Reflection #6

After reading the discussion posts by my classmates as well as myself, I think we were all in agreement on the fact that counselors seem to have so many responsibilities. This seemed clearer to me as I examined the TEA Counseling Guide. There are eight areas of responsibilities, or domains, that TEA outlines for school counselors. These are: program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards (p. 30). Program management describes a clear guidance plan including guidance curriculum, responsive services, individual planning, and system support summarized in the Texas Education Code. Counselors must find a balance between these components to meet their students’ and community’s needs. Guidance refers to preparing students for their academic, future, career, and social goals. Counseling is an intervention service available for students who experience development, personal, or other problems that interfere with their social, academic, or personal growth. Consultation refers to the interactions between parents and school personnel because they act as an advocate for students. Coordination describes the referrals of students that may take place to support students in the home, school, community, and district. Student assessment refers to the idea that counselors must be familiar with student assessment procedures, data, and legalities among them. Professional behavior and professional standards describes the professionalism that counselors must possess at their school to create a safe and stable school environment.

The counselor job description seemed quite vague to me especially since it comes straight from TEA. It even states that, “It is important to note that counselors’ specific job descriptions vary depending on their work setting and the counselor-to-student ratio” (p.32). Realistically, there is no one school counselor that has the same day-to-day tasks and responsibilities.

As a school administrator, I think it is important to be knowledgeable of the guidance and counseling programs provided at the school. The first step would be to be involved in the development of the program. Although there are certain criteria outlined in their curriculum. The organization and planning are crucial to an effective program. I think it would be beneficial to have a leadership team to serve as a support team for a counselor. I would love, as an administrator, to have the counseling staff to support the amount of students at my school. Although the effectiveness of a program is directly related to the counselor-student ratio, it is evident that many schools, including my current one, serves way more than the recommended 1:250 ratio suggested by the American School Counselor Association (p. 47). I realize that as administrators we do not have the option of adding a staff member due to budgeting or district policy, but I would try to ensure that students get the services they deserve. In addition, I would try to alleviate some of the “additional” responsibilities that ultimately get left with the counselor. The administrator is deemed the testing coordinator of the school. Although she has this title, I believe the counselor performs many of these duties. I would try to take on these responsibilities so that they can do what they job description truly is – addressing and aiding students’ academic, social, and personal needs. Lastly, I would try to implement many different surveys of the staff, students, and parents of what their concerns are. This would help guide the counseling program and provide input from different sources. This would be a small piece of the evaluation process as well. More than anything, administrators should make themselves available as a support of school programs. Communication is necessary for the success of a school.

Evaluation is an important part of any program in order to ensure its success and continue improvement. The questions that should be answered during the evaluation process seemed vague to me. For example, “How well are counselors performing their roles?” (p.108). This seems quite subjective to me and requires more observation time and input from multiple sources. I really liked how TEA described evaluation as “an on-going process of program renewal” (p.112). As I have previously stated, I am very fortunate to have an amazing counselor who goes above and beyond the job description. I believe because of her passion and dedication to our students, staff, and school, we have an effective counseling program. At the beginning of each year and throughout the year, our counselor surveys the teachers to see where students’ needs are most needed. She then uses these needs to develop her guidance lessons. In addition, she surveys students to see what they are struggling with and areas of concerns they have. If there are situations that arise during the year, she also comes into the classroom to help mediate. For example, my first year we had an issue with bullying among students. She helped lead a classroom meeting in which we, as a class, came to an agreement about classroom norms. In addition, she also presents her curriculum to our Local School Council, which is a board comprised of school personnel and administrators, parents, and community members. This way the community is aware of the guidance program and can voice their concerns if they have any at this time. Lastly, our counselor is good at making time for teacher concerns. If we come to her with a question she does not know, she will always work to find the answer. She knows the ins and outs of assessments, legalities of 504’s and IEP’s, and the family history of almost every student in our school. Overall, I believe we have an effective school counseling program at my elementary school.