Who is School Counselor
Seblework Sineshaw
501
Belief Statement
As a school counselor, I need to provide an opportunity to see each
student as unique and seek to empower all students to achieve their
highest potential.Eliminate educational inequities. The school counselor
needs to provide equitable access to services, school resources, and
other learning opportunities.The school counselor needs to use the
resources like linguistically responsive instruction and supports to
ensure ELL students are included and supported to be successful
citizens.
Mission Statement
Provide welcoming, safe, inclusive and equitable school community that
reflect global community.Present culture that reflects, respects and
embraces the voices of others.Understand the perspectives and
differences. Provide an opportunity to see each student as unique and
seek to empower all students to achieve their highest potential and
eliminate educational inequities.Provide equitable access to services,
school resources, and other learning opportunities.
Mission statement and the ASCA model
1. School counselor provide a welcoming environment to students.
2. School Counselor need to build diverse and strong community.
3. School counselor supporting students to be a change to the
social problem and seeking the solution.
4. Every students are unique and learn in unique ways.
5. Students are the next generation of global Citizens.
6. school counselor, will help promoting educational excellence
multicultural academic achievement.
7. School Counselor collaboratively work with students
stakeholders and community.
Belief statement review
1. Understand
2. Perspectives of others,
3. Demonstrate empathy and mutual respect, fairness, and equity.
4. Delivery quality of work for the students and families.
5. Building trusted relationships with all students and their
families.
6. Be active listener.
The ASCA Model
Foundation
1. School Counselor identify personal beliefs.
2. Create mission statement develop program goals.
3. Define and measures the outcome of the services.
4. Enhance the learning process for all students.
5. Focus on Behaviors, college and career readiness.
6. Measure knowledge, attitudes and skills.
7. Maintain the highest standard of integrity leadership and
professionalism.
Delivery
1. School counselor provides services to students, parents, school
staff, and communities.
2. Direct services- in person interaction between students and
teachers.
3. Core curriculum- attitudes, skills, appropriate group activities.
4. Individual student planning- personal goals and future goals.
5. Responsive services- meets student’s immediate needs and
concerns.
6. Indirect student services- collaborate with parents, teachers,
other educators, community organizer,stakeholder.
Management
School counselor incorporate organizational assessments and tools
that are clearly reflect school needs.
1. School counselor competency and program assessments.
2. Uses of time assessment.
3. Annual agreement.
4. Advisory counselor.
5. Use of data.
6. Curriculum, small group and closing the gap actions plans.
7. Annual and weekly calendars.
Accountability
1. Demonstrate effectiveness.
2. Analyze program data.
3. Shows the impact of the school counselor program.
4. Student achievement, attendance and behaviors.
5. Performance of school counselor practice.
6. Guide future action and improve future results for all students.
7. Evaluate the basic standard of practice.
Tier 1: Universal Core Institutions Interventions for All
students, Preventive and proactive.
1. Standards and Competencies (Foundation)
2. School Counseling Core Curriculum (Delivery System)
3. Individual Student Planning Direct Student Services (Delivery)
4. School Counseling Core Curriculum Action Plan (Management)
5. School Counseling Core Curriculum Results Report
(Accountability)
6. School Data Profile (Accountability)
Tier 2: Supplemental/ Strategic Interventions for Students
at Some Risk
1. Standards and Competencies (Foundation)
2. Individual Student Planning Direct Services (Delivery) a. Small-
group action plan
3. Responsive Services Direct Student Services (Delivery) a.
Consultation b.Individual counseling c. Small-group counseling
4. Closing-the-Gap Action Plan (Management)
5. Closing-the-Gap Results Report (Accountability)
Tier 3: Intensive, Individual Interventions for
Students at High Risk
1. Standards and Competencies (Foundation)
2. Responsive Services Direct Student Services (Delivery) a.
Consultation b. Individual counseling c. Small-group counseling d.
Referral to school or community services.
3. Closing-the-Gap Action Plan (Management)
4. Closing-the-Gap Results Report (Accountability)
OSPI Smart Goal
1. Math SBA results increase in 11% for the next school year.
2. Students representing solving problem to improve math skills.
3. A short skill pre and post test will be provided to the students to
increase the understanding of the students math skills.
4. Deliver articulated K-12 core curriculum that is aligned with
standard and thought with fidelity.
5. Provide additional instructional support for every student falling
below achievement exceptions.
6. Implement professional development and evidence based teaching
strategies.
References
American School Counselor Association. (2012). ASCA national model: A framework for
school counseling programs, third edition. Alexandria, VA: American School
Counselor Association.
Washington Framework for Comprehensive Guidance and Counseling. (n. d.). Promoting
student learning and flourishing in Washington State. Retrieved from
http://www.cgcpframework.org/
Office of Superintendent of Public instruction, Washington State(2017) Washington
State comprehensive School Counseling and guidance program model Retrieve
from http://www.k-12 wa.us /summary.aspx
