Carol Dahir, Ed.D. Associate Professor School Counselor Education New York Institute of Technology

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1 Carol Dahir, Ed.D. Associate Professor School Counselor Education New York Institute of Technology

2 What is the Purpose of Guidance Curriculum in your School Counseling Program? Creates opportunities for students to achieve the standards and acquire skills in academic, personal/social and career domains Allows the counselor to interact with students in a proactive, preventative manner Effective and efficient use of counselor time Promotes collaboration with faculty

3 Why Bother? Negatives It s too hard to get into the classrooms I don t have the time The teachers take a break the second I walk in I never taught in a classroom Positives Help teachers understand that your work COMPLIMENTS academic instruction More students will benefit not every student needs individual counseling but they need life skills/prevention skills Co-plan and c0-facilitate & teachers will see the relevance of your work to theirs Work with a colleague (counselor or teacher until you are comfortable C. Dahir, 1/10

4 And to Blow Off Misconceptions. What do counselors do? Why aren t they there when I m looking for them? I can t believe s/he didn t get back to me yet. They aren t helpful They have it so easy I wish I had an office One kid at a time how easy! What are they really doing? Dahir 1/10 4

5 School Guidance Counselors in NYC Public Schools (NYCDOE & the UFT, 2007) The School Guidance and Counseling Program provides students with knowledge and skills to be effective learners and contributing members of the school community is an integral part of the total education program guarantees student access to the counselor and the counselor access to the student C. Dahir, 4/09

6 School Guidance Counselors in NYC Public Schools (NYCDOE & the UFT, 2007) provides developmental as well as prevention and intervention services is continuously refined through evaluation which addresses the changing needs of children is intended to impact every student Find the brochure at FC98B1DAE809/24834/UFTguidanceBrochure.pdf C. Dahir, 4/09

7 Not being able to do everything is no excuse for not doing everything we can! (author unknown) C. Dahir, 1/10

8 New York State Model for Comprehensive K-12 School Counseling Programs Model Components: Determining The Need Foundation Delivery System Managing The System Accountability C. Dahir, 1/10

9 The NYSSCA Model (2005) is based on the ASCA National Model (2003) C. Dahir, 1/10

10 Aligning New York State and School Counseling Domains Academic Domain: Academic Intervention Services K-12 Academic and Graduation Requirements Personal/Social Domain: Youth Development Character Education SAVE Legislation Career Domain: Career Plan Initiative CDOS C. Dahir, 1/10

11 What is Guidance Curriculum? Structured experiences presented systematically to all students through classroom and group activities. Aligned with student development: academic, career, personal-social C. Dahir, 1/10

12 The National Standards are statements of what all students should know and be able to do as result of participating in a school counseling program. C. Dahir, 4/09

13 Academic Development Standard A. Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Standard B. Students will complete school with academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Standard C. Students will understand the relationship of academics to the world of work, and to life at home and in the community. C. Dahir, 4/09

14 Career Development Standard A. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard B. Students will employ strategies to achieve future career success and satisfaction. Standard C. Students understand the relationship between personal qualities, education, training, and the world of work. C. Dahir, 4/09

15 Personal-Social Development Standard A. Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Standard B. Students will make decisions, set goals and take necessary action to achieve goals. Standard C. safety and survival skills. Students will understand C. Dahir, 4/09

16 How to Deliver Curriculum Classroom Instruction Group Activities Interdisciplinary Curriculum Development (NYS Standards) Parent Workshops and Instruction

17 Necessary Steps Choose standard and competency to address with administration and faculty Things to ponder: Who could I collaborate with on the faculty? What do the students need to know or do at the end of my lesson(s)? How will I know the students applied the learning?

18 Other things to consider Involve your principal How will I deliver this lesson? What kind of activities will the students complete? What materials do I need? How will I know if the lesson is successful? (Accountability!)

19 Collaborating for Common Goals When the principal and school counselors meet and agree on program priorities, implementation strategies, and the organization of the counseling program, you will produce the desired results for students. The services and activities are aligned with each building s CEP (Comprehensive Education Plan). C. Dahir, 1/10

20 Sample Instructional Strategies Role play Interviews Diversity/respect for all Ethical decision making Conflict resolution Integrating music, art or poetry Journal writing Discussions Internet Search Literature

21 Accountability Pre/post tests Observations Teacher input Rubrics School report card comments School report card data

22 Challenges of Presenting Curriculum Changing the mindset of administration, faculty Controlling your schedule Managing a calendar Collaboration and teaming Students taking the lessons seriously Overcoming personal anxiety

23 Let s Write Curriculum!! Look at the Scope and Sequence Develop ideas for a lesson plan or two.

24 Connect these to your GUIDANCE Curriculum Student data School Repot card CEP School counseling curriculum Scope and sequence C. Dahir, 1/10

25 Attitudes What Needs to Change in YOUR SCHOOL to Implement a Guidance Curriculum? (Which ones and whose?) Behaviors (Which ones and whose?) Teaming (New or revisited collaborations?) C. Dahir, 1/10

26 What Do YOU Need to Do to Make This a Reality? Know your building CEP goals Identify Academic, Career, and Personal-Social Development Priorities Brainstorm who needs to be involved and identify resources Determine next steps Identify potential challenges and opportunities Monitor Results (MEASURE) C. Dahir, 1/10

27 Coming together is a beginning. Keeping together is progress. Working together is success. ~Henry Ford C. Dahir, 4/09

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