The School Counselor: Broker of Services in the Own the Turf Community Webinar

Transcription

1 The School Counselor: Broker of Services in the Own the Turf Community Webinar April E. Bell Associate Director National Office for School Counselor Advocacy (NOSCA) College Board

2 Beethoven Symphony No 9 D minor Ode to Joy La Chambre Philarmonique, E Krivine You can t whistle a Symphony... It takes a whole orchestra. ~Unknown Source:

3 Learning Outcomes Participants will: 1. Reflect on your role as school counselors and the importance of positioning yourself as the broker of services in the Turf Collaborative Community to establish an effective collegegoing culture. 2. Review and learn about the expertise of the partners within the Turf Collaborative Community to develop an awareness of the skills and knowledge necessary to strategically implement a systemic and coordinated delivery of services. 3. Develop a plan of action through the tenets of collaboration.

4 NOSCA is home of... A national advocacy campaign to galvanize and mobilize school counselors to own the turf of college and career readiness counseling and take the lead in establishing a college-going culture in their schools, districts, communities and/or states. Source: nosca.collegeboard.org

5 The Own the Turf Toolkit Source: nosca.collegebord.org

6 The Turf Collaborative Community (TCC) The Turf Collaborative Community (TCC) is a collective group of individuals who collaborate to ensure that all students, including those from underserved populations, are provided with the information, resources, knowledge and skills needed to graduate from high school prepared for college and careers. Source:

7 The Turf Collaborative Community Partners

8 School Counselor as a Broker of Services Is a leader and advocate that coordinates the development and implementation of a college-going culture that provides systemic delivery of services necessary to advance college and career readiness for all students, especially for underserved populations.

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10 Every person in every school community can help students in elementary, middle and high school develop the skills and aspirations that are critical to preparing for college and career. School Counselor Leadership is Central to this Work.

11 What is College and Career Ready? According to the Southern Regional Education Board College Ready means a high school graduate has the reading, writing and math knowledge and skills to qualify for and succeed in entry-level, credit bearing, college-degree courses without the need for remedial classes. Career Ready means that high school graduates can read, comprehend, interpret and analyze complex technical materials, can use mathematics to solve problems in the workplace, and can pass a state-approved industry certificate or licensure exam in their field. Source: The Next Generation of School Accountability: A Blueprint for Raising High School Achievement and Graduation Rates in SREB States, 2009.

12 NOSCA s Eight Components of College and Career Readiness Counseling A Systemic K-12 Approach The Road Map Source:

13 College and Career Readiness Counseling A Systemic K-12 Approach Elementary School To create early awareness, knowledge and skills that lay the foundation for academic rigor and social development necessary for college and career readiness. Middle School To create opportunities to explore and deepen college and career knowledge and skills necessary for academic planning and goal setting. High School To create access to college and career pathways that promote full implementation of personal goals that ensure the widest range of future life options.

14 School Counselors Roles and Responsibilities as Broker of Services The Conductor

15 What Does A Conductor of An Orchestra Actually Do? When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. The conductor of an orchestra does far more than wave a baton at professional musicians, although without that baton many performances would definitely suffer. An orchestra does not go into autopilot mode during a performance, even though individual members may know their parts flawlessly by that point. The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. The conductor of an orchestra may also be involved in the auditioning process for new musicians, or else he or she may actively recruit professional musicians with whom he or she may have worked with in the past. The conductor of an orchestra must also become intimately familiar with all of the musical pieces selected for the upcoming performance season. While an individual musician may only rehearse part of a musical score, the conductor of an orchestra must learn the entire score. The conductor of an orchestra functions as a traffic director for the various sections, so he or she must know precisely when each instrument enters the musical highway. Source:

16 What Does A Conductor of An Orchestra Actually Do? When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. The conductor of an orchestra does far more than wave a baton at professional musicians, although without that baton many performances would definitely suffer. An orchestra does not go into autopilot mode during a performance, even though individual members may know their parts flawlessly by that point. The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. The conductor of an orchestra may also be involved in the auditioning process for new musicians, or else he or she may actively recruit professional musicians with whom he or she may have worked with in the past. The conductor of an orchestra must also become intimately familiar with all of the musical pieces selected for the upcoming performance season. While an individual musician may only rehearse part of a musical score, the conductor of an orchestra must learn the entire score. The conductor of an orchestra functions as a traffic director for the various sections, so he or she must know precisely when each instrument enters the musical highway. Source:

17 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 1, Line 1: When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. Source:

18 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 1, Line 1: When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. Source:

19 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 1, Line 1: When the school counselor of a school makes his or her public appearance to his or her students, it isn't the beginning of his or her duties but more like the final moments of a long, challenging school year. Source:

20 What Does A Conductor of An Orchestra Actually Do? When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. The conductor of an orchestra does far more than wave a baton at professional musicians, although without that baton many performances would definitely suffer. An orchestra does not go into autopilot mode during a performance, even though individual members may know their parts flawlessly by that point. The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. The conductor of an orchestra may also be involved in the auditioning process for new musicians, or else he or she may actively recruit professional musicians with whom he or she may have worked with in the past. The conductor of an orchestra must also become intimately familiar with all of the musical pieces selected for the upcoming performance season. While an individual musician may only rehearse part of a musical score, the conductor of an orchestra must learn the entire score. The conductor of an orchestra functions as a traffic director for the various sections, so he or she must know precisely when each instrument enters the musical highway. Source:

21 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 2, Lines 1 & 2: The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. Source:

22 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 2, Lines 1 & 2: The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. Source:

23 The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph 2, Lines 1 & 2: The school counselor of a school may be involved in a number of creative and business decisions long before the school year begins. A school counselor could have some particular college and career readiness programming in mind for the school community to consider, such as programs dedicated to a specific target group of students or the entire student population. Source:

24 Activity #1 What are the roles and responsibilities of the Conductor that you demonstrate as a Broker of Services? Roles & Responsibilities Networker Performer Visionary Decision Maker Facilitator

25 Activity #2a What Does A Conductor of An Orchestra Actually Do? When the conductor of an orchestra makes his or her public appearance at a performance, it isn't the beginning of his or her duties but more like the final moments of a long, challenging journey. The conductor of an orchestra does far more than wave a baton at professional musicians, although without that baton many performances would definitely suffer. An orchestra does not go into autopilot mode during a performance, even though individual members may know their parts flawlessly by that point. The conductor of an orchestra may be involved in a number of creative and business decisions long before the performance season begins. A conductor could have some particular works in mind for the orchestra members to consider, such as programs dedicated to one composer or a series of guest performers. The conductor of an orchestra may also be involved in the auditioning process for new musicians, or else he or she may actively recruit professional musicians with whom he or she may have worked with in the past. The conductor of an orchestra must also become intimately familiar with all of the musical pieces selected for the upcoming performance season. While an individual musician may only rehearse part of a musical score, the conductor of an orchestra must learn the entire score. The conductor of an orchestra functions as a traffic director for the various sections, so he or she must know precisely when each instrument enters the musical highway. Source:

26 Activity #2b The Roles and Responsibilities of the Conductor Demonstrated by the School Counselors as a Broker of Services Paragraph, Line(s) : Source:

27 Activity #2c The Roles and Responsibilities of the Orchestra Demonstrated by Your Turf Collaborative Community Members Paragraph, Line(s) : Source:

28 The Turf Collaborative Community Partners Your Orchestra Members

29 The Turf Collaborative Community Partners

30 Collaborating with Credentialed School Counselors Work with the school counselors within your feeder patterns to develop classroom level lessons consistent in delivery, topic and messaging.

31 The Turf Collaborative Community Partners

32 Collaborating with College Access Professionals Invite college access professionals to your planning meetings to share information and resources that they provide within your school community. Discuss your common agenda, collaborate on the identification of students, share service delivery methods.

33 The Turf Collaborative Community Partners

34 Collaborating with Nonprofit & Community Leaders Utilize your Own the Turf Pledge Forms within your next meeting with a group of nonprofit and community leaders who you have selected to join your Turf Collaborative Community. Share your mission, vision and goals and invite them to join your college and career readiness efforts within the school community.

35 The Turf Collaborative Community Partners

36 Complexity in College Admission: The Barriers Between Aspiration and Enrollment for Lower-Income Students Lower income students: Are more likely to single out high school guidance counselors (41 percent to 28 percent), teachers (35 percent to 14 percent) and other adults in the community (16 percent to 8 percent) as very influential. Source: Complexity in College Admission: The Barriers Between Aspiration and Enrollment for Lower-Income Students, October (Partial graph depicted in above graph.)

37 Collaborating with Parents & Families Design, develop and execute a plan that incorporates delivery methods, such as meetings held at faith-based institutions and community centers, for teaching parents and families the components of college and career readiness.

38 The Turf Collaborative Community Partners

39 Collaborating with Policymakers & Legislators Secure yourself a position on the agenda for the next school board and/or town hall meeting to deliver messaging to the decision makers in your school community regarding new and existing policies and procedures that impact the lives of your students and their families.

40 The Turf Collaborative Community Partners

41 Collaborating with K-12 Professionals During the next faculty and staff meeting, share your school counseling program s college and career readiness goals and explain how each of them in their various positions have a role and responsibility for creating and sustaining your school s college going culture.

42 The Turf Collaborative Community Partners

43 Collaborating with Higher Education Professionals When planning your next college tour, schedule meetings with university personnel within various offices such as the Student Support Center, Counseling & Career Center, Health Suite and Tutoring Lab.

44 The Turf Collaborative Community Partners

45 Collaborating with Students Develop college and career readiness programs and initiatives that provide opportunities for students to lead and participate in programs such as peer mentoring and study groups. Encourage and empower students to become school and community leaders.

46 The Turf Collaborative Community Partners

47 Collaborating with Business & Civic Leaders Invite business and civic leaders to learn more about your schoolwide college and career readiness agenda and propose collaborative efforts utilizing their influence, time, talent and financial support. For example, encourage them to speak on behalf of your school counseling efforts, provide mentors and develop internship opportunities.

48 The Turf Collaborative Community Partners

49 Collaborating with Other Supporters Share your message. Accept support. Be creative. Be persistent. Take risks. Think big. Be confident. Celebrate. Plan ahead. Prepare early. Ask for help. Show your passion. Lead.

50 Activity #3 My TCC Leadership Team Members This team represents the power, influence, resources, and/or persistence to help me move the agenda of ensuring all students graduated college and career ready. Name: Title: Rationale for Selection: Name: Title: Rationale for Selection: Name: Title: Rationale for Selection: Name: Title: Rationale for Selection: Name: Title: Rationale for Selection: Name: Title: Rationale for Selection:

51 Activity #4 My Turf Collaborative Community Directions: Identify two or more potential TCC partners that you can invite to join your TCC Leadership Team to advance college and career readiness creates a college-going culture. Describe one college and career readiness initiative that includes the TCC partner(s), the goal, location, audience/invited guests, potential outcomes, etc.). Part I: o Credentialed School Counselorso K-12 Professionalso College Access & Success Professionalso Higher Education Professionalso Studentso Non-profit and Community Leaderso Parents and Familieso Business and Civic Leaders - o Policy Makers and Legislatorso Part II: Other Supporters- College and Career Readiness Initiative: Goal of Initiative: Location: Resources and Tools: Audience/Invited Guests: Potential Outcome(s): Additional Information:

52 School Counselor as Broker of Services Is a leader and advocate that coordinates the development and implementation of a college-going culture that provides systemic coordinated delivery of services necessary to advance college and career readiness for all students, especially for underserved populations.

53 The School Counselor s Guide to the Eight Components of College And Career Readiness Counseling Series A Systemic K-12 Approach-Elementary, Middle & High Source: nosca.collegebord.org

54 Additional Resources on our Website Source: nosca.collegebord.org

55 Questions and comments may be submitted at any time during the presentation. To submit a question: Submitting Online Questions & Comments Click on the Question Mark icon (?) on the floating toolbar on your Web Session screen (as shown at the right). This will open the Q&A window on your computer only. Type your question into the small dialog box and click the Send Button. Q&A Icon

56 Now Responding to Your Webinar Questions April E. Bell, Associate Director, NOSCA Patricia J. Martin, Assistant Vice President, NOSCA We want to hear from you! Please keep us informed, via , as to how you are building your college and career readiness agenda and collaborating with your Turf Collaborative Community Members in your school, district and state!

57 JOIN US IN NEW ORLEANS!