Carol J. Kaffenberger, Ph.D. George Mason University. Vivian V. Lee, Ed. D. National Office for School Counselor Advocacy College Board

Transcription

1 Carol J. Kaffenberger, Ph.D. George Mason University Vivian V. Lee, Ed. D. National Office for School Counselor Advocacy College Board

2 To describe a statewide collaborative research initiative To share the outcomes of the initiative To discuss the benefits and implications of conducting collaborative research

3 Virginia School Counselor Association: Carol J. Kaffenberger, Ph.D. George Mason University Tamara Davis, Ph.D. Marymount University Sylinda Banks-Gilchrist, Ed.D. Norfolk State University Tim Grothaus, Ph.D. Old Dominion University Nancy Bodenhorn, Ph.D. Virginia Tech University National Office for School Counselor Advocacy, College Board: Patricia Martin Assistant Vice President, NOSCA Vivian V. Lee, Ed. D. Director, School Counselor Advocacy University of Maryland: Cheryl Holcomb-McCoy, Ph. D. Associate Professor, Counseling and Student Personnel Department

4 To create a National Office within the College Board dedicated to establishing a national presence for school counseling. To provide advocacy at state and national level, partnering with national organizations (NACAC, ASCA, Ed Trust and others), to position school counselors as critical players in Education Reform. To provide data that will highlight the value-added role school counselors play in raising student achievement. To promote processes and strategies that will help the school counseling profession solidify its position as an important player in educational reform with accountability measures that promote educational equity.

5 Vivian V. Lee National Office for School Counselor Advocacy

6 The mission of the VSCA is to actively promote excellence in the profession of school counseling and to provide member support through professional development, advocacy, leadership, accountability, and collaboration.

7

8 The Research Responded to national accountability mandates. Tied school counseling practice, performance and outcomes to state level initiatives for Educational Reform. Took a bold step to examine the systemic condition of school counseling across an entire state asking hard questions about translating knowing into action to improve student outcomes. Examined the day to day work of school counselors in relation to state and national initiatives and their ability to demonstrate accountability Identified professional development needs for actionable skills. Demonstrate the value-added worth of school counselors with concrete measures of accountability.

9 Priority 1: Strengthen Virginia s public schools by providing challenging academic standards for all students Priority 2: Enhance the foundation program and the quality standards for public education in Virginia Priority 3: Continue efforts to enhance the training, recruitment, and retention of highly qualified teachers and administrators. Priority 4: Support accountability and continuous improvement in all schools. Priority 5: Assist teachers to improve reading skills of all students, especially those in early grades. Priority 6: Provide leadership for implementing the provisions of the No Child Left Behind Act smoothly and with minimal disruption to local school divisions.

10 Goal I: Professional Development To provide professional development opportunities to all Virginia Professional School Counselors. Goal II: Member Services To provide member services to Professional School Counselors in Virginia. Goal III: Advocacy To advocate and educate legislative and school policymakers and other stakeholders about the comprehensive school counseling program. Goal IV: Accountability To promote greater use of accountability strategies that monitors student achievement and evaluates the impact of school counseling programs. Goal V: Organizational Effectiveness To determine organizational structure and administrative strategies that supports the mission of VSCA.

11 Conduct survey research of all school counselors in VA to assess the advocacy needs of school counselors Determine what is already known and what is currently being done Establish a board research position Conduct state-wide survey research of all practicing school counselors Provide accountability training to school counselors based on research outcomes Explore practices of accountability/research training in SC graduate programs in VA

12 The ultimate beneficiaries will be the students, as the survey and study will help identify the roles that school counselors can play to: Help students understand their range of college and career postsecondary options. Help students and their parents understand the various financial aid opportunities that are available to pay for postsecondary education. Enhance the transition between middle and high school, with the eye toward preparation for success after high school graduation. Improve student performance on SOL's, college admissions exams, and other assessments.

13 To assess counselor need and initiate professional development that is data-driven rather than random sessions. Respond to the limited funds of counselors and school districts with intentional professional development. Create professional development at the skill level of participants. Help counselors develop the skills needed to equitably serve ALL students. Create a research template to replicate in other states.

14 Professional Development Assessment for Virginia School Counselors. (Lee, 2004, 2005) Four parts: Self-Assessment (levels of training), Professional Activities Professional Beliefs Demographics. Levels of Training Unaware: I am unaware of this topic. Awareness: I am aware of this topic Knowledge: I possess awareness and knowledge about this topic Skill: I possess awareness and knowledge and, I can take action Results Data: I possess the awareness, knowledge, and skills necessary to produce results

15 1028 (29% return rate) counselors completed usable questionnaires. mailed to over 3500 school counselors K-12 in the state Returned questionnaires; 399 elementary counselors, 391 middle school counselors, and 238 were high school counselors.

16 An exploratory factor analysis was conducted in order to reduce the 25 professional development self-assessment items into smaller meaningful factors. The factor analysis revealed four factors that comprise the professional development needs of Virginia school counselors: Data-Driven Programming and Advocacy Initiatives Strategies and Interventions that Increase Student Achievement Strategies and Interventions For Making School-Wide Change School Counselor and Counseling Accountability.

17 Virginia School Counselors: have the knowledge and awareness of data driven programming and advocacy, but do not have the skills to take action; have the knowledge and awareness of the ASCA National Model, but do not have the skills to implement programs using the model; do not have the skills to create and use data results; use individual counseling most often to delivery services; and spend the least amount of time working with students on career development

18 To respond to the need for a statewide blueprint for the development of school counseling programs in Virginia a manual was written, Virginia Professional School Counseling Program Manual (2008) To increase statewide implementation of the manual a meeting with the State Superintendent of Public Instruction and Virginia Department of Education staff to share results of data and Virginia Professional School Counseling Program Manual (July 26, 2007) was held. To maximize the potential of the Virginia school counselors, VSCA is planning to coordinate the following efforts: Offer multiple training opportunities, especially in rural areas, for school counselors and administrators. Develop training strategies and materials to prepare practicing school counselors in data-driven decision making.

19

20 Purpose Provide school counselors with the guidelines to develop a comprehensive school counseling program Aligned with the ASCA National Model Standards for School Counseling Programs in VA Public Schools NCLB Manual consists of: Foundation, Management, Delivery, Accountability, Core Competencies Each component includes a definition, strategies, an audit, action plan, examples, and resources

21 The Virginia Professional School Counseling Manual was launched in April 2008 at the VSCA Conference To date more than 1500 school counselors have received a copy of the manual or CD and approximately 1000 have received training. Coordinators of school counseling programs have endorsed the manual and are using it for training, counselor program development and counselor evaluation. The manual is being revised for a national audience.

22 We are the leaders we have been waiting for. NCLB and a college-going culture: We know what the end looks like ~ we must continue to collaborate in order to get there. The synergism of collaboration Linkages with counselor educators, practicing school counselors, K-12 leadership, College Board, ASCA Translating what we have learned through this collaboration to the challenges of K-12