How will you supervise and administer school counseling programs? Ground your thoughts in the course readings.
In order to supervise a counseling program, it is important to understand the role of a counselor. According to the American School Counselor Association (2009), a counselor is trained in school counseling (holding at least a master’s degree) to address the developmental needs of students. Academic, career, and personal/social issues may all be met through a school counselor. As an administrator, it is essential to hire those individuals who are highly qualified in the area of counseling and hold the most up to date and current qualifications.
The next step to supervising a school counseling program includes setting the model as a guide for the school. According to A Model Comprehensive, Development Guidance & Counseling Program for Texas Public Schools (2004), each school needs something individually different. Some schools need a new program, updating an existing program, or revamping a program with new resources. In order to accomplish the goal necessary for one’s school, the Program Development Cycle could be used as a means for establishing the appropriate program. The cycle is five steps that can be accomplished in any order. The steps include: organizing-taking action and identifying leadership for the program, planning-assess the current program, designing-establish the program design, implementing-use counselor resources to make improvements, and evaluating-reevaluate to address further issues that arise. Through this program, one may move forward at the pace that works for the school, students, and parents while working through issues that need to be specifically met.
Once the position is filled and a model is developed, it is important the students feel comfortable meeting with their guidance counselor. As an administrator, it is important to allow the counselor the time necessary to meet with students daily. The suggested ratio of counselor to student is 1:250 (American School Counselor Association, 2009). However, this is rarely the case. Many schools have even double the number of students to one counselor. If student have time to meet with their counselor, students will not feel as if they are just a number, but a person with a future in mind. According to Johnson, Rochkind, & Ott (2010, p. 75), “In the Public Agenda study, nearly one-half of young people (48 percent) say they usually felt like “just another face in the crowd” in dealing with their high school guidance counselor.” With time, they will receive the actual guidance they deserve rather than the guidance they get in a five minute session with a counselor that has a desk full of paper work to complete. This means that lunch duty and test-booklet preparations may need to be completed by another staff member in order to allow the counselor time necessary to meet with students.
Continued education and training is also important in our ever-changing world. As an administrator, one should provide training opportunities for staff, counselors included. The authors (Johnson, Rochkind, & Ott, 2009) explain that counselors are not necessarily trained on how to aid students and parents in financial aid, college selections, apprenticeships, or other post-secondary options. Counselors also need continued training to develop and polish skills in working with students academically and socially. As the years progress, student problems change and counselors need to adapt to the change and learn how to address the new issues.
References
American School Counselor Association. 2009. The role of the professional school counselor. Retrieved from: www.schoolcounselor.org
Johnson, J., Rochkind, J., & Ott, A. 2010. Why guidance counseling needs to change. Educational Leadership, p. 74-79. Retrieved from: www.ascd.org
Texas Education Agency. 2004. A model comprehensive, development guidance & counseling program for Texas public schools (Rev. ed). Austin, TX.
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