about goals.

Self-Assessment.

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SMART goals / SWOT Analysis

Strengths

…within us

…to build on

Weaknesses

…within us

…to overcome

Opportunities

…from outside

…to explore

Threats

…from outside

…to minimize

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SMART goals / SWOT Analysis

Strengths

Teachers and

Counselors work well

as a team

Weaknesses

Teachers have little

time to give to

Counselors

Opportunities

It will feed into 10th-

12th grade “life” goal

exercises

Threats

Students who miss

sessions will fall

behind

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SMART goals / SWOT Analysis

Strengths

Teachers and

Counselors work well

as a team What other projects

would synergize

with our Strengths

& Opportunities?Opportunities

It will feed into 10th-

12th grade “life” goal

exercises

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SMART goals / SWOT Analysis

What must we do to

buttress our

weaknesses and

protect against

threats?

Weaknesses

Teachers have little

time to give to

Counselors

Threats

Students who miss

sessions will fall

behind

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SMART goals / SWOT Analysis

Strengths Weaknesses

Opportunities Threats

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Get SMART about

goals.

Build a team.

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Re-assessment

What is the role of the guidance

counselor?

What aspects of students’ lives can a

counselor impact?

How can we measure a counselor’s impact?

How can counselors help in the classroom?

Do we do this already?

If not…should we?

What specific goal should we implement?

Who do we need on our team? 64

RACI Analysis

Goals are made up of tasks

For our initiative to work we must…

Select weekly times

Create individual lessons

Design a simple workbook for the students to use

throughout the year

Create a feedback system so counselors can

monitor student progress

Report to the school

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RACI Analysis

Tasks require actors of four types

Responsible – Doers

Accountable – Deciders

Consulted – Experts and Partners

Informed – Need to know-ers

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RACI Analysis

Principal Counselor Teacher

Select Times

Create Lessons

Design Workbook

Create feedback loop

Report

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RACI Analysis

Principal Counselor Teacher

Select Times C, I A R

Create Lessons I A, R C, I

Design Workbook I A, R C, I

Create feedback loop C, I A, R

Report I A, R C

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RACI Analysis

A good plan needs

People accountable to tasks

People doing the work

Partners & Stakeholders Consulted

A team sharing the load

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A little Reflection

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Reflection

What Teachers and Counselors think

dramatically impact what students

think about themselves and what they

ultimately do

Counselors who embrace the values of

SEL and integrate them into the

classroom can directly add value to the

K12 outcomes and career futures

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Help us help you!

Got feedback? Questions?

Brad Wolfenden(The Princeton Review – CO, UT, WY)

[email protected]

Stacey Milgram(The Princeton Review – AZ, NM)

[email protected]

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