To effectively serve students in Texas public schools, school counselors have proper responsibilities as delineated in Section III of A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public Schools (4th ed., 2004).
"The important thing" about the proper responsibilities of school counselors is that “all students might benefit from high quality comprehensive, developmental school guidance and counseling programs (p. v).
"The important thing" about school counselors is that they meet the needs of students through a systematically delivered program that respects individual students and their backgrounds and current circumstances while maintaining a positive outlook in regard to the future of the students they serve.
"The important thing" is that school counselors interact with students, parents, teachers, and others with openness and understanding while being committed to personal change and growth in others as well as themselves.
"The important thing" is that school counselors are effective communicators who are able to relate to people from all age groups and ethnic/cultural backgrounds.
"The important thing" about school counselors is that they have proper background and training as teachers first and then by obtaining school counselor certification and master’s degrees and ongoing professional development.
"The important thing" about school counselors is that they have eight predominant responsibilities including program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards.
"The important thing" about school counselors is that they are guided by the “Texas Education Agency Counselor Job Description and Evaluation” as delineated in TEC §§33.002-33.007 which can be used as a self-evaluation or by supervisors to evaluate the counselor’s performance and program effectiveness.
"The important thing" about school counselors is that their effectiveness is in direct proportion to the ratio of students to counselors, and the lower that number, the better counselors can optimally provide individual attention to students’ needs.
"But, the MOST important thing" about school counselors and their responsibilities is that their efforts facilitate student learning and contribute to student achievement and success. (Patterned after The Important Book by Margaret Wise)
Based on Section V of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools, as a school administrator, supporting the implementation of a comprehensive, developmental guidance and counseling program would be a top priority due to the “most” important thing about school counselors and their important contribution to student achievement and success. While not wanting to be a micro-manager, I would want to be a sounding board and encourager to the school counselor as she or he implements the Program Development Cycle to fit the needs of the particular school served. Organizing, planning, designing, implementing, and evaluating the best model tailored to the student population would involve the need for an administrator to be available to the counselor for the development of a guidance and counseling program that would be truly effective. The “Comprehensive, Developmental Guidance and Counseling Program Implementation Checklist” would be used to evaluate the counseling program and provide a basis for positive discussion of effectiveness. Knowing that counselors appear to be overloaded with responsibilities and high numbers of students to serve, it would be my intent as an administrator to give aid with all the red tape associated with TAKS testing if at all possible to relieve some of the stress for the counselor and free him or her to provide the needed guidance counseling necessary without sacrificing small group and individual time with needy students. To stay informed as the school administrator, in relation to the overall counseling program and demonstrate genuine interest in the program would hopefully motivate the counselor to continue to provide quality services for the students, parents, and teachers.
"Fortunately," 'A Process for Evaluating a Comprehensive, Developmental and Guidance Counseling Program,' Section VI of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools provides an excellent guide to assessing the counseling program at both of my elementary schools.
"Unfortunately," this system of evaluation is not known or understood by many educators.
"Fortunately," this system ensures accountability as the evaluation measures the delivery of services and outcomes.
"Unfortunately," with this system there are often changes that need to be made.
"Fortunately," the counselors at my schools are very open and receptive to change when it is necessary.
"Unfortunately," to be able to proceed with necessary change, many questions must be answered.
"Fortunately," the counselors serve on the Campus Improvement Team, the Name and Need Team, and the CORE Team to help them have a global perspective of the two schools and the diversity of needs on each campus.
"Unfortunately," the evaluation requires documentation of qualitative design standards and quantitative design standards related to guidance curriculum, responsive services, individual planning, and system support which sometimes do not reflect the true concern and compassion demonstrated by the counselors.
"Fortunately," evaluation of guidance counseling programs is ongoing, and the counselors at my schools deserve an A+ for genuine concern and planning of school-wide, small group, and individualized programs for the benefit of students, parents, and teachers. (Patterned after Fortunately by Remy Charlip.)
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