Guidance Counselors in the Classroom
Presented by:Brad Wolfenden& Stacey Milgram
RMACAC Annual Conference – April 2016
Take five…
Who among your colleagues is your
favorite to work with? Write up a series
of statements that talks about what
makes them so great to work with.
Write the statements in the form of
compliments: “You’re really good at…”
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Academic versus Life Skills
You all use some elements of math,
reading, and writing to do your jobs
Academic skills made it possible for you to
pursue your career
Academic skills make it possible for you to do
your job
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Academic versus Life Skills
Which element of the Common Core
assesses the value of optimism?
Your social and emotional skills make you a
great person to work with
Your values help you decide what you should
do next
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Our Goals
Define the Counselor’s Role
Describing the current state of Counselor-
Student interactions at your campus
Setting Goals (for today and beyond)
Explain the value of Social-Emotional
Learning
Identify “problem” perceptions/beliefs in
students
Build Classroom Activities for Counselors
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Your Goals
• What do you want to get out of this session?
• What do you want to learn?
• What do you want to talk about?
• What do you want to do?
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Defining the Role
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
What skills is the counselor trained to affect?
How does the counselor add value to the
academic training students receive?
How can we measure a counselor’s impact?
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Why Social-Emotional
Learning Matters
Van Velsor, P. (2009). School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?. Professional School Counseling, 13(1), 50-58.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
Social-Emotional Learning
Defining Social-Emotional Learning
“the process through which children enhance
their ability to integrate thinking, feeling, and
behaving to achieve important life tasks.”
10
Social-Emotional Learning
Emotional IntelligenceSocial Intelligence
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Social-Emotional Learning
Social Intelligence“…the ability to understand and deal with people and to act judiciously in human relationships…”
Emotional Intelligence“awareness of and appropriate expression of one’s own emotions”
“the ability to understand others’ feelings to establish satisfying relationships”
“successful adaptation to change and its accompanying emotions for effective problem solving”
“the ability to generate positive emotions and self-motivate”
11
Social-Emotional Learning
Research repeatedly demonstrates that
emotional intelligence and academic
success are linked
In elementary, middle, and high school,
emotional intelligence predicts academic
success at the next stage
Among university students, high performance
predicts high emotional intelligence
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Social-Emotional Learning
Academic and Career Success requires
students stay motivated and stay in
school
At-risk students who remain “resilient” and
graduate receive SEL from guardians,
teachers, and counselors
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Social-Emotional Learning
Self-awareness, self examination, and
decision-making are core SEL
competencies
Career choice and career planning require all
of these
Success in the workplace requires
overcoming emotional deficiencies and self-
knowledge
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Social-Emotional Learning
K-6
Building a positive
self-concept
Speaking positively
about others
Understanding other
perspectives
Creating classroom
rules
Building a set of
positive values
7-12
Seeing a place for
oneself beyond school
Connecting effort with
success
Resolving physical
conflicts
Managing time and
stress
Solving complex
practical problems
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Social-Emotional Learning
SEL is not just a quality modifier
Experimental data shows that a student
put through a successful SEL program
would demonstrate an 11-point percentile
gain in academic performance.
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Social-Emotional Learning
We know SEL programming is important
for all students. What are some issues,
though, with implementation?
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Re-Assessment
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
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Career Perceptions,
Beliefs, and Goals
Part 1: Student Visions
Turner, S. L., & Conkel Ziebell, J. L. (2011). The career beliefs of inner-city adolescents. Professional School Counseling, 15(1), 1-14.
Looking into the Future
When your students look into the
future, do they see themselves?
Students can only strive towards careers that
they know about
Students must understand the path to a
certain career in order to work towards it.
Students are far less likely to strive towards
careers when they have not seen people that
look like themselves in those careers
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Looking into the Future
Adolescents across diverse racial and socio-economic backgrounds have a lot of common values
Most say that a person can control how satisfied they are with a job
Most say that no one can stand between them and their goals
Most say that uncertainty about the future is ok
A person should choose a job based on their interests and skills
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Looking into the Future
However, At-risk, Inner-City
Adolescents are also likely to say that
Hard work and success are not linked
There is only one path toward a given goal
and that direct competition with their peers is
necessary to meet personal goals
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Looking into the Future
If you only see one path into your
chosen future, you are not likely to
adapt to problems that arise
Students need Counselors to teach them
decision-making and planning that rewards
adaptive views of the world
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Looking into the Future
If you don’t think hard work will pay off,
then persistence is likely to become a
disappointment
Students need Counselors to show them real-
world examples that demonstrate the value
and necessity of effort
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Re-Assessment
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
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Career Perceptions,
Beliefs, and Goals
Part 2: Building Realistic Goals
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Building Realistic Goals
28
What does a “good goal” look like for a
student?
Not every student will have the same goal.
What’s good for one student might not be good
for another.
What do you do when a student has no
goals or has unrealistic goals?
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Building Realistic Goals
Students need to develop clear, realistic goals
Students must also have an understanding of the paths to those goals.
Breaking down the path to an outcome can make success more approachable
Smaller, more immediate targets gives students more opportunities for success
Figuring out the smaller steps to a goal can help students reassess the reality of their goal
30
Building Realistic Goals
How do we teach students to do
this?
What issues might students run
into with this?
How can we address those issues?
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Building Realistic Goals
What are some goals your students
have? (Think about both academic
and career goals.)
How can the goal-setting pyramid
be applied to those goals?
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Building Realistic Goals
Competition with peers can be
constructive, but can also lead to
frustration or quitting.
Who might be an ally for a student?
Why might a student be resistant to
asking for help?
How can we teach students to
approach those others as allies?
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Building Realistic Goals
How to Ask for Help:
1. Find the right person: do you know why are
you going to this person for help?
2. State what you think you know (you have some
ideas/knowledge and that you’re open to
feedback)
3. Propose a course of action (you’ve given the
subject some thought)
4. Specify the feedback you want: people
generally want to be helpful, but they can be
more so if you tell them what kind of help you’re
looking for. 34
Re-Assessment
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
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Career Perceptions,
Beliefs, and Goals
Part 3: Teacher Visions
Sciarra, D. T., & Ambrosino, K. E. (2011). Featured Research: Post-Secondary Expectations and Educational Attainment. Professional School Counseling, 14(3), 231-241.
West-Olatunji, C., Shure, L., Pringle, R., Adams, T., Lewis, D., & Cholewa, B. (2010). Exploring how school counselors position low-income African American girls as mathematics and science learners. Professional School Counseling, 13(3), 184-195.
Looking into the Future
Want to predict if a student will be
enrolled in college in 2 years? Ask
where they expect to be.
A student who says they will only complete
high school or less is 23 times more likely to
never enroll in college
A student who says they are likely to complete
a 2 year degree is slightly more likely to enroll
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Looking into the Future
Dial the clock back to 10th grade…
Students’ expectations of their post-
secondary options are very weak predictors of
their actual outcomes
However: Ask their math teachers.
If your Sophomore math teacher thinks you
will never go to college, you are 10 times
more likely to never enroll
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Looking into the Future
Big surprise, right?
One might think that teachers generate beliefs
based on student performance
Recently, psychologists have found increasing
evidence that the relationship is reversed.
Student performance is dramatically impacted
by teacher expectations
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Looking into the Future
Who does this hurt the most?
Interviews reveal that teachers show students
academic and career futures based on
expectations
Research shows that math teachers have the
lowest expectations for blacks and Latinos.
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Looking into the Future
Students see the futures we show them
Unless students are shown people who look
like them in ambitious jobs, they are unlikely
to see themselves in those jobs
Counselors in the classroom can show
students a wide range of futures and help
teachers encourage students’ abilities to
choose and assess futures for themselves
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Defining the Role
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
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Re-Assessment
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
Do we do this already?
If not…should we?
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Assess Current State
How often do
counselors see
students in
classrooms?
What kinds of
interactions occur?
What are the
purposes of those
interactions?
What makes those
interactions difficult?
Re-Assessment
What is the role of the guidance counselor?
What aspects of students’ lives can a counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
Do we do this already?
If not…should we?
What specific goal should we implement?
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SMART goals
S
M
A
R
T
48
Specific
Measurable
Attainable
Relevant
Time-bound
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SMART goals
Specific
Example: By next Fall, we will develop and
implement a series of planning “mini-
workshops” that Counselors will lead so that
students can learn how to make goals, plan a
path to them, and follow through.
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SMART goals
Measurable
Example: By next Fall, we will develop and
implement a series of planning “mini-
workshops” that Counselors will lead so that
students can learn how to make goals, plan a
path to them, and follow through.
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SMART goals
Measurable
Example: By next Fall, we will develop and
implement a series of one-a-week planning
“mini-workshops” that Counselors will
deliver to all 9th Graders so that students can
learn how to make goals, plan a path to them,
and follow through by completing a “Plan It
Out” Workbook.
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SMART goals
Attainable
Example: By next Fall, we will develop and
implement a series of one-a-week planning
“mini-workshops” that Counselors will
deliver to all 9th Graders so that students
can learn how to make goals, plan a path to
them, and follow through by completing a
“Plan It Out” Workbook.
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SMART goals
Relevant
Example: By next Fall, we will develop and
implement a series of one-a-week planning
“mini-workshops” that Counselors will deliver
to all 9th Graders so that students can learn
how to make goals, plan a path to them, and
follow through by completing a “Plan It Out”
Workbook.
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SMART goals
Time-Bound
Example: By next Fall, we will develop and
implement a series of one-a-week planning
“mini-workshops” that Counselors will deliver
to all 9th Graders so that students can learn
how to make goals, plan a path to them, and
follow through.
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SMART goals
Time-Bound
Example: This Spring we will develop a
series of one-a-week planning “mini-
workshops” that Counselors will deliver at
the start of next Fall to all 9th Graders so that
students can learn how to make goals, plan a
path to them, and follow through by
completing a “Plan It Out” Workbook.
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SMART goals
Develop with your group one SMART
goal-styled intervention idea that
targets one or more specific Readiness
problem that you identified earlier
today.
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SMART goals / SWOT Analysis
Strengths
…within us
…to build on
Weaknesses
…within us
…to overcome
Opportunities
…from outside
…to explore
Threats
…from outside
…to minimize
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SMART goals / SWOT Analysis
Strengths
Teachers and
Counselors work well
as a team
Weaknesses
Teachers have little
time to give to
Counselors
Opportunities
It will feed into 10th-
12th grade “life” goal
exercises
Threats
Students who miss
sessions will fall
behind
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SMART goals / SWOT Analysis
Strengths
Teachers and
Counselors work well
as a team What other projects
would synergize
with our Strengths
& Opportunities?Opportunities
It will feed into 10th-
12th grade “life” goal
exercises
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SMART goals / SWOT Analysis
What must we do to
buttress our
weaknesses and
protect against
threats?
Weaknesses
Teachers have little
time to give to
Counselors
Threats
Students who miss
sessions will fall
behind
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SMART goals / SWOT Analysis
Strengths Weaknesses
Opportunities Threats
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Re-assessment
What is the role of the guidance
counselor?
What aspects of students’ lives can a
counselor impact?
How can we measure a counselor’s impact?
How can counselors help in the classroom?
Do we do this already?
If not…should we?
What specific goal should we implement?
Who do we need on our team? 64
RACI Analysis
Goals are made up of tasks
For our initiative to work we must…
Select weekly times
Create individual lessons
Design a simple workbook for the students to use
throughout the year
Create a feedback system so counselors can
monitor student progress
Report to the school
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RACI Analysis
Tasks require actors of four types
Responsible – Doers
Accountable – Deciders
Consulted – Experts and Partners
Informed – Need to know-ers
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RACI Analysis
Principal Counselor Teacher
Select Times
Create Lessons
Design Workbook
Create feedback loop
Report
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RACI Analysis
Principal Counselor Teacher
Select Times C, I A R
Create Lessons I A, R C, I
Design Workbook I A, R C, I
Create feedback loop C, I A, R
Report I A, R C
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RACI Analysis
A good plan needs
People accountable to tasks
People doing the work
Partners & Stakeholders Consulted
A team sharing the load
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Reflection
What Teachers and Counselors think
dramatically impact what students
think about themselves and what they
ultimately do
Counselors who embrace the values of
SEL and integrate them into the
classroom can directly add value to the
K12 outcomes and career futures
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Help us help you!
Got feedback? Questions?
Brad Wolfenden(The Princeton Review – CO, UT, WY)
Stacey Milgram(The Princeton Review – AZ, NM)
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