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Guidance Counselor - Mrs. Stephanie Williams
(205)629-2246 ext. 228
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A school counselor is a counselor and educator who works in K-12 schools to provide academic, career, college readiness, and personal/social competencies to all students and other stakeholders. Older, dated terms for the profession were "guidance counselor" or "educational counselor" but "School Counselor" is the preferred term in the United States due to professional school counselor role, skill, and identity advocacy from various professional organizations including the American School Counselor Association (ASCA, 2005) [1]. Elsewhere in the Americas, Africa, Asia, Europe, and the Pacific various terms are used including school counsellor, school guidance counsellor, and guidance teacher with the traditional emphasis being career development [2].
In the USA, the need for high school counselors was traditionally emphasized moreso than school counselors in lower grades(Schmidt[3], 2003) but a majority of USA states mandate school counselors at elementary, middle, and high school levels [4]. Countries vary in how school counseling programs and services are provided based on economics, social capital, and School Counselor certification and credentialing movements in Education departments, professional associations, and national and local legislation.[5]. The major accreditation body for Counselor Education/School Counseling programs is the Council for the Accreditation of Counseling and Related Programs (CACREP) located in the United States, which also provides international program accreditation in Counselor Education disciplines including school counseling.
Mission Statement The mission of the counseling and guidance department at Odenville Intermediate School is to prepare every student socially, academically, and emotionally for present and future challenges. Students will be provided with opportunities to gain an understanding of self and others, to participate in educational and occupational exploration, and to pursue career planning opportunities in an environment that is safe, caring and encouraging. The counselor will work in collaboration with students, educators, parents and community members to empower students to reach their highest level as productive members of society. Students have the right to:
To be treated with respect and dignity as human beings.
To participate in activities that promote self-direction and self-development.
To make choices and accept responsibility for making choices.
To participate in a comprehensive school counseling and guidance program designed to assist all students in attaining their maximum potential in academic, career, personal/social development. The guidance program at OIS includes structured experiences presented systematically through classroom and group activities from grades 3-5. The curriculum emphasizes decision making, self-understanding, study skills, career exploration, preparation and planning. Examples of the school guidance curriculum delivery options within this component may include, but are not restricted to: Classroom Guidance Activities - the counselor will facilitate, co lead, or assist in the delivery of guidance curriculum activities. The activities may be conducted in the classroom, in the guidance center, or in the other school facilities.
Group Activities - the counselor will conduct small-group counseling sessions outside the classroom and respond to the students' identified interest or needs. Small-group counseling may be either immediate-response or long-term counseling.
Interdisciplinary Curriculum Development - the counselor will participate on interdisciplinary teams to develop and refine curriculum in content areas. These teams develop classroom units that integrate subject matter with the school guidance curriculum. The counselor will assist teachers in the delivery of classroom units that lead to acquisition of competencies of the domains of affective, social, and employability skills for every student in developmentally appropriate ways.
Parent Workshops and Instruction – the counselor will conduct workshops and information sessions for parents or guardians to address the needs of the school community and to reflect the school counseling and guidance curriculum. Topics for the school guidance curriculum activities within this component may include, but not limited to:
self-concept
communication skills
drug awareness
career awareness
study skills
bullying
tolerance
character education
anger management/conflict resolution
peer relationships
test taking strategies Individual Student Planning Individual student planning includes counseling activities that provide every student with an opportunity to plan, monitor and manage their academic, career and personal/social development.
Examples of individual student planning delivery options within this component may include, but are not restricted to: Individual or Small-Group Appraisal: Counselors help students assess and interpret individual abilities, interests, skills and achievements. The utilization of appropriate assessment information becomes an important aspect of individual development of immediate and long-range plans. Individual and Small-Group Advisement: Counselors help students acquire self-appraisal skills; personal and social development skills; and educational, career, and labor market information. This information assist students in planning for personal, academic and career aspirations. Counselors recognize the critical need to enlist teachers and parents or guardians in helping students make academic and career choices.
Placement and Follow Up: Counselors advise students in making transitions by providing information and by assisting in the access of resources. Topics for individual and student planning activities may include, but are not limited to:
Career Awareness and Exploration
Honors and Awards Programs
Role Playing Responsive Services Responsive services include counseling or referral activities that meet the immediate needs and concerns of students. Responsive services include personal counseling, crisis counseling, problem solving, agency referral, and consultation. Examples of responsive services delivery options within this component may include, but are not restricted to: Consultation: School counselors serve as student advocates by consulting with students, parents or guardians, educators, and community agencies regarding strategies to help students and families. Advocacy may include participation in student study teams and student management teams. Personal Counseling: Counseling is provided in small-group or individual settings for students experiencing difficulties dealing with relationships, personal concerns, or developmentally appropriate tasks. Personal counseling assists students in identifying problems, causes, alternatives, and consequences leading to informed decision making. Crisis Counseling: Counseling and support services are provided to students and families facing emotional crisis as outlined in the school crisis management plan. Crisis counseling is normally short-term and temporary, using appropriate referral sources if necessary.
Peer Facilitation: Counselors may train students as peer mediators, conflict managers, tutors, and mentors. Programs should adhere to the ethics standards and practices established by the National Peer Helpers Association. Referrals: Counselors use referral sources to enhance the services provided through the school counseling and guidance program. These referral sources may include, but are not restricted to: Mental Health Agencies
Juvenile Services
Social Services System Support System support includes indirect guidance management activities that maintain and enhance the total counseling and guidance program. Responsibilities in this area include staff relations, community relations, task forces, professional development, support teams, test interpretation, data analysis, and curriculum development. Professional Development: Counselors are regularly involved in updating professional knowledge and skills. This may involve participating in regular school in-service training, attending professional meetings, completing postgraduate course work, and contributing to professional journals. In-Services: Counselors attend system and school in-service training to ensure counseling skills are updated in the areas of curriculum development, technology, and data analysis. Counselors may provide in-service instruction in school guidance curriculum and areas of special concern to the school and community. Consultation, Collaboration and Teaming: Counselors provide important contributions to the school system by consulting, parenting, collaborating, and teaming. Public Relations: Counselors design activities to orient the staff and community about the comprehensive school counseling and guidance program. Community Outreach: Counselors forge partnerships with local businesses, industries, and social service agencies. Community outreach requires counselors to be knowledgeable about community resources, employment opportunities, and local labor market information. Consultation with Staff: Counselors consult regularly with teachers and professional staff member in order to receive feedback on emerging needs of students and to provide information and support to staff. Curriculum Development Support: Counselors participate in the ongoing review and revision of academic curriculum materials as related to data analysis, student advocacy, postsecondary education, and career/technical education planning. Advisory Committees: Counselors form counseling and guidance advisory committees at both the system and the individual school level. Counselors actively serve on community committees or advisory councils that influence other programs to generate support for system and individual school counseling and guidance programs.
Program Management and Opportunities: Planning and management task include the support of activities conducted in the school counseling and guidance program and responsibilities expected of a member of the school staff. Budget, facilities, policies, and procedures, and research and resource development are elements of management activities. Research and Evaluations: Some examples of counselor research and evaluations include PEPE and other personally guidance evaluations, program evaluations, data analysis, follow-up studies, professional development, and updating of resources. Fair-Share Responsibilities: Fair-share responsibilities may include such tasks as bus duty, playground duty, class/club sponsorship, and taking tickets at sport events. Nonguidance responsibilities assigned to counselors should not be above and beyond those of other certified staff members, and should not interfere with the delivery of guidance services. Program Delivery Components School Guidance Curriculum
Provides guidance content in a systematic way to all students in Grades K-12.
Purpose
Student awareness, skill development, and application of skills needed in everyday life.
Areas Addressed:
Academic
Motivation to achieve
Decision-making skills
Goal Setting
Planning
Problem-solving activities
Career
Awareness of educational opportunities
Knowledge of career opportunities
Knowledge of career/technical training
Personal/Social
Self-esteem development
Interpersonal effectiveness
Communication skills
Cross-cultural effectiveness
Responsible behavior.
Counselor's Role
Structured groups
Consultation
Guidance curriculum implementation Individual Student Planning
Assists students in planning, monitoring, and managing their personal and career planning.
Purpose
Student educational and occupational planning, decision making, and goal setting.
Areas Addressed:
Academic
Acquisition of study skills
Awareness of educational opportunities
Appropriate course selection
Lifelong learning
Utilization of test data
Career
Knowledge of career opportunities
Knowledge of career-technical training
Need for positive work habits
Personal/Social
Development of healthy self-concept
Development of adaptive and adjustive social behavior
Counselor's Role
Assessment
Planning
Placement Responsive Services
Addresses the immediate concerns of students
Purpose
Prevention and intervention
Areas Addressed:
Academic
Academic concerns
Physical abuse
Sexual abuse
Emotional abuse
Grief, loss and death
Substance abuse
Family issues
Sexual issues
Coping with stress
Relationship concerns
School-related concerns: tardiness, absences, and truancy, misbehavior, school avoidance, dropout prevention
Counselor's Role
Individual counseling
Small group counseling
Consultation
Referral System Support
Includes program, staff and school support activities and services
Purpose
Program delivery and support
Areas Addressed:
Academic
Guidance program development
Parent education
Teacher and administrator consultation
Staff development for educators
Counselor professional development
Research and publishing
Community outreach
Public relations
Counselor's Role
Program development and management
Consultation
Coordination Program Structural Components Principals Role
Administrative support is critical to full implementation of the comprehensive counseling and guidance program. Principals, as chief administrators in schools, are ultimately responsible for the success of all instructional programs, including the school guidance and counseling program. Principals understand the role of school counselors and provide the necessary support for counselors to fulfill their role. Such support includes the provision of adequate facilities, materials, and clerical staff to allow counselors to use their specialized training in an effective manner. Principals provide input into program development and encourage support participation of all school personnel in the implementation of the counseling and guidance program. Counselor's Role
Counselors assume the leadership role for managing and implementing the comprehensive counseling and guidance program in their school. Counselors are responsible for the systematic delivery and evaluation of structured developmental counseling and guidance services to all students. Counselors work directly with students, individually and in small groups, to deal with unique problems-centered concerns that require more privacy or attention than be accommodated in structured guidance activities. Counselors serve students indirectly by acting as consultants to administrators, teachers, parents and others to help them understand and respond to the development, emotional and social needs of students. Counselors coordinate various activities within the school that are related to students welfare. Appropriate referrals, placements and follow-ups are activities that are particularly pertinent to counseling. Elementary School Counselors
At the elementary level, counselors assist students in their efforts to learn the skills and attitudes required for school success. Elementary school counselors emphasize decision-making skills and early exploration of career and educational goals. These counselors also place strong emphasis on helping students develop self-awareness, self-esteem, and good interpersonal relationships. Teacher's Role
Teacher's play a vital role in the planning and implementation of a comprehensive school counseling and guidance program. As professionals who have the greatest contact with students, teachers are in the best position to recognize and help provide for the development of individual needs of students. Through appropriate communication and referral, teachers facilitate the interaction between students and counselors. Teachers contribute directly to the school counseling and guidance program by helping counselors deliver programs that facilitate the academic, career, and personal/social development of students. Teachers strengthen and follow through on concepts presented to help students retain the knowledge, skills, and understanding established through the program. Teacher support, input, and expertise make it possible for the school counseling and guidance program to become an integral part of the total educational program. Guidance Resources
Appropriate guidance resources are required for each of the four program delivery components: School Guidance Curriculum, Individual Student Planning, Responsive Services, and System Support. These resources include equipment and materials, staff expertise, and community resources. Resource materials must be relevant to the program, appropriate for diversity of the school and community, and of sufficient quantity to be useful. All counselors should be provided the necessary equipment and materials to implement the comprehensive counseling and guidance program. Use of Time
School counselors should keep daily records that document time and activities performed. These records allow counselors and administrators to determine the actual amount of time spend in each of the four program delivery components and in non school counseling activities. In this way adjustments can be made to better utilize counselor time so that the greatest amount of time is spend I direct service to students.
Elementary School
School Guidance and Curriculum 35-45
Individual Student Planning 5-10
Responsive Services 30-40
System Support 10-15
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100 Guidance Curriculum Scope and Sequence Chart for Grades 3-5 ACADEMIC DOMAINS Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Competency A:A Improve Academic Self-Concept A:A1.1 Articulate feeling of competence and confidence as learners
A:A1.4 Accept mistakes as essential to the learning process Competency A:A2 Acquire Skills for Improving Learning A:A2.2 Demonstrate how effort and persistence positively affect learning
Competency A:A3 Achieve School Success
A: A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
A:A3.4 Demonstrate dependability, productivity and initiative
ALA3.5 Share knowledge Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial postsecondary options, including college. Competency A:B1 Improve Learning A:B.1 Demonstrate motivation to achieve individual potential
A:B.2 Learn and apply critical thinking
A: B1.7 Become a self-directed and independent learner Competency A:B2 Plan and Achieve Goals A:B2.1 Establish challenging academic goals in elementary and intermediate school Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community. Competency A:C1 Relate School to Life Experiences A:C1.1 Demonstrate the ability to balance school, students, extracurricular activities, leisure time and family time
A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities CAREER DEVELOPMENT DOMAINS 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. Competency C:A1 Developing Career Awareness C:A1.4 Learn how to interact and work cooperatively as teams
C:A1.5 Learn to make decisions
C:A1.6 Learn how to set goals
C:A1.10 Balance between work and leisure time
Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.
Competency C:B1 Acquire Career Information C:B1.4 Know the various ways in which occupations can be classified
C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.
Competency C:C1 Acquire Knowledge to Achieve Career Goals C:C1.2 Explain how work can help to achieve personal success and satisfaction
C:C1.6 Understand the importance of equity and access in career choice Competency C:C2 Apply Skills to Achieve Career Goals C:C2.1 Demonstrate how interest, abilities and achievement related to achieving personal, social, educational and career goals
C:C2.3 Learn to work cooperatively with others as a team member
PERSONAL/SOCIAL DEVELOPMENT DOMAIN
Standard A: Students will acquire the knowledge, attitudes, and interpersonal skills to help them to understand and respect self and others. Competency PS:A1 Acquire Self-Knowledge PS:A1:4 Understand change is part of growth
PS:A1:9 Demonstrate cooperative behavior in groups
PS:A1:10 Identify personal strengths and assets
PS:A1:11 Identify and discuss changing personal and social roles
Competency PS:A2 Acquire Interpersonal Skills
PS:A2.2 Respect alternative points of view
Standard B: Students will make decisions, set goals, and take necessary action to achieve goals.
Competency PS:B1 Self-Knowledge Application PS:B1.1 Use a decision -making and problem solving model
PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills
Standard C: Students will understand safety and survival skills
Competency PS:C1 Acquire Personal Safety Skills PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy
PS:C1.5 Differentiate between situations requiring peer support and situations requiring peer support and situations requiring adult professional help
PS:C1.9 Learn how to cope with peer pressure
What is a school counselor?
A school counselor is helping professional. School counselors have advanced degrees in counseling and unique qualifications and skills to address all students' academic, personal, social and career developmental needs. School counselors implement a comprehensive school counseling program that promotes and enhances student achievement. What does my school counselor do? Teaches monthly guidance lessons on a variety of topics (bullying, careers, test preparation, etc.)
Provides small group counseling sessions about things of concern (divorce, grief, anger, etc.)
Provides individual counseling for students as needed.
Works with parents and teachers to identify students with special needs and develop personalized programs.
Coordinates and administers tests
Provides crisis intervention and works with community agencies as needed. Special Committees Character Education
Odenville Intermediate School incorporates Character Education into our daily curriculum. We recognize the importance of helping children grow emotionally as well as intellectually. We strive to acknowledge and reward positive character development in all of our students and to encourage a life-long commitment to continued character growth.
Good Citizens
Each month throughout the school year, homeroom teachers will select two good citizens that has demonstrated exemplary character. Good citizens will receive special recognition awards at monthly assemblies. Grade level entertainment is offered at each Good Citizen assembly. Good Citizenship assemblies provide excellent opportunities for our entire Odenville family to interact and to bond with one another. Parents are welcome to participate in this monthly event. Please check your school newsletter for specific dates and times.
Student Government Association (SGA)
Children from all grades may be elected to serve on the OIS Student Government Association Committee (SGA). Our SGA serves as a democratic method for students to get involved in the daily operations and functions of OIS. SGA members are leaders and role models in our school. It is their duty to represent the views of their classmates at each SGA meeting and to keep our school informed of each other's ideas, needs and opinions. The administrators and sponsor work closely with SGA to plan school-wide functions and events. Examples of SGA projects include but are limited to: Homecoming Parade-school spirit, Red Ribbon Week-drug abuse and awareness, OIS Spaghetti Dinner Night-fund raiser, Adopt-A-Spot- school beautification, Valentine's Dance, Puppy Love Project-Human Society assistance and Odenville Idol-talent show.
Guidance Advisory Team
The Guidance Advisory Team offers input and suggestion for improving Odenville Intermediate School's Comprehensive Guidance and Counseling Program. The school counselor provides documentation of curriculum objectives and research-based data for school-wide evaluation. We encourage faculty, parent, and student participation and collaboration to enhance our Guidance program. National Honor Society
The National Honor Society is a society that recognizes students for their academic achievement in the classroom. This society recognizes students who maintain an 80 average or above in all academic subjects. Guidance Counseling Services Offered Classroom Guidance – These lessons will be presented once a month for all grades. The lessons will cover a variety of areas of importance in helping students learn about themselves and others in developing personal and interpersonal skills. Small Group Counseling – Small group counseling is provided for students experiencing needs. These may include social skills, anger management, academic success, family changes (moving, separation, divorce, and death), interpretation of standardized test, peer relationships and others. Referral – Students may refer themselves for counseling services at school. They may tell a teacher or administrator that they need to see Ms. Williams, or they may tell Ms. Williams directly or leave a note in the mailbox beside her door. Parents and teachers may also refer students for services by contacting Ms. Williams. Parents are always welcome to come by, call at 205-629-2246 ext. 228, or email me at
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. What’s happening in guidance……. • August – “Getting to know Ms. Williams”
focus on meeting the counselor, understanding what her role is and how she helps children and our school. • September – “Learning to Get Along”
focus on bullying and tolerance • October – “Staying Safe”
focus on drug awareness • November – “A Time for Giving”
focus on having compassion for others and given to those who are less fortunate • December – “Getting It Together”
focus on study skills and organization • January – “Resolving Conflicts”
focus on conflict resolution/anger management • February – “Diversity”
learning about multiculturalism • March – “Ability, Aptitude and You”
focus on test preparation and learning styles • April – SAT10/ARMT Testing • May – “Exploring Your Future”
focus on careers Character Education August 10th – September 4th Honesty
September 7th – October 23rd Respect
October 26th – December 11th Responsibility
December 14th – February 5th Fairness
February 8th – March 26th Caring
March 29th – May 14th Citizenship
May 17th – May 24th Character
• Review all of the character traits covered throughout the year.
• Classroom teachers are responsible for spending 10-15 minutes per day on the character ed. trait for the month.
• Students are to set character a character goal for the week every Monday.
References: Comprehensive Counseling and Guidance Models for Alabama Public Schools, (State Plan). Bulletin 2003, No. 89
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