The School District of Philadelphia developed a K-12 District Counseling Plan for 2015-2016 to guide around 240 school counselors. The plan was created through stakeholder input and is designed to address academic achievement, social/emotional health, and college and career readiness. It outlines the roles of district leadership, stakeholders, and school counselors to develop comprehensive school-based counseling programs tailored to individual school needs.
The document is a curriculum vitae for Dr. Rhonda L. Dunham, an elementary school principal. It outlines her education, including a Doctorate in Educational Leadership and Policy Analysis from the University of Missouri. It details her experience as an elementary school principal for over 15 years, leading academic and extracurricular programs. It also lists her accomplishments, such as increasing parent involvement and test scores through new programs.
This document is a resume for Ali MacGillivray, who is seeking a secondary science teaching position in Indian River County. She holds a temporary certification in Middle Grades General Science 5-9 and has experience as a permanent substitute teacher and teaching assistant. Her objective is to utilize her background in social media and technology to create an engaging learning environment for students.
The Office of Student Engagement at Pierce College was established to provide academic support and a sense of community for students. It aims to introduce students to campus resources during orientation, provide programming in areas like leadership development and peer mentoring, and create a space for students to focus on academic development. The Office also looks to develop student leaders and encourage student-led initiatives that benefit both the campus and local community.
Peter M. Ruzicka is a social studies teacher and coach seeking administrative opportunities. He has a Master's in Administrative Leadership and licenses in principal, director of instruction, and teaching. As a teacher, he has experience with personalized learning, blended instruction, and leading professional development. He also served as a principal intern, collaborating on curriculum development, analyzing student data, and addressing student needs. Ruzicka has nearly a decade of teaching experience and a record of leadership through coaching, grant writing, and creating an extracurricular club. He is dedicated to student-centered learning and using data and collaboration to improve instruction.
Lisa Hall-Hyman has over 20 years of experience in education, including serving as an Associate Professor, various administrative roles such as Assistant Principal and Director of Personnel, and classroom teacher. She received her Ph.D. in Educational Administration from the University of Southern Mississippi and has held South Carolina teaching and school leadership certifications. Currently she teaches graduate courses in education leadership at Southern Wesleyan University.
Kelby Spann has over 25 years of experience in higher education. He is currently the Director of Student Services at the University of Wisconsin-Milwaukee Helen Bader School of Social Welfare, where he supervises staff, oversees policies and procedures, and coordinates recruitment and retention efforts. Previously he held roles as Interim Director of Student Services and Senior Advisor. He has a Master's degree in Library and Information Science and a Bachelor's degree in Speech Communications.
Catherine Hubbard Tahaney is seeking a position as an administrator in areas such as curriculum, career development, community relations, and behavioral support. She has over 30 years of experience in education, including serving as principal of Atlantic Elementary School since 2009. Prior to that, she was an assistant principal at two other elementary schools. Her experience includes implementing strategic plans, developing professional learning communities, analyzing student achievement data, and advocating for public education policy. She holds a Master's degree in School Administration from East Carolina University.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
The document is a curriculum vitae for Dr. Rhonda L. Dunham, an elementary school principal. It outlines her education, including a Doctorate in Educational Leadership and Policy Analysis from the University of Missouri. It details her experience as an elementary school principal for over 15 years, leading academic and extracurricular programs. It also lists her accomplishments, such as increasing parent involvement and test scores through new programs.
This document is a resume for Ali MacGillivray, who is seeking a secondary science teaching position in Indian River County. She holds a temporary certification in Middle Grades General Science 5-9 and has experience as a permanent substitute teacher and teaching assistant. Her objective is to utilize her background in social media and technology to create an engaging learning environment for students.
The Office of Student Engagement at Pierce College was established to provide academic support and a sense of community for students. It aims to introduce students to campus resources during orientation, provide programming in areas like leadership development and peer mentoring, and create a space for students to focus on academic development. The Office also looks to develop student leaders and encourage student-led initiatives that benefit both the campus and local community.
Peter M. Ruzicka is a social studies teacher and coach seeking administrative opportunities. He has a Master's in Administrative Leadership and licenses in principal, director of instruction, and teaching. As a teacher, he has experience with personalized learning, blended instruction, and leading professional development. He also served as a principal intern, collaborating on curriculum development, analyzing student data, and addressing student needs. Ruzicka has nearly a decade of teaching experience and a record of leadership through coaching, grant writing, and creating an extracurricular club. He is dedicated to student-centered learning and using data and collaboration to improve instruction.
Lisa Hall-Hyman has over 20 years of experience in education, including serving as an Associate Professor, various administrative roles such as Assistant Principal and Director of Personnel, and classroom teacher. She received her Ph.D. in Educational Administration from the University of Southern Mississippi and has held South Carolina teaching and school leadership certifications. Currently she teaches graduate courses in education leadership at Southern Wesleyan University.
Kelby Spann has over 25 years of experience in higher education. He is currently the Director of Student Services at the University of Wisconsin-Milwaukee Helen Bader School of Social Welfare, where he supervises staff, oversees policies and procedures, and coordinates recruitment and retention efforts. Previously he held roles as Interim Director of Student Services and Senior Advisor. He has a Master's degree in Library and Information Science and a Bachelor's degree in Speech Communications.
Catherine Hubbard Tahaney is seeking a position as an administrator in areas such as curriculum, career development, community relations, and behavioral support. She has over 30 years of experience in education, including serving as principal of Atlantic Elementary School since 2009. Prior to that, she was an assistant principal at two other elementary schools. Her experience includes implementing strategic plans, developing professional learning communities, analyzing student achievement data, and advocating for public education policy. She holds a Master's degree in School Administration from East Carolina University.
During the Fall 2013 semester, 221 Walsh University students completed over 4,000 hours of service work with 37 community partners across 14 service-learning courses. These courses covered various disciplines from Business to Theology. Student surveys found that over 90% of students agreed the experience helped them apply course concepts to real world issues and gain insight into community needs, and most students would recommend service-learning courses. The Office of Service Learning facilitates these experiences to support mutual benefit between Walsh and the local community.
John Gunn has extensive experience in education spanning over 30 years. He has held several leadership roles including principal of Mt. Pleasant High School from 2012 to present, assistant director of schools for Dickson County Schools from 2006 to 2012, and principal of New Directions Academy from 1998 to 2006. He has a proven track record of academic success as demonstrated by numerous awards and achievements at the schools he has led.
This document is a resume for Brian Lee Urichko summarizing his career experience and objective. It outlines over 20 years of experience as a teacher and administrator in Seminole County Public Schools, including roles as principal of Lyman High School from 2011-2016 and assistant principal at two other high schools from 2005-2011. His career objective is to positively influence people through motivation, inspiration, and team building while serving with passion and devotion.
Recommendation from Grace Chiu, MSQI Facilitator HannahTicoras
Grace Chiu provides a letter of recommendation for Hannah Ticoras for tenure with the New York City Department of Education. Chiu describes how Ticoras has helped bridge the achievement gap as a teacher leader and literacy advocate at her school. Specifically, Ticoras helped transition the school to a tiered literacy assessment system, renewed efforts for independent reading, and supported new teachers. Chiu also notes that Ticoras is deeply committed to her students, develops strong rapport, and ensures all students feel valued and represented in the curriculum. Chiu gives Ticoras her highest recommendation for tenure.
This document lists the administrators and leadership of the Santa Ana Unified School District. It includes the superintendent, deputy superintendents, assistant superintendents, directors, principals, and other leadership roles across the district's divisions of business services, educational services, and human resources. It also lists the names of all schools in the district.
Elmer Manzanares has over 20 years of experience in educational administration. He currently works as an Ombudsman for the Clark County School District, representing the district at board meetings and collaborating with parents, agencies, and administrators. Previously, he served as Principal of two middle schools and two high schools in Nevada and Colorado. He has a Ph.D. in Educational Administration and is involved in several professional organizations.
Tianna F. Clark has experience in student development and higher education. She has a Master's degree in Higher Education and Student Development from Taylor University and a Bachelor's degree in Social Work from Huntington University. Currently she is a Graduate Assistant Hall Director at Taylor University where she oversees residence life programs and supervises resident assistants. Her experience also includes serving as an Interim Hall Director at Taylor and holding various leadership roles at Huntington University.
Peter Ruzicka seeks a leadership position to create a safe, supportive school environment focused on growth for students and staff. He has experience as a teacher and principal intern, and education including a Master's in Administrative Leadership. His goals are establishing trusting relationships, personalizing learning to meet individual needs, and collaborating with stakeholders to expand learning opportunities.
This document provides an overview of academic service-learning at Azusa Pacific University for the 2014-2015 school year. It summarizes that there were 182 service-learning courses offered across 22 departments, engaging 3,758 students who provided over 51,000 hours of service to the community. The service-learning program partnered with over 50 community organizations. The document discusses the benefits of service-learning, including enhancing scholarship, providing reciprocal learning opportunities between students and community partners, and making a positive difference through service.
This document provides a summary of Dr. Kelly Barton's education and experience. She holds a Doctorate in Educational Leadership from Immaculata University and has over 15 years of experience in educational consulting, special education advocacy, college admissions counseling, and strategic planning. She has expertise in education law, policy, and best practices and has provided expert witness testimony in education, child custody, and special education cases.
Megan E. Barry has extensive experience in higher education administration and teaching. She received her Master's in Higher Education from Boston College and currently serves as Assistant Director of Undergraduate Programs in the Department of Biology at Boston College, advising over 800 undergraduate majors. Prior to her current role, she worked as a Graduate Programs Assistant at Boston College and taught elementary school in Houston, Texas as a Teach For America corps member. She has demonstrated leadership skills through various roles, such as co-chairing the Resident Staff Program at the University of Virginia.
This document is a resume for Patricia N. Hunt, who is seeking a position in higher education or student affairs utilizing her experience in campus connections and transferable skills. She has a Master's degree in Counseling Education and Bachelor's degree in Sociology/Human Services. Her relevant experience includes several roles as a Resident Director at the University of California, Santa Barbara and William Paterson University, where she oversaw housing facilities and staff and assisted students.
Jaclyn M. Butera has over 25 years of experience in teaching and counseling at Rye Country Day School. She currently serves as the Upper School Administrator, Counselor, and Dean of Student Life. In these roles, she coordinates various committees, provides counseling support to students and faculty, and organizes programming for students. She has previously held roles as Grade Dean and Advisor Coordinator. Butera earned her M.Ed. and M.S.W. degrees and has received several professional awards for her work in education and counseling.
Barb Bohannan is an experienced educator seeking an assistant principal position. She has over 15 years of experience in education, including as a special education teacher, English teacher, and assistant principal. Her experience includes curriculum development, staff development, student discipline, and implementing positive behavior programs. She is currently pursuing her special education administration certificate and has a master's degree in education leadership.
Cory J. Pardieck has extensive experience in student affairs and residence life. He received his Bachelor's in Biomedical Engineering from Rose-Hulman Institute of Technology and his Master's in Engineering Management. Currently he is a Residence Life Coordinator at Michigan Technological University where he supervises resident assistants and creates a supportive living environment. Previously he held various roles at Rose-Hulman such as Resident Assistant, Graduate Assistant, and President of the Residence Hall Association.
Patricia Hunt is seeking a position as a Director of Residences. She has a Master's degree in Counseling Education and a Bachelor's degree in Sociology/Human Services. She has over 5 years of experience in residential life at the University of California, Santa Barbara and William Paterson University, where she oversaw residence halls and supervised resident assistants. Her roles included student conduct, crisis response, and programming. She aims to use her skills in hospitality and student affairs leadership.
12 4-18 ltr to sbe from p. faison w attachmentsEducationNC
Terri Rogers Cobb has over 40 years of experience in public education as a teacher, counselor, curriculum director, principal, and superintendent. She holds a Doctorate in Educational Leadership and has extensive experience increasing student achievement across multiple school districts. Her career has focused on supporting adult learners to help all K-12 students succeed. She is dedicated to providing educational leaders with tools to align resources and maintain a focus on increased achievement for all students.
This document provides a summary of Marshelle Nix Long's experience and qualifications. She has over 20 years of experience in education with a focus on counseling, curriculum development, and program management. Her current role is Director of TRIO Upward Bound at Talladega College where she oversees all aspects of the program including budgeting, compliance, student support, and partnerships. She has a master's degree in mental health counseling and a passion for helping students achieve academic and career success.
David E. Emenheiser has extensive experience in special education administration and teaching. He has overseen nonpublic special education schools serving over 120 students, growing enrollment by over 20% annually while achieving profitability. His research interests include the social constructs of disability and policies promoting effective services for emotionally and behaviorally diverse learners. He holds a Doctorate in Special Education from George Washington University and has taught and supervised teacher candidates.
Prince Frimpong has over 20 years of experience in higher education administration, K-12 education administration, and special education administration. He currently works as an adjunct professor and has previously served as an executive administrator, director of curriculum and instruction, and educational therapist at various schools. He holds a Doctorate in Education and several professional certifications. His areas of expertise include academic advising, curriculum design, educational assessment, and strategic planning.
Kevin Veroneau has over 15 years of experience as a social studies, health, physical education, and computer literacy teacher. He holds a Master's degree in Education and teaching certifications in social studies, physical education, and health education. Currently he teaches social studies at Lee High School and coaches the girls' varsity soccer team, which won a SW tournament championship.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
This document provides an overview of thorium-based nuclear power as a potential solution to global warming. It discusses the challenges facing existing uranium-based nuclear power, including high costs, waste disposal issues, and competition from natural gas. Thorium reactors could provide safer, cheaper power and potentially replace fossil fuels to reduce greenhouse gas emissions. The document describes how thorium reactors work, using thorium to produce heat through nuclear fission instead of uranium or plutonium. Advocates believe thorium nuclear power could bridge the gap until solar power is fully developed. However, high costs remain a challenge for building any new nuclear plants.
John Gunn has extensive experience in education spanning over 30 years. He has held several leadership roles including principal of Mt. Pleasant High School from 2012 to present, assistant director of schools for Dickson County Schools from 2006 to 2012, and principal of New Directions Academy from 1998 to 2006. He has a proven track record of academic success as demonstrated by numerous awards and achievements at the schools he has led.
This document is a resume for Brian Lee Urichko summarizing his career experience and objective. It outlines over 20 years of experience as a teacher and administrator in Seminole County Public Schools, including roles as principal of Lyman High School from 2011-2016 and assistant principal at two other high schools from 2005-2011. His career objective is to positively influence people through motivation, inspiration, and team building while serving with passion and devotion.
Recommendation from Grace Chiu, MSQI Facilitator HannahTicoras
Grace Chiu provides a letter of recommendation for Hannah Ticoras for tenure with the New York City Department of Education. Chiu describes how Ticoras has helped bridge the achievement gap as a teacher leader and literacy advocate at her school. Specifically, Ticoras helped transition the school to a tiered literacy assessment system, renewed efforts for independent reading, and supported new teachers. Chiu also notes that Ticoras is deeply committed to her students, develops strong rapport, and ensures all students feel valued and represented in the curriculum. Chiu gives Ticoras her highest recommendation for tenure.
This document lists the administrators and leadership of the Santa Ana Unified School District. It includes the superintendent, deputy superintendents, assistant superintendents, directors, principals, and other leadership roles across the district's divisions of business services, educational services, and human resources. It also lists the names of all schools in the district.
Elmer Manzanares has over 20 years of experience in educational administration. He currently works as an Ombudsman for the Clark County School District, representing the district at board meetings and collaborating with parents, agencies, and administrators. Previously, he served as Principal of two middle schools and two high schools in Nevada and Colorado. He has a Ph.D. in Educational Administration and is involved in several professional organizations.
Tianna F. Clark has experience in student development and higher education. She has a Master's degree in Higher Education and Student Development from Taylor University and a Bachelor's degree in Social Work from Huntington University. Currently she is a Graduate Assistant Hall Director at Taylor University where she oversees residence life programs and supervises resident assistants. Her experience also includes serving as an Interim Hall Director at Taylor and holding various leadership roles at Huntington University.
Peter Ruzicka seeks a leadership position to create a safe, supportive school environment focused on growth for students and staff. He has experience as a teacher and principal intern, and education including a Master's in Administrative Leadership. His goals are establishing trusting relationships, personalizing learning to meet individual needs, and collaborating with stakeholders to expand learning opportunities.
This document provides an overview of academic service-learning at Azusa Pacific University for the 2014-2015 school year. It summarizes that there were 182 service-learning courses offered across 22 departments, engaging 3,758 students who provided over 51,000 hours of service to the community. The service-learning program partnered with over 50 community organizations. The document discusses the benefits of service-learning, including enhancing scholarship, providing reciprocal learning opportunities between students and community partners, and making a positive difference through service.
This document provides a summary of Dr. Kelly Barton's education and experience. She holds a Doctorate in Educational Leadership from Immaculata University and has over 15 years of experience in educational consulting, special education advocacy, college admissions counseling, and strategic planning. She has expertise in education law, policy, and best practices and has provided expert witness testimony in education, child custody, and special education cases.
Megan E. Barry has extensive experience in higher education administration and teaching. She received her Master's in Higher Education from Boston College and currently serves as Assistant Director of Undergraduate Programs in the Department of Biology at Boston College, advising over 800 undergraduate majors. Prior to her current role, she worked as a Graduate Programs Assistant at Boston College and taught elementary school in Houston, Texas as a Teach For America corps member. She has demonstrated leadership skills through various roles, such as co-chairing the Resident Staff Program at the University of Virginia.
This document is a resume for Patricia N. Hunt, who is seeking a position in higher education or student affairs utilizing her experience in campus connections and transferable skills. She has a Master's degree in Counseling Education and Bachelor's degree in Sociology/Human Services. Her relevant experience includes several roles as a Resident Director at the University of California, Santa Barbara and William Paterson University, where she oversaw housing facilities and staff and assisted students.
Jaclyn M. Butera has over 25 years of experience in teaching and counseling at Rye Country Day School. She currently serves as the Upper School Administrator, Counselor, and Dean of Student Life. In these roles, she coordinates various committees, provides counseling support to students and faculty, and organizes programming for students. She has previously held roles as Grade Dean and Advisor Coordinator. Butera earned her M.Ed. and M.S.W. degrees and has received several professional awards for her work in education and counseling.
Barb Bohannan is an experienced educator seeking an assistant principal position. She has over 15 years of experience in education, including as a special education teacher, English teacher, and assistant principal. Her experience includes curriculum development, staff development, student discipline, and implementing positive behavior programs. She is currently pursuing her special education administration certificate and has a master's degree in education leadership.
Cory J. Pardieck has extensive experience in student affairs and residence life. He received his Bachelor's in Biomedical Engineering from Rose-Hulman Institute of Technology and his Master's in Engineering Management. Currently he is a Residence Life Coordinator at Michigan Technological University where he supervises resident assistants and creates a supportive living environment. Previously he held various roles at Rose-Hulman such as Resident Assistant, Graduate Assistant, and President of the Residence Hall Association.
Patricia Hunt is seeking a position as a Director of Residences. She has a Master's degree in Counseling Education and a Bachelor's degree in Sociology/Human Services. She has over 5 years of experience in residential life at the University of California, Santa Barbara and William Paterson University, where she oversaw residence halls and supervised resident assistants. Her roles included student conduct, crisis response, and programming. She aims to use her skills in hospitality and student affairs leadership.
12 4-18 ltr to sbe from p. faison w attachmentsEducationNC
Terri Rogers Cobb has over 40 years of experience in public education as a teacher, counselor, curriculum director, principal, and superintendent. She holds a Doctorate in Educational Leadership and has extensive experience increasing student achievement across multiple school districts. Her career has focused on supporting adult learners to help all K-12 students succeed. She is dedicated to providing educational leaders with tools to align resources and maintain a focus on increased achievement for all students.
This document provides a summary of Marshelle Nix Long's experience and qualifications. She has over 20 years of experience in education with a focus on counseling, curriculum development, and program management. Her current role is Director of TRIO Upward Bound at Talladega College where she oversees all aspects of the program including budgeting, compliance, student support, and partnerships. She has a master's degree in mental health counseling and a passion for helping students achieve academic and career success.
David E. Emenheiser has extensive experience in special education administration and teaching. He has overseen nonpublic special education schools serving over 120 students, growing enrollment by over 20% annually while achieving profitability. His research interests include the social constructs of disability and policies promoting effective services for emotionally and behaviorally diverse learners. He holds a Doctorate in Special Education from George Washington University and has taught and supervised teacher candidates.
Prince Frimpong has over 20 years of experience in higher education administration, K-12 education administration, and special education administration. He currently works as an adjunct professor and has previously served as an executive administrator, director of curriculum and instruction, and educational therapist at various schools. He holds a Doctorate in Education and several professional certifications. His areas of expertise include academic advising, curriculum design, educational assessment, and strategic planning.
Kevin Veroneau has over 15 years of experience as a social studies, health, physical education, and computer literacy teacher. He holds a Master's degree in Education and teaching certifications in social studies, physical education, and health education. Currently he teaches social studies at Lee High School and coaches the girls' varsity soccer team, which won a SW tournament championship.
School Counselors – Become a Change Agent for College and Career ReadinessNAFCareerAcads
Does your school struggle to define the role of school counselors within your academy? This session provides details on what counselors need to know about
the NAF model and how it relates to their daily work. Learn about developmental guidance with a focus on how to connect career counseling with work-based learning. Hear from fellow counselors across the country on how to support students in college and career readiness. This session is crucial for all counselors and school leaders!
Presenter:
Maria Alutto,
Paxton/Patterson
This document provides an overview of thorium-based nuclear power as a potential solution to global warming. It discusses the challenges facing existing uranium-based nuclear power, including high costs, waste disposal issues, and competition from natural gas. Thorium reactors could provide safer, cheaper power and potentially replace fossil fuels to reduce greenhouse gas emissions. The document describes how thorium reactors work, using thorium to produce heat through nuclear fission instead of uranium or plutonium. Advocates believe thorium nuclear power could bridge the gap until solar power is fully developed. However, high costs remain a challenge for building any new nuclear plants.
This presentation discusses the benefits of using thorium as a nuclear fuel source instead of uranium. Thorium is slightly radioactive but safe to handle, produces only small amounts of waste that needs storage for a few hundred years rather than thousands, and has zero chance of meltdown. It highlights past nuclear disasters at Three Mile Island, Chernobyl, and Fukushima to argue that now is the time to switch to the safer thorium fuel. It provides contact information for government officials to urge support and passage of thorium-related bills in Congress.
Thorium can be used as a nuclear fuel in reactors to generate energy. Thorium is more abundant than uranium and when exposed to neutrons in a reactor, thorium-232 is transmuted into the fissile isotope uranium-233 which can sustain a nuclear reaction. India has about 20% of the world's thorium reserves. Liquid fluoride thorium reactors offer inherent safety advantages over traditional light water reactors due to properties of the molten fluoride salt coolant and fuel. Thorium fuel cycles produce less long-lived radioactive waste and cannot be used to produce material for nuclear weapons.
The document provides details about a school guidance plan including:
1) It lists the objectives of the guidance plan which include helping students achieve their full potential and making informed life choices.
2) It describes who the guidance plan prioritizes, mainly students ages 6-16.
3) It outlines how the guidance will be implemented through various activities using available resources.
4) The resources available include human resources like teachers, tutors, and support teams as well as material resources such as computers and a career library.
5) It establishes monitoring and reviewing the plan as well as setting objectives to provide timely information, help with personal problems, and developmental career guidance.
This document summarizes the keynote address given by Gerald Corey at the American Counseling Association's 2010 Pittsburgh conference. The address focused on how a counselor's personal life impacts their professional work and vice versa. Corey discussed the importance of counselors developing self-awareness, maintaining boundaries, managing stress, and integrating theories to develop a personalized counseling approach. He emphasized that counselors must engage in ongoing self-reflection, consultation, and education to practice ethically and effectively, especially when working with diverse populations.
This coaching session plan outlines a practice for a group of athletes. It includes the date, location, equipment needed, and goals for the session. The plan details a warmup, main practice, and cool down and leaves space to explain activities and debrief afterwards.
Developing comprehensie school guidance & counseling programJayson Hernandez
The document discusses developing a comprehensive school guidance and counseling program based on national standards in the Philippines. It provides an overview of the Philippine model for standards-based counseling programs, which centers on students and covers foundations, delivery, management, and accountability systems. It also defines key terms and describes mapping counseling program activities to the national standards. The goal is to examine the model, review current programs, prioritize standards, and design a one-year counseling plan focused on standards.
Pdnhs school improvement plan (sy 2011 2014) 0014-crajnulada
The document is a school improvement plan submitted by Palaca-Damilisan National High School for approval by the Division of Iloilo Superintendent. It includes an introduction outlining the school's vision, mission and values. It also provides details on the school's personnel, curriculum and special programs. The committee that prepared the plan is identified and the school requests approval of its school improvement plan for 2011-2014.
The School District of Philadelphia has developed a K-12 District School Counseling Plan for the 2015-2016 school year to guide its approximately 240 school counselors. The plan was created through a stakeholder engagement process and is designed to prepare students to graduate college and career ready by addressing academic achievement, social/emotional health, and college and career readiness. Key offices will provide oversight and support to counseling services. School counselors, students, parents, teachers, and community partners all have important roles to play in implementing comprehensive school counseling programs.
This document outlines the comprehensive guidance program for grades 6-12 in the Pattonville School District. It provides the mission, philosophy, purpose and beliefs that guide the program. The program includes responsive services like counseling and consultation. It also includes a counseling curriculum of sequential activities for students in grades K-12 focused on personal, social, emotional and academic growth. The program shifts its focus from the curriculum in elementary school to more individual planning and support in middle and high school. Counselors provide counseling, groups, crisis response and consultation to support students.
Sharon Morgenthaler has over 30 years of experience supporting underserved populations through education. She currently works as a Learning Products Manager at University of Maryland University College, where she supports academic partnerships and oversees projects involving instructional design. Previously, she held positions as a Project Director, Director of Academic Success, and coordinator of various educational programs focused on literacy, family involvement, and college access for low-income communities. Morgenthaler has a PhD in Educational Administration from American University and has received awards for her work developing online academic support systems and community partnerships.
The document defines school counseling and outlines the role and responsibilities of school counselors. It discusses the components of a comprehensive developmental school counseling program, including guidance curriculum, responsive services, individual planning, and system support. It also covers some key ethical issues school counselors may face, such as maintaining confidentiality, addressing situations where a student presents a danger to self or others, and navigating confidentiality considerations regarding parents and guardians. The role of school counselors is to implement programs and services that support students' academic, career, and social-emotional development.
The document provides a summary of Antoinette Pearson's professional experience and qualifications. It includes her contact information, educational background which includes a Doctorate of Education from Eastern Michigan University, and work history as a school administrator and principal focused on school turnaround and improvement efforts in Detroit, Michigan schools from 2008 to 2016. Her experience includes establishing instructional systems, developing teacher capacity, engaging families, and creating community partnerships to support students.
The role of the professional school counselorkcounselor
Professional school counselors are certified/licensed educators with a minimum of a master's degree in school counseling. They address all students' academic, career, and personal/social needs through comprehensive school counseling programs based on the ASCA National Model framework of foundation, delivery, management, and accountability. Professional school counselors provide direct services to students, such as school guidance curriculum, individual planning, and responsive services like counseling. They also support the overall school through indirect services including professional development, collaboration, and program evaluation.
This document outlines the internship experience of a student completing an administration and supervision internship. It includes the student's resume, transcripts, teaching philosophy, description of the practicum site (Laurel High School), examples of professional development activities, descriptions of activities to support instructional improvement, and daily/weekly reflection logs. The goal is to provide experience in various areas of school administration and leadership.
Christopher Brannon is an experienced educator seeking a principal position. He has over 15 years of experience in education, serving as an elementary principal, assistant principal, teacher, and coach. He is dedicated to student growth, staff development, and community engagement. As a principal, he has implemented programs to improve behavior, increase parent involvement, and strengthen instruction in core subjects.
Copy Of Characteristics Of Highly Effective Schools Sept 2008WSU Cougars
The document summarizes the leadership approach and improvements made by the Yakima School District in Washington. Key changes included developing a clear district roadmap with instructional goals and accountability, increasing consistency in curriculum and assessments, providing targeted professional development for teachers, and improving engagement with families and the community through bilingual communications. As a result, the district saw declines in dropout rates and increases in on-time graduation rates.
This document provides a summary of Arthur L. Johnson's qualifications and experience as a school counselor. It outlines his educational background, including a Master's degree in School Counseling, as well as over 15 years of experience in various school counseling roles. His experience focuses on improving student outcomes like graduation rates, attendance, and academic and behavioral progress through data-driven counseling programs, community outreach, and helping students pursue postsecondary opportunities.
The document outlines the Rural Community Schools Approach being implemented by Promise for Education Fund (PFE) to accelerate rural student success from birth through career. It discusses the need to address challenges of persistent poverty through a holistic, community schools model. PFE has implemented this approach in 50 rural schools across 10 districts in Kentucky. The approach includes four pillars of effective community schools tailored with a rural lens: collaborative leadership, integrated student supports, expanded learning, and family/community engagement. It also emphasizes district-wide adoption, neighborhood programs, culturally relevant practices, and resident leadership to sustain outcomes for rural students from cradle to career.
Sheila Shear has over 30 years of experience in education, including as an interim school administrator, adjunct lecturer, director of education, instructor, and teacher. She holds multiple degrees and certifications in education administration and early childhood education. Her resume details her extensive experience developing curriculum, supervising staff, and managing educational programs at several schools and colleges in Massachusetts and South Carolina.
Monica T. Scott has over 15 years of experience as an elementary school counselor. She received her M.A. in School Psychology from Bowie State University and M.Ed. in Guidance and Counseling from Morgan State University. She currently serves as the counselor at North Glen Elementary School, where she provides counseling services to students and collaborates with teachers and parents. She also holds several leadership roles at the school coordinating programs related to equity, attendance, volunteering, 504 plans, and student behavior.
An outline of what Specialized Instructional Support Personnel (SISP) do in North Carolina schools, as well as their required education and credentials. Credit: North Carolina Department of Public Instruction's NC Healthy Schools
This ppt was created for the ACES conference. We discussed how we created a multi-disciplinary experience for our Higher Education Counseling Students. We also discuss the interventions used by our students to reduce conflict in the residence halls.
Similar to K12 District Counseling Plan 15-16 rev (20)
Collaborative Learning for Higher Education Students
K12 District Counseling Plan 15-16 rev
1. SCHOOL DISTRICT OF PHILADELPHIA
K-12 DISTRICT SCHOOL COUNSELING PLAN
2015-2016
2. 1
The School Reform Commission
Margorie Neff, Chair
William J. Green, Member
Feather Houstoun, Member
Farah Jimenez, Member
Sylvia P. Simms, Member
William R. Hite, Jr., Ed.D., Superintendent
3. 2
INTRODUCTION
During the 2014-15 academic year, the District conducted a stakeholder engagement
process to develop a comprehensive K-12 District Counseling Plan (the Plan), in
accordance with PA Chapters 339, 12, and 4 with the goal of formal School Reform
Commission (SRC) adoption and implementation for the 2015-2016 school year. The
Plan is designed to guide the District's school counselors in developing comprehensive
school-based counseling programs that are tailored and adapted to the needs of their
individual schools and focused on the District goal of preparing 100% of students to
graduate college and career ready. School counseling plans are comprehensive when
they address specific roles and responsibilities, outline a plan, and provide evidence of
how school counselors serve as integral members of the school academic team in each
of the three interconnected domains critical to student success: academic achievement,
social/emotional health, and college and career readiness.
The Deputy Chief for Prevention & Intervention is facilitating the Plan’s development in
coordination with the Deputy Chief for Career and Technical Education. These offices
have jointly convened the Counseling Plan Advisory Council comprised of stakeholders
representing District administrators, higher education, industry, parents, students, and
community.
A working group of school counselors representing elementary and secondary schools
drafted the Plan based on input from school counselors across the District. To solicit
this input, the working group facilitated workshops during counselor professional
development sessions, through the counselor steering committee, and through online
feedback forms. The Plan draws from the frameworks provided by the American School
Counselor Association (ASCA)1
and the Pennsylvania School Counselor Association
(PSCA). 2
1
American School Counselors Association. (2012). The ASCA National Model: A Framework for
2
Pennsylvania School Counselors Association. (2011). Pennsylvania Companion Guide to the
ASCA National Model: A Framework for School Counseling Programs. Harrisburg, PA: Author.
4. 3
TABLE OF CONTENTS
INTRODUCTION
1. District Leadership for School Counseling and School Counselor
Assignments
2. School Counseling Program Mission
3. School Counseling Program Goals
4. Roles of Stakeholders in the School Counseling Program
5. Role of School Counselors
6. District Advisory Council for School Counseling
7. School Counseling Program Calendar
8. School Counseling Program Delivery Framework
9. School Counseling Curriculum Action Plan
10. College and Career Resources
11. Individualized Academic & Career Plan
12. Career and Technical Center Strategy
5. 4
1. District Leadership for School
Counseling and School Counselor
Assignments
The District has approximately 240 school counselors, of which there are approximately
155 elementary/middle school counselors and 85 high school counselors. School
counselors are directly supervised by school principals.
The District’s Prevention and Intervention unit within the Office of Student Support
Services is responsible for coordinating activities related to college and career access,
and provides oversight of counseling services and supports, including coordination of
counselor professional development, evaluation, internship, and induction.
A team of Prevention and Intervention Liaisons support counselors and other school
staff by providing training, consultation and technical assistance on issues related to
student behavioral health, including the following: Multi-Tiered Systems of Support
(MTSS), focused on strategic and intensive behavior interventions and the Student
Assistance Process (SAP); consultation for behavioral health emergencies; response
and recovery support for school-wide crises; and coordination of services with city child
welfare agencies and organizations.
The District’s Office of Academic Supports coordinates college and career readiness
activities, and the Office of Career and Technical Education works collaboratively with
Prevention and Intervention to develop the District Counseling Plan, to co-convene the
District Advisory Council on School Counseling, and to ensure that school counselors
have the information and resources they need to improve awareness, recruitment, and
retention in the District’s CTE programs.
The Offices of Student Support Services, Prevention and Intervention, and Career and
Technical Education are led by the following individuals:
Karyn Lynch, Chief, Office of Student Support Services
Naomi G. Housman, Ed.M., Deputy Chief, Prevention & Intervention
Bridget Taylor-Brown, Director, Prevention & Intervention
Frederick McDowell, Jr., Ed.D, Deputy Chief, Academic Support Officer
David Kipphut, Deputy Chief, Office of Career and Technical Education
6. 5
School Counselor Assignment by School Level
SCHOOL LEVEL NETWORK SCHOOL NAME
LAST
NAME
FIRST
NAME
ELEMENTARY
Neighborhood
Network 1
CATHERINE, J. W.
SCHOOL
Bowie Susan
ELEMENTARY
Neighborhood
Network 1
GIRARD, STEPHEN
SCHOOL
Lanier-Fox Terrell
ELEMENTARY
Neighborhood
Network 1
KEY, FRANCIS SCOTT
SCHOOL
Griffin Taryn
ELEMENTARY
Neighborhood
Network 5
HACKETT SCHOOL Santiago Andrea
ELEMENTARY
Neighborhood
Network 6
LOWELL, JAMES R.
SCHOOL
Cheng Cathy
ELEMENTARY
Neighborhood
Network 7
FELTONVILLE
INTERMEDIATE
Turner-
Bunyon
Pamela
ELEMENTARY
Neighborhood
Network 8
MOORE, J. HAMPTON
SCHOOL
Kahn Denise
ELEMENTARY
Neighborhood
Network 9
LAWTON, HENRY W.
SCHOOL
Pitt Linda
ELEMENTARY
Neighborhood
Network 1
JENKS, A.S. ACADEMICS
PLUS SCHOOL
Mcdonald Syreeta
ELEMENTARY
Neighborhood
Network 1
MORTON, THOMAS G
SCHOOL
Moore Cynthia
ELEMENTARY
Neighborhood
Network 1
PATTERSON, JOHN M
SCHOOL
Perrulli Regina
ELEMENTARY
Neighborhood
Network 2
CASSIDY,LEWIS C
ACADEMICS PLUS
Tyler Tara
ELEMENTARY
Neighborhood
Network 2
GOMPERS, SAMUEL
SCHOOL
Bryant
Renwick
Margaret
ELEMENTARY
Neighborhood
Network 2
POWEL, SAMUEL
SCHOOL
Wells Jeanine
ELEMENTARY
Neighborhood
Network 3
MOFFET, JOHN SCHOOL Hawkins Monet
ELEMENTARY
Neighborhood
Network 4
ELKIN, LEWIS SCHOOL Connor Deborah
ELEMENTARY
Neighborhood
Network 4
ELKIN, LEWIS SCHOOL Fagan Alia
ELEMENTARY
Neighborhood
Network 4
MCCLURE,ALEXANDER
SCHOOL
Alexander Kristen
ELEMENTARY
Neighborhood
Network 4
PEIRCE, THOMAS M.
SCHOOL
McGill Kenneth
ELEMENTARY
Neighborhood
Network 4
TAYLOR, BAYARD
SCHOOL
Jackson Tami
ELEMENTARY
Neighborhood
Network 4
WRIGHT, RICHARD
SCHOOL
Bennett Carana
ELEMENTARY
Neighborhood
Network 5
RICHMOND SCHOOL Brodie Penninah
ELEMENTARY
Neighborhood
Network 5
SHERIDAN, PHILIP H.
SCHOOL
Blowers Laurie
ELEMENTARY
Neighborhood
Network 5
SHERIDAN, PHILIP H.
SCHOOL
Morales Yuli
7. 6
ELEMENTARY
Neighborhood
Network 5
WEBSTER, JOHN H.
SCHOOL
Beitler Beth
ELEMENTARY
Neighborhood
Network 5
WEBSTER, JOHN H.
SCHOOL
Sanabria Jennifer
ELEMENTARY
Neighborhood
Network 5
WILLARD, FRANCES E.
SCHOOL
Bronte Maria
ELEMENTARY
Neighborhood
Network 6
EDMONDS, FRANKLIN S.
SCHOOL
Seltzer Meredith
ELEMENTARY
Neighborhood
Network 6
EMLEN, ELEANOR C.
SCHOOL
Seltzer Meredith
ELEMENTARY
Neighborhood
Network 6
KELLY, JOHN B. SCHOOL Trego Christina
ELEMENTARY
Neighborhood
Network 6
LOGAN, JAMES SCHOOL Clark Latasha
ELEMENTARY
Neighborhood
Network 6
PENNYPACKER, SAMUEL
SCHOOL
TBD TBD
ELEMENTARY
Neighborhood
Network 6
PRINCE HALL SCHOOL Fineberg Joshua
ELEMENTARY
Neighborhood
Network 6
WISTER, JOHN SCHOOL
O'Reilly-
Gindhart
Ann
Marie
ELEMENTARY
Neighborhood
Network 7
BARTON SCHOOL Akerman Lara
ELEMENTARY
Neighborhood
Network 7
CARNELL, LAURA H.
SCHOOL
Nemec Lindsay
ELEMENTARY
Neighborhood
Network 7
ELLWOOD SCHOOL Pearson Barbara
ELEMENTARY
Neighborhood
Network 7
PRINCE HALL SCHOOL Fineberg Joshua
ELEMENTARY
Neighborhood
Network 7
ROWEN SCHOOL Usher Glen
ELEMENTARY
Neighborhood
Network 8
COMLY, WATSON
SCHOOL
Nichols Emilie
ELEMENTARY
Neighborhood
Network 8
CROSSAN, KENNEDY C.
SCHOOL
Squaresky Diane
ELEMENTARY
Neighborhood
Network 8
FITZPATRICK, A. L.
SCHOOL
Simmons Joan
ELEMENTARY
Neighborhood
Network 8
FOX CHASE SCHOOL Holly Borrelle
ELEMENTARY
Neighborhood
Network 8
FRANK, ANNE SCHOOL Stipanicic Milica
ELEMENTARY
Neighborhood
Network 8
FRANK, ANNE SCHOOL Tauber Michael
ELEMENTARY
Neighborhood
Network 8
HANCOCK, JOHN
SCHOOL
Goral Robert
ELEMENTARY
Neighborhood
Network 8
LOESCHE, WILLIAM H.
SCHOOL
Smyth Sharon
ELEMENTARY
Neighborhood
Network 8
RHAWNHURST SCHOOL Stern Jennifer
ELEMENTARY
Neighborhood
Network 8
SOLIS-COHEN, SOLOMON
SCHOOL
King Laurie
ELEMENTARY
Neighborhood
Network 8
SOLIS-COHEN, SOLOMON
SCHOOL
Rodgers Heather
ELEMENTARY
Neighborhood
Network 9
BROWN, J. ACADEMICS
PLUS SCHOOL
Zenak Theresa
8. 7
ELEMENTARY
Neighborhood
Network 9
FORREST, EDWIN
SCHOOL
Kushner Ellen
ELEMENTARY
Neighborhood
Network 9
HOLME, THOMAS
SCHOOL
Visconto Teresa
ELEMENTARY
Neighborhood
Network 9
MARSHALL, JOHN
SCHOOL
Szymanski Debra
ELEMENTARY
Neighborhood
Network 9
POLLOCK, ROBERT B.
SCHOOL
Wenzel Maureen
ELEMENTARY
Neighborhood
Network 9
SULLIVAN, JAMES J.
SCHOOL
Klein Denise
ELEMENTARY
Turnaround
Network
CAYUGA SCHOOL Ivette Delong
ELEMENTARY
Neighborhood
Network 4
CRAMP, WILLIAM
SCHOOL
Genaw Joan
ELEMENTARY
Neighborhood
Network 4
PEIRCE, THOMAS M.
SCHOOL
McGill Kennrth
ELEMENTARY
Neighborhood
Network 4
SHEPPARD, ISAAC A.
SCHOOL
Santiago Andrea
ELEMENTARY
Neighborhood
Network 6
JENKS , J.S. ACADEMY
ARTS & SCIENCES
Watson Amy
ELEMENTARY
Neighborhood
Network 2
OVERBROOK
ELEMENTARY SCHOOL
Wells Jeanine
ELEMENTARY /
MIDDLE
Autonomy
Network
FITLER ACADEMICS
PLUS
Sims Patricia
ELEMENTARY /
MIDDLE
Autonomy
Network
WIDENER MEMORIAL
SCHOOL
Gittelman Jaye
ELEMENTARY /
MIDDLE
Neighborhood
Network 2
HAMILTON, ANDREW
SCHOOL
Zolot Deborah
ELEMENTARY /
MIDDLE
Neighborhood
Network 3
NEBINGER, GEORGE W.
SCHOOL
Carfagno Joann
ELEMENTARY /
MIDDLE
Neighborhood
Network 4
KELLEY, WILLIAM D.
SCHOOL
McGill Kenneth
ELEMENTARY /
MIDDLE
Neighborhood
Network 5
HOPKINSON, FRANCIS
SCHOOL
Alden Amanda
ELEMENTARY /
MIDDLE
Neighborhood
Network 5
HOPKINSON, FRANCIS
SCHOOL
Berger Rian
ELEMENTARY /
MIDDLE
Neighborhood
Network 5
JUNIATA PARK
ACADEMY
Byron-
Williford
Cynthia
ELEMENTARY /
MIDDLE
Neighborhood
Network 5
JUNIATA PARK
ACADEMY
Ramos-
Cook
Mayra
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
DAY, ANNA B. SCHOOL
Belton
Pittman
Veronica
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
DOBSON, JAMES SCHOOL Blanco Lori
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
HENRY, CHARLES W
SCHOOL
Coker Maxine
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
HOUSTON, HENRY H.
SCHOOL
Bryant
Renwick
Margaret
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
LINGELBACH, ANNA L.
SCHOOL
Mason-
Scott
Jacqueline
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
MCCLOSKEY, JOHN F.
SCHOOL
Garcia Ruth
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
MIFFLIN, THOMAS
SCHOOL
Coker Maxine
9. 8
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
ROOSEVELT
ELEMENTARY SCHOOL
Dardignac Ralph
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
ROOSEVELT
ELEMENTARY SCHOOL
Sime-Sanon Carmel
ELEMENTARY /
MIDDLE
Neighborhood
Network 6
SHAWMONT SCHOOL Garcia Ruth
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
COOKE ELEMENTARY
SCHOOL
Hanna
Autry
Linda
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
FINLETTER, THOMAS K.
SCHOOL
Booth Staci
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
FRANKLIN, BENJAMIN
SCHOOL
Casimir Sandra
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
FRANKLIN, BENJAMIN
SCHOOL
Stanley Tamiko
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
HOWE ACADEMICS PLUS
SCHOOL
Szymanski Debra
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
MARSHALL, THURGOOD
SCHOOL
Wormley Marla
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
MORRISON, ANDREW J.
SCHOOL
Liess Erika
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
OLNEY ELEMENTARY
SCHOOL
Mcmakin Kimberly
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
OLNEY ELEMENTARY
SCHOOL
Sherman Jennifer
ELEMENTARY /
MIDDLE
Neighborhood
Network 7
PENNELL, JOSEPH
ELEMENTARY
Clark Latasha
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
DECATUR, STEPHEN
SCHOOL
Crosley Lucia
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
DECATUR, STEPHEN
SCHOOL
Prado Perez Ada
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
FARRELL, LOUIS H.
SCHOOL
James Lakisha
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
FARRELL, LOUIS H.
SCHOOL
Wong-
Shing
Ninoska
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
GREENBERG, JOSEPH
SCHOOL
Laquay David
ELEMENTARY /
MIDDLE
Neighborhood
Network 8
SPRUANCE, GILBERT
SCHOOL
Chotiner Melissa
ELEMENTARY /
MIDDLE
Neighborhood
Network 9
DISSTON, HAMILTON
SCHOOL
Moss Jessica
ELEMENTARY /
MIDDLE
Neighborhood
Network 9
MAYFAIR SCHOOL Devine Jennifer
ELEMENTARY /
MIDDLE
Neighborhood
Network 9
STEARNE, ALLEN M.
SCHOOL
Brown Andrea
ELEMENTARY /
MIDDLE
Neighborhood
Network 9
ZIEGLER, WILLIAM H.
SCHOOL
Smith Jennifer
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
SOUTHWARK SCHOOL Bogdan Johanna
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
ARTHUR, CHESTER A.
SCHOOL
Brigaman Megan
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
BREGY,AMEDEE F
SCHOOL
Bronca Lisa
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
CHILDS, GEORGE W.
SCHOOL
Kyser Margaret
10. 9
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
FELL, D. NEWLIN
SCHOOL
Meyers Brandy
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
BLANKENBURG,
RUDOLPH ELEMENTARY
SCHOOL
TBD TBD
ELEMENTARY/
MIDDLE
Turnaround
Network
BARRY, JOHN
ELEMENTARY SCHOOL
Wells Amber
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
COMEGYS,B. B. SCHOOL Walker April
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
HESTON, EDWARD
SCHOOL
Bristol Jonell
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
JACKSON, ANDREW
SCHOOL
Casanova Marielle
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
KEARNY,GENERAL
PHILLIP ELEMENTARY
SCHOOL
Watson Jessica
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
KIRKBRIDE, ELIZA B.
SCHOOL
Ung Steve
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
LUDLOW, JAMES R.
SCHOOL
Smith Meghan
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
MORRIS, ROBERT
SCHOOL
Marcus Melanie
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
SPRING GARDEN
SCHOOL
Zadro Peter
ELEMENTARY/
MIDDLE
Turnaround
Network
MCMICHAEL, MORTON
SCHOOL
Miller-Ford Lauren
ELEMENTARY/
MIDDLE
Turnaround
Network
BARRY, JOHN
ELEMENTARY SCHOOL
Butler
Jones
Donna
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
LONGSTRETH, W C
SCHOOL
Sims Patricia
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
MCDANIEL, DELAPLAINE
SCHOOL
Steptoe Janel
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
MITCHELL, S. WEIR
ELEMENTARY SCHOOL
Levin Lisa
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
PENROSE SCHOOL Horowitz Dana
ELEMENTARY/
MIDDLE
Neighborhood
Network 1
STANTON, E.M. Weisel Carly
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
ANDERSON, ADD B
SCHOOL
Bristol Jonell
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
HARRINGTON, A. D.
SCHOOL
Lyles
Ndovie
Katherine
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
HUEY, SAMUEL B
SCHOOL
Owens Deborah
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
LAMBERTON, ROBERT E
ELEMENTARY
Hawkins Monet
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
LOCKE, ALAIN SCHOOL Murray Nia
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
RHOADS, JAMES SCHOOL Gallman Latoya
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
ADAIRE, ALEXANDER
SCHOOL
Zadro Peter
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
BACHE-MARTIN SCHOOL Manness Jennifer
11. 10
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
GREENFIELD,ALBERT M.
SCHOOL
Fischer Lauren
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
MC CALL, GEN. GEORGE
A. SCHOOL
Beebe
Poulos
Jennifer
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
MEADE, GEN. GEORGE G.
SCHOOL
Bennett Carana
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
MEREDITH
ELEMENTARY SCHOOL
Zaback Faith
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
SHARSWOOD, GEORGE
SCHOOL
Raines Nathan
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
TAGGART, JOHN H
SCHOOL
Dellavella Diane
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
VARE-WASHINGTON
ELEMENTARY SCHOOL
Edwards Cynthia
ELEMENTARY/
MIDDLE
Neighborhood
Network 3
WARING, LAURA W.
SCHOOL
Manness Jennifer
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
BETHUNE, MARY
SCHOOL
Pastormerlo Lynell
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
BLAINE, JAMES G.
SCHOOL
Ausen Jessica
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
DE BURGOS, JULIA
ELEMENTARY
Carrera Jose' Luis
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
DICK, WILLIAM SCHOOL Kutzer Donna
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
DUCKREY, TANNER
SCHOOL
Harris Michelle
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
GIDEON, EDWARD
SCHOOL
Weiford Marsha
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
MUNOZ-MARIN, HON.
LUIS SCHOOL
Maranon Alexandra
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
MUNOZ-MARIN, HON.
LUIS SCHOOL
White Alcmena
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
RHODES ELEMENTARY
SCHOOL
Gallman Latoya
ELEMENTARY/
MIDDLE
Neighborhood
Network 4
STEEL, EDWARD T
SCHOOL
Adenekan Veronica
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
BROWN, H.A.
ACADEMICS PLUS SCH
Graham Marketa
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
HARTRANFT, JOHN F.
SCHOOL
Edwards Cynthia
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
HARTRANFT, JOHN F.
SCHOOL
Guzman Marcelina
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
HUNTER, WILLIAM H.
SCHOOL
Raudenbush Wanda
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
MCKINLEY, WILLIAM
SCHOOL
Richmond Brenda
ELEMENTARY/
MIDDLE
Neighborhood
Network 5
WELSH, JOHN SCHOOL Bermudez Aury
ELEMENTARY/
MIDDLE
Neighborhood
Network 9
ALLEN, ETHAN SCHOOL Marks Rose Mindy
ELEMENTARY/
MIDDLE
Turnaround
Network
ALLEN, DR. ETHEL
SCHOOL
Wade Kimsye
12. 11
ELEMENTARY/
MIDDLE
Turnaround
Network
DUNBAR, PAUL L.
SCHOOL
Adkins Timothy
ELEMENTARY/
MIDDLE
Turnaround
Network
POTTER-THOMAS
SCHOOL
Ryans Horace
ELEMENTARY/
MIDDLE
Turnaround
Network
ALLEN, DR. ETHEL
SCHOOL
Stone Felicia
ELEMENTARY/
MIDDLE
Turnaround
Network
BRYANT, WILLIAM C.
SCHOOL
Hunt Dawn
ELEMENTARY/
MIDDLE
Autonomy
Network
OVERBROOK
EDUCATIONAL CENTER
Weiss-
Cohen
Sharon
ELEMENTARY/
MIDDLE
Neighborhood
Network 2
PENN ALEXANDER
SCHOOL
Knight Theresa
ELEMENTARY/
MIDDLE/ HIGH
Opportunity
Network
PHILA JUV. JUSTICE
CENTER
Brown Nicole
ELEMENTARY/MIDDLE
Neighborhood
Network 2
LEA, HENRY C. SCHOOL Derham Raeleen
HIGH
Neighborhood
Network 2
OVERBROOK HIGH
SCHOOL
Davenport Tonie
HIGH
Neighborhood
Network 2
OVERBROOK HIGH
SCHOOL
Imperiale Lisa
HIGH
Neighborhood
Network 2
PARKWAY WEST HIGH
SCHOOL
Drago Vanessa
HIGH
Neighborhood
Network 2
ROBESON, PAUL HIGH
SCHOOL
Lent Kimberly
HIGH
Neighborhood
Network 8
NORTHEAST HIGH
SCHOOL
Dunakin Andrew
HIGH
Neighborhood
Network 8
WASHINGTON, GEORGE
HIGH SCHOOL
Butovsky Maya
HIGH
Turnaround
Network
WEST PHILADELPHIA
HIGH SCHOOL
Little Crystal
HIGH
Autonomy
Network
FRANKLIN LEARNING
CENTER
Condit-
Shaw
Megan
HIGH
Autonomy
Network
MASTERMAN, JULIA R.
HIGH SCHOOL
Abney Gilda
HIGH
Autonomy
Network
MASTERMAN, JULIA R.
HIGH SCHOOL
Graziosi Stephanie
HIGH
Autonomy
Network
MASTERMAN, JULIA R.
HIGH SCHOOL
Marcus Heather
HIGH
Autonomy
Network
PARKWAY CENTER CITY
HIGH SCHL
Racca Michelle
HIGH
Autonomy
Network
ACADEMY AT PALUMBO Donnelly Christine
HIGH
Autonomy
Network
ACADEMY AT PALUMBO Qiana Pray
HIGH
Autonomy
Network
ARTS ACADEMY AT
BENJAMIN RUSH
Senner Susan
HIGH
Autonomy
Network
CENTRAL HIGH SCHOOL Chasan Elana
HIGH
Autonomy
Network
CENTRAL HIGH SCHOOL Olmedo Tatiana
HIGH
Autonomy
Network
CENTRAL HIGH SCHOOL Soda Christine
HIGH
Autonomy
Network
CENTRAL HIGH SCHOOL Wardlaw Heather
13. 12
HIGH
Autonomy
Network
CREATIVE AND
PERFORMING ARTS
Sieber Bryan
HIGH
Autonomy
Network
FELS, SAMUEL S. HIGH
SCHOOL
Linder Paul
HIGH
Autonomy
Network
FELS, SAMUEL S. HIGH
SCHOOL
Realdine Raymond
HIGH
Autonomy
Network
GIRARD ACADEMIC
MUSIC PROGRAM
Essery Lauren
HIGH
Autonomy
Network
LANKENAU HIGH
SCHOOL
Hymans Steven
HIGH
Autonomy
Network
MOTIVATION HIGH
SCHOOL
Schrodel Timothy
HIGH
Autonomy
Network
PHILA HIGH SCHOOL FOR
GIRLS
Doss Melissa
HIGH
Autonomy
Network
PHILA HIGH SCHOOL FOR
GIRLS
Sheriff Sabina
HIGH
Autonomy
Network
PHILADELPHIA
MILITARY ACADEMY
Van Guine Sherri
HIGH
Innovation
Network
BUILDING 21 Nagib Nermin
HIGH
Innovation
Network
LINC SCHOOL Mbele Daima
HIGH
Innovation
Network
SCIENCE LEADERSHIP
ACADEMY
Hirschfield Karina
HIGH
Innovation
Network
SCIENCE LEADERSHIP
ACADEMY
Siswick Zoe
HIGH
Innovation
Network
SCIENCE LEADERSHP
ACADEMY @ BEEBER
Lawson Melissa
HIGH
Innovation
Network
U SCHOOL Crawford Paula
HIGH
Neighborhood
Network 1
BARTRAM, JOHN HIGH
SCHOOL
Green Chandell
HIGH
Neighborhood
Network 1
SOUTH PHILADELPHIA
HIGH SCHOOL
Goodman Emily
HIGH
Neighborhood
Network 1
SOUTH PHILADELPHIA
HIGH SCHOOL
La Rocco Pierre
HIGH
Neighborhood
Network 2
HIGH SCHOOL OF THE
FUTURE
Glynn Thomas
HIGH
Neighborhood
Network 2
SAYRE HIGH SCHOOL
Fox
Radford
Carolyn
HIGH
Neighborhood
Network 3
CONSTITUTION HIGH
SCHOOL
Miller Amy
HIGH
Neighborhood
Network 3
FRANKLIN, BENJAMIN
HIGH SCHOOL
Haynes Kadedra
HIGH
Neighborhood
Network 3
FRANKLIN, BENJAMIN
HIGH SCHOOL
Worthy Hope
HIGH
Neighborhood
Network 4
DOBBINS, MURRELL
HIGH SCHOOL
Hickson Karen
HIGH
Neighborhood
Network 5
BODINE,WILLIAM W.
HIGH SCHOOL
Bassman Sydney
HIGH
Neighborhood
Network 5
KENSINGTON BUSINESS,
FINANCE
Harris Meesha
HIGH
Neighborhood
Network 5
KENSINGTON BUSINESS,
FINANCE
Valle Eduardo
14. 13
HIGH
Neighborhood
Network 5
KENSINGTON CAPA Brown Michael
HIGH
Neighborhood
Network 5
KENSINGTON CAPA Lewis Amirah
HIGH
Neighborhood
Network 5
KENSINGTON HEALTH
SCIENCES
Nelson Robert
HIGH
Neighborhood
Network 5
KENSINGTON URBAN
EDUCATION
Harris Meesha
HIGH
Neighborhood
Network 5
KENSINGTON URBAN
EDUCATION
Valle Eduardo
HIGH
Neighborhood
Network 6
PARKWAY-NORTHWEST
HIGH SCHOOL
Fortunato Wendy
HIGH
Neighborhood
Network 6
ROXBOROUGH HIGH
SCHOOL
Lawley
Laurie-
Jean
HIGH
Neighborhood
Network 7
FELS, SAMUEL S. HIGH
SCHOOL
Linder Paul
HIGH
Neighborhood
Network 7
FELS, SAMUEL S. HIGH
SCHOOL
Realdine Raymond
HIGH
Neighborhood
Network 8
NORTHEAST HIGH
SCHOOL
Belz Robert
HIGH
Neighborhood
Network 8
NORTHEAST HIGH
SCHOOL
Bonner Cassandra
HIGH
Neighborhood
Network 8
NORTHEAST HIGH
SCHOOL
Kinning Katrina
HIGH
Neighborhood
Network 8
WASHINGTON, GEORGE
HIGH SCHOOL
Bachmann Adam
HIGH
Neighborhood
Network 8
WASHINGTON, GEORGE
HIGH SCHOOL
Helms Alexander
HIGH
Neighborhood
Network 9
FRANKFORD HIGH
SCHOOL
George Arlette
HIGH
Neighborhood
Network 9
FRANKFORD HIGH
SCHOOL
Morman
Estriple
Loralyn
HIGH
Neighborhood
Network 9
FRANKFORD HIGH
SCHOOL
Musgrove Alexis
HIGH
Neighborhood
Network 9
LINCOLN, ABRAHAM
HIGH
Etkin-
Goldman
Terri
HIGH
Neighborhood
Network 9
LINCOLN, ABRAHAM
HIGH
Reed-
Seeger
Dawn
HIGH
Neighborhood
Network 9
LINCOLN, ABRAHAM
HIGH
Vujovic Snezana
HIGH
Opportunity
Network
PHILA LEARNING
ACADEMY-NORTH
Messinger Stefani
HIGH
Opportunity
Network
PHILA LEARNING
ACADEMY-SOUTH
Loredo Edda
HIGH
Turnaround
Network
EDISON HIGH SCHOOL Broder Sorah
HIGH
Turnaround
Network
EDISON HIGH SCHOOL Humphrie William
HIGH
Turnaround
Network
EDISON HIGH SCHOOL Mendonca Joacy
HIGH
Turnaround
Network
KING, MARTIN L. HIGH
SCHOOL
Vasquez-
Smith
Patricia
HIGH
Turnaround
Network
STRAWBERRY MANSION
HIGH SCHOOL
Schafer Melissa
15. 14
HIGH
Autonomy
Network
ENGINEERING &
SCIENCE HIGH SCHOOL
Finch Annette
HIGH
Autonomy
Network
ENGINEERING &
SCIENCE HIGH SCHOOL
Miller
Boyer
Andrea
HIGH
Innovation
Network
WORKSHOP SCHOOL Tobias Jere
HIGH
Neighborhood
Network 1
BARTRAM, JOHN HIGH
SCHOOL
Brown Stephanie
HIGH
Neighborhood
Network 3
FURNESS, HORACE HIGH
SCHOOL
Williams Leroy
HIGH
Neighborhood
Network 5
KENSINGTON HEALTH
SCIENCES
Cray Joanne
HIGH
Turnaround
Network
KING, MARTIN L. HIGH
SCHOOL
Parkinson-
Culbreth
Iris
HIGH
Autonomy
Network
SAUL, W. B. HIGH
SCHOOL
Adams Shannon
HIGH
Autonomy
Network
SWENSON ARTS/TECH
HIGH SCHOOL
Rubin Jody
HIGH
Neighborhood
Network 4
MASTBAUM JULES HIGH
SCHOOL
Gist Asmaro
HIGH
Neighborhood
Network 4
RANDOLPH TECHNICAL
HIGH SCHOOL
TBD TBD
MIDDLE
Neighborhood
Network 7
FELTONVILLE ARTS &
SCIENCES
Usher Glenn
MIDDLE
Neighborhood
Network 8
GEN HARRY LABRUM
MIDDLE SCHOOL
Pearson Barbara
MIDDLE
Autonomy
Network
AMY NORTHWEST Blanco Lori
MIDDLE
Autonomy
Network
CONWELL, RUSSELL H.
MIDDLE SCHOOL
Ford Keith
MIDDLE
Autonomy
Network
MIDDLE YEARS
ALTERNATIVE-MYA
Mcdonald Syreeta
MIDDLE
Neighborhood
Network 1
TILDEN MIDDLE SCHOOL Nguyen Haiyen
MIDDLE
Neighborhood
Network 2
BEEBER, DIMNER
MIDDLE SCHOOL
Finch Annette
MIDDLE
Neighborhood
Network 6
LEEDS, MORRIS E.
MIDDLE SCHOOL
TBD TBD
MIDDLE
Neighborhood
Network 6
WASHINGTON JR.,
GROVER MIDDLE
SCHOOL
Stewart Francine
MIDDLE
Neighborhood
Network 8
BALDI MIDDLE SCHOOL Flemmings Jacqueline
MIDDLE
Neighborhood
Network 8
BALDI MIDDLE SCHOOL Stavrakis Joyce
MIDDLE
Neighborhood
Network 8
WILSON, WOODROW
MIDDLE SCHOOL
Byrd Jennifer
MIDDLE
Neighborhood
Network 8
WILSON, WOODROW
MIDDLE SCHOOL
Felici Janet
MIDDLE
Neighborhood
Network 9
HARDING, WARREN G.
MIDDLE SCH
Morris Simone
MIDDLE
Neighborhood
Network 9
MEEHAN, AUSTIN
MIDDLE SCHOOL
Tedesco Beverly
MIDDLE
Turnaround
Network
CLEMENTE, ROBERTO
MIDDLE SCHOOL
TBD TBD
16. 15
MIDDLE/HIGH
Innovation
Network
PHILADELPHIA VIRTUAL
ACADEMY
Schreiner Debra
MIDDLE/ HIGH
Autonomy
Network
HILL-FREEDMAN WORLD
ACADEMY
Waters Taleka
MIDDLE/ HIGH
Neighborhood
Network 3
PENN TREATY HIGH
SCHOOL
Fine Patricia
MIDDLE/ HIGH
Neighborhood
Network 3
PENN TREATY HIGH
SCHOOL
Touma Sarah
MIDDLE/ HIGH
Neighborhood
Network 9
BRIDESBURG SCHOOL Allen James
17. 16
2. School Counseling Program Mission
Mission Statement of the District’s School Counseling Program
School Counselors in The School District of Philadelphia provide opportunities for the
academic, career, and social/emotional development of every student through the
delivery of comprehensive school counseling program. We deliver direct services to
District students, provide administrative consultation, facilitate staff collaboration, and
coordinate parent engagement as outlined in the American School Counselor
Association National Model.
The School Counseling program mission aligns with and supports the District’s
overarching vision and anchor goals.
The Vision of the School District of Philadelphia
The School District of Philadelphia will deliver on the right of every child in Philadelphia
to an excellent public school education and ensure all children graduate from high
school ready to succeed
Action Plan 3.0 Anchor Goals
· 100% of students will graduate, ready for college and career.
· 100% of 8 year-olds will read on grade level.
· 100% of schools will have great principals and teachers.
· SDP will have 100% of the funding we need for great schools, and zero deficit.
18. 17
3. School Counseling Program Goals
To support the mission of School Counseling, program goals are organized into three
developmental domains aligned with the American School Counseling Association
framework: academic achievement, college and career readiness, and social/emotional
health. These domains are interconnected aspects of student success that counselors
use to organize a comprehensive counseling program.
As part of their program delivery, school counselors provide consultation to teachers
and administrators to accomplish these goals. The collaborative work of our teachers,
parents, agency representatives and all members of the school community are needed
to support our students in reaching these goals.
Academic Program Goals
● To help students understand their individual learning styles and encourage them
to develop skills that will enable them to reach their academic potential and
become lifelong learners
● To help students assess and self-monitor their academic performance
● To help students identify barriers to learning and support them to address these
barriers
College and Career Program Goals
● To help students choose and advance in a program that will enable them to
reach their future academic and career goals
● To provide students with the opportunity to assess personal interests and
aptitudes in relation to career interest
● To help students discover career pathways through various college and career
resources and exposure to a broad spectrum of careers
Social/Emotional Program Goals
● To assist students to build empathy and develop positive interpersonal
relationship skills involving respect for diversity and cultural competence
● To assist students to be aware of personal beliefs and interests and to develop a
positive self-image
● To assist students in developing resiliency and effective coping skills
● To assist students to develop appropriate problem-solving and decision making
skills to resolve conflicts and to accept responsibility for their choices
19. 18
4. Roles of Stakeholders in the School
Counseling Program
In each District school, counselors will engage representatives from each stakeholder
groups to support their school counseling programs. While the specific types of
engagement may look different at each school, the general roles of each stakeholder
group, described below, are common across all schools.
Students: Students participate in the school’s counseling program to achieve their best
in academic, college and career, and personal/social domains. Student input is crucial
in evaluating the success of the program.
Parents: Parents work in partnership with school counselors as active contributors to
their child’s success by participating in school events, promoting parent engagement,
and sharing their knowledge of and insights on their child’s development, strengths,
interests, and life outside the school setting.
Teachers, Staff and Administrators: Educators collaborate with school counselors on
individual student planning. They impact the program by reinforcing concepts from the
counseling curriculum through activities in the classroom.
City/Community Partners: Child welfare and behavioral health agencies, mental
health treatment providers, and government agencies support the school counseling
program by delivering services to students referred for intervention. They collaborate
with school counselors to ensure communication and smooth transitions for students
between school and behavioral/mental health settings.
Business and Industry: Local businesses and industries provide students with
opportunities for mentoring, advising, job shadowing and exposure to various sectors
and industries, and informational sessions. They develop partnerships with the school
counseling program and benefit from graduates who are college and career ready.
Post-Secondary Partners: This stakeholder group includes both institutions of higher
education (IHEs), technical schools, and college access partners. These partners can
work with school counseling programs to host students for campus site visits, and
engage students and parents by providing information about how to access and prepare
for post-secondary education and career pathways. District school counselors provide
services to graduate programs by supervising counselors-in-training interning in their
schools.
20. 19
5. Role of School Counselors
In fulfilling the mission of designing and delivering a comprehensive school counseling
program, school counselors function as leaders, advocates, collaborators, and agents of
systemic change.
As a Leader
The leader of the school counseling program:
● Is responsible for the development, delivery and evaluation of a comprehensive
school counseling program for all students
● Uses data to identify and remove barriers to student learning
● Promotes student success by participating in efforts to close existing
achievement gaps among underrepresented populations
● Serves on school-based leadership/school improvement teams related to the
welfare of students
● Serves on district level curriculum teams
● Supports the school as a safe and welcoming learning community
In addition, the school counselor:
● Engages educational community stakeholders in helping the school with its
academic mission
● Develops a system-wide advisory system to help all stakeholders understand
and respond to the developmental needs of all children
● Asks hard questions that challenge the status quo and influence system-wide
change leading to school reform
● Uses data to promote and evaluate the school counseling program
● Uses Pennsylvania specific data analysis systems to determine program needs
(e.g., SAS, Emetrics, PVASS)
● Develops and manages the school counseling program budget
As an Advocate
Advocating for students - the counselor works to:
● Ensure access to and success in a rigorous academic curriculum for every
student
● Remove barriers that prevent student learning
● Provide strategies for closing the equity achievement gaps among students;
● Develop programs of counseling and advising that ensure every student has an
ongoing connection with a caring adult
● Create opportunities to support student learning for all
● Ensure the academic, personal/social, and career development of all students
21. 20
● Ensure equitable access to educational and career exploration opportunities for
all students
Advocating for the counseling program - the counselor works to:
● Establish and protect a school environment that supports rigor, relevance, and
relationships
● Eliminate policies and practices that inhibit student opportunity
● Promote systemic change in schools to ensure academic success
● Collaborate with others within and outside the school to help meet all student
needs
● Ensure that all three domains and corresponding standards (National- ASCA
Standards and Pennsylvania- CEW Standards) are addressed and central to the
mission of the school.
As a Collaborator
The school counselor as a collaborator:
● Promotes commitment to the mission of the school;
● Teams with staff to provide professional development that enhances student
success;
● Establishes a comprehensive school counseling program that engages the
educational community to ensure that all students benefit from the program;
● Offers parent/guardian information and training in the community to enhance the
educational opportunities for students and their families;
● Maintains an open communication style to foster an effective teaming culture and
a sense of community for the school system;
● Serves actively on school leadership teams;
● Uses skills in networking, problem solving, and mediation in the educational
community; and
● Embraces feedback that supports continual program improvement.
As an Agent of Systemic Change
The school counselor:
● Employs data to identify and challenge policies and practices which may hinder
student achievement,
● Enlists the support of influential people and policy makers,
● Establishes opportunities for collaboration to address problems,
● Gathers data to support the need for change,
● Identifies realistic goals and creates action plans,
● Develops intervention strategies for challenging resistance, and
● Embraces the ethical obligation to ask hard questions to challenge the status
quo, and
● Participates in the school improvement planning.
22. 21
6. District Advisory Council for School
Counseling
The District Advisory Council for School Counseling serves to inform and guide
implementation of the K12 Counseling Plan for all District schools. It also functions as a
link between the school counseling program and the various groups to be served by it.
The council is comprised of individuals who reflect the diversity of the District’s schools
and communities, with representatives from each of the following five stakeholder
groups:
● Students
● Parents
● Educators
● Business and Community Partners
● Post-Secondary Institutions
The first meeting of the District Advisory Council for School Counseling was convened
in June 2015, and will meet again on the following dates: September 22, 2015,
December 22, 2015, and March 22, 2016. The Council’s year one goals are to obtain
PDE approval for the District Counseling Plan by September 2015; to develop an
implementation plan for 2015-16 academic year; and to establish metrics for successful
implementation. The members of the District Advisory Council are listed below.
District Leadership
David Kipphut, Deputy Chief, Office of Career and Technical Education
Michelle Higinio Armstrong, Director, Office of Career and Technical Education
Nicholas Gasis, Assistant Director, Office of Career and Technical Education
Valarie Costanzo, Industry Development Specialist/Culinary Arts and
Child Care Management Services, Office of Career and Technical Education
Diane Castelbuono, Deputy for Early Childhood Education, The School District of
Philadelphia
Jody Greenblatt, Esq., School Climate and Safety
Bridget Taylor-Brown, Director, Prevention & Intervention
Christopher Shaffer, Deputy Chief Curriculum and Instruction
23. 22
Principal, High School; Elementary School
Parents
Karen James, Director, Office Family and Community Engagement The School
District of Philadelphia
Dineth Quinones-Allen, Carver Science and Engineering HS
Carletta Robinson, Parent, Ethel Allen ES
Ines Gorban-Pheulpin, Parent, Penn Alexander
Students
Tamir Harper, 9th grade student, Science Leadership Academy, Student Advisory
Council
Business/Industry Partners
Meg Shope Koppel, Vice President, Philadelphia Works
Lori Carter, Strategic Partnerships, Philadelphia Works
City/Community Partners
Luciana J. Terrell , Human Service Administrator, Department of Human Services,
Education Support Center
Donna M. Wilson, Program Performance Manager
Department of Human Services, Education Support Center
Dr. Rachel Zibbell , Psychologist, Community Behavioral Health
Post-Secondary Partners
Dr. David E. Thomas, Dean, Division of Adult and Community Education
Community College of Philadelphia
Linda Lucker Leibowitz M.A., Associate Director, Executive Program in School and
Mental Health Counseling
Graduate School of Education, University of Pennsylvania
Dr. Susan Edgar-Smith, Co-Chair, Counseling Psychology Dept., Eastern University
Dr. Susan Patricia Schaming, LPC, NBCC, Associate Professor Director of Graduate
Counselor Education & Home School Visitor Programs, Widener University
24. 23
Darren A. Spielman, President/CEO, Philadelphia Education Fund
Ann-Therese Ortíz, Director, Pre-College Programs, Philadelphia Futures
Thomas Butler, The Philadelphia College Prep Roundtable
Michael Eleey, Project Lead, Digital On-Ramps
Counselor Working Group
Ruth Garcia, Counselor, Shawmont Elementary School
Pierre LaRocco, Counselor, South Philadelphia High School
Ninoska Wong-Shing, Counselor, Farrell Elementary School
25. 24
7. School Counseling Program Calendar
The program calendar is organized by grade bands (K-5, 6-8, 9-12) across the three
Program Goal domains (academic, college and career, and social/emotional).
K-5 School Counselors: Areas of Responsibility (ongoing)
Academic:
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Small & individual group counseling
Classroom guidance
Participate in necessary IEP meetings
Support the 504 program through identification, placement, and assessment of students
Identification, placement and continual assessment of referred students as part of the Gifted
Enrichment Program, in conjunction with the School Psychologists
Monthly counselor meeting
Professional development
Faculty meetings
Student observations
Staff and parent consultation
Positive Behavior plans
Parent conferences
Outside agency consultation
Facilitate mentoring opportunities or programs for students
College and Career:
Career exploration
Classroom guidance
Career Interest Inventories
Career Fairs
Visit to a CTE school (by Grade 5)
Visit to an institution for higher learning (by Grade 5)
Introduced to and registered on the Pennsylvania Career Zone site (by Grade 5)
Social/Emotional:
Promote positive school climate/school-wide positive behavioral support (varied programs)
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Review school Safety Plan; periodically update behavioral health resources section
Interagency facilitation for students receiving behavioral health supports
Classroom guidance
Individual & group counseling
26. 25
Identify students in need of uniform assistance and/or emergency or Title I funds
Parent conferences
Staff & parent consultation
K-5 School Counselors: Areas of Responsibility (by month)
September
Academic:
Kindergarten orientation
New student orientation
Participate in 504 reviews
Classroom guidance - counselor introduction
Back to school night
Disseminate information on middle school selection application process to students and parents
Schedule middle schools to come and speak with students about applying to their school
College and Career:
Career Interest Inventories
Social/Emotional:
Support interagency meetings for students receiving behavioral health services
National Suicide Prevention Month
October
Academic
Meet with students and parents about middle school selection application process including
reviewing transcripts and the Legare process for ELL and special education students
Middle school visits
Begin identifying 5th grade students eligible for the Project Forward Leap program
College and Career:
Career interest inventories
Social/Emotional:
Bullying Prevention Month
November
Academic:
Follow-up with students and parents regarding middle school selection application process
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
Begin the Project Forward Leap application process
27. 26
College and Career:
National Career Development Month
Social/Emotional:
Identify students in need of group counseling
December
Academic:
Report card conferences
Check online system to ensure all middle school selection applications have been submitted
(closes mid-December)
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
College and Career:
Career interest inventory
Social/Emotional:
Conflict Resolution
January
Academic:
Assist students with preparing for middle school auditions, (i.e., vocal, art, instrumental,
writing)
College and Career:
Social/Emotional:
February
Academic:
Report Card Conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of failing students
College and Career:
National Career and Technical Education Month
Social/Emotional:
March
Academic:
PSSA assessment
Students' school selection notifications available and school selection decision due
28. 27
College and Career:
Social/Emotional:
April
Academic:
PSSA assessment
Report Card Conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
College and Career:
Social/Emotional:
National Child Abuse Prevention Month
Alcohol Awareness Month
May
Academic:
Kindergarten Open House
5th grade transition
Articulation meetings
Report Card conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
College and Career:
Career Awareness Event
Social/Emotional:
Mental Health Awareness Month
June
Academic:
5th grade transition
Close RtII/MTSS Plans
College and Career:
Career Awareness Event
Social/Emotional:
Assist families with obtaining information about summer activities/programs
29. 28
6-8 School Counselors: Areas of Responsibility (ongoing)
Academic:
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Small and individual group counseling
Classroom guidance
Participate in necessary IEP meetings
Support the 504 program through identification, placement, and assessment of students
Identification, placement and continual assessment of referred students as part of the Gifted
Enrichment Program, in conjunction with the School Psychologists
Monthly counselor meeting
Professional development
Faculty meetings
Student observations
Staff parent consultation
Positive behavior plans
Parent conferences
Outside agency consultation
Facilitate mentoring opportunities or programs for students
College and Career:
Naviance Program
Development of Individual Academic & Career Plans (by Grade 8)
Social/Emotional:
Promote positive school climate/school-wide positive behavioral support (varied programs)
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Review school Safety Plan; periodically update behavioral health resources section
Interagency facilitation for students receiving behavioral health supports
Classroom guidance
Individual & group counseling
Parent conferences
Staff & parent consultation
Support pregnant and parenting students with access to ELECT
30. 29
6-8 School Counselors: Areas of Responsibility (by month)
September
Academic:
6th grade orientation (if applicable)
New student orientation
Participate in 504 reviews
Classroom guidance - counselor introduction
Back to school night
Disseminate information on middle and high school selection application process to students and
parents
Schedule middle and high schools to come and speak with students about applying to their
school
College and Career:
Naviance Program
Career Interest Inventories
Social/Emotional:
Coordinate the scheduling of interagency meetings for students receiving behavioral health
services
National Suicide Prevention Month
October
Academic:
Meet with students and parents about middle school selection application process including
reviewing transcripts and the Legare process for ELL and special education students
High School Expo
College and Career:
Setting SMART Goals
ID HSs of Interest
Social/Emotional:
Bullying Prevention Month
November
Academic:
Identify students in need of group counseling
Support RtII/MTSS team in coordinating meetings with the parents/guardians of failing students
31. 30
Follow-up with students and parents regarding middle and high school selection application
process
Recruit eligible students for Project Forward Leap program
College and Career:
Selecting Good HS Matches
Distribute HS Visitation Schedule
Social/Emotional:
Identify students in need of group counseling
December
Academic:
Check online system to ensure all middle and high school selection applications have been
submitted (closes mid-December)
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
Report Card Conferences
College and Career:
National Career Development Month
Career interest inventory
Social/Emotional:
January
Academic:
Assist students with preparing for high school interviews and/or auditions, (i.e., vocal, art,
instrumental, writing)
Recruit female 8th grade students eligible to apply to WINS program
Recruit 8th grade students eligible to apply to Ellis Trust for Girls program
College and Career:
Social/Emotional:
February
Academic:
Report Card conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of failing students
Recruit 8th grade students eligible to apply to the Ellis Trust for Girls program
College and Career:
National Career and Technical Education Month
32. 31
Social/Emotional:
March
Academic:
PSSA assessment
Students’ school selection notifications available and school selection decision due
Career:
Social/Emotional:
April
Academic:
PSSA assessment
Report Card conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
Recruit 8th grade students eligible to apply to Upward Bound programs
College and Career:
Social/Emotional:
National Child Abuse Prevention Month
Alcohol Awareness Month
May
Academic:
8th grade transition including articulation meetings with feeder high schools
Report Card conferences
Support RtII/MTSS team in coordinating meetings with the parents/guardians of students
requiring additional interventions
Recruit 8th grade students eligible to apply to Upward Bound programs
Recruit 8th grade students eligible for Project Futures Sponsor a Scholar program
College and Career:
Career Awareness Event
Social/Emotional:
Assist families with obtaining information about summer activities/programs
Mental Health Awareness Month
June
33. 32
Academic:
8th grade transition
Close RtII/MTSS Plans
College and Career:
Career Awareness Event
Working Papers
Social/Emotional:
9-12 School Counselors: Areas of Responsibility (ongoing)
Academic:
RTII/MTSS
Review Early Warning Indicator data in Schoolnet
Small group counseling
Individual counseling
Classroom guidance
Participate in necessary IEP meetings
Support the 504 program through identification, placement, and assessment of students
Identification, placement and continual assessment of referred students as part of the Gifted
Enrichment Program, in conjunction with the School Psychologists
Monthly counselor meeting
Roster changes
Professional development
Faculty meetings
Student observations
Staff parent consultation
Behavior plans
Parent conferences
Outside agency consultation
Facilitate mentoring opportunities or programs for students
Promote Scholarships
Promote Enrichment Programs
Support pregnant and parenting students with access to ELECT
College and Career:
Naviance Program
Development of Individual Academic & Career Plans
Individual career counseling
College rep visits to high schools
Introduction to Digital On-Ramps and Preparation of E-Portfolio
Social/Emotional:
Promote positive school climate/school-wide positive behavioral support (varied programs)
34. 33
RtII/MTSS
Review Early Warning Indicator data in Schoolnet
Review school Safety Plan; periodically update behavioral health resources section
Youth suicide awareness and prevention
Interagency facilitation for students receiving behavioral health supports
Classroom guidance
Small group counseling
Individual counseling
Behavior plans
Parent conferences
Staff-parent consultation
9-12 School Counselors: Areas of Responsibility (by month)
September
Academic:
Freshman orientation
New student orientation
College Planning
College Process Program
Senior Group Presentation
College applications begin - organization tool
Individual senior conferences - credit reviews
Participate in 504 reviews meetings if needed/send out to staff
Back to school night
Letters of recommendations
National Merit Scholars
Transcript evaluations
College and Career:
Naviance: College Planning Application Tools; E-Docs
Social/Emotional:
Freshman Transition Lessons
October
Academic:
PSAT
9th grade programming/transition group information
Senior conferences continue
Letters of recommendations
National Merit Scholars
35. 34
Transcript evaluations
Setting SMART Goals
College Essay Workshops
Scholarship Workshops
College and Career:
PSAT / SAT / ACT / ASVAB
College / Career Week Activities
College applications continue
Registration for NACAC Fair & Workshops
Social/Emotional:
November
Academic:
Senior conferencing
Update SMART Goals
Continue college applications
Letters of recommendations
Transcript evaluations
College and Career:
CTE month activities
Continue college applications
NACAC Annual College Fair
Social/Emotional:
December
Academic:
Parent/teacher conferences
PLAN test
Letters of recommendations
Transcript evaluations
9th grade individual conferences
College and Career:
Junior conferences
Naviance: Collaborative Tools; Career Planning and Assessments; College Planning and
Research Tools
Social/Emotional:
36. 35
January
Academic:
Mid- year reports
Course selection process begins
11th grade conferences
Letters of recommendations
Promote scholarship opportunities
College and Career:
Financial Aid Night
11th grade conferences
Social/Emotional:
February
Academic:
Parent/teacher conferences
11th grade conference continue
9th grade conferences
Transition meetings with middle schools
Scheduling
Letters of recommendations
Promote scholarship opportunities
College and Career:
Planning / SMART Goal Updates
FAFSA completion
Social/Emotional:
March
Academic:
9th grade conferences continue
“Your Future is Now” Event
Scheduling
Letters of recommendations
Transcript evaluations
Promote scholarship opportunities
College and Career:
Naviance: Strengths Explorer Assessment (Freshman and Sophomores); SuperMatch college
search (Juniors)
College Planning Night
Post Secondary Fair
37. 36
FAFSA completion
Social/Emotional:
April
Academic:
Parent/teacher conferences
Course selection
Scheduling
Letters of recommendation
Transcript evaluations
Failure notices
10th grade individual conferences
8th - 9th grade IEP/GIEP/504 transition meetings
Promote scholarship opportunities
College and Career:
Scholarship Committee
Career Day/Fair
Resume Writing
Social/Emotional:
Transitioning
Check Off Lists
May
Academic:
10th grade developmental programming
504 review meetings/transition meetings
IEP transition meetings
Scheduling
Transcript evaluations
8th-9th IEP/GIEP/504 transition meetings with middle schools
Promote scholarship opportunities
10th grade Individual conferences
College and Career:
NCAA Registration / Online Updates
Review Final Exit Plans
Introduction to Digital On-Ramps and Preparation of E-Portfolio
Social/Emotional:
Transitioning / Planning
39. 38
DISTRICT CALENDAR FOR HIGH SCHOOLS:
COLLEGE AND CAREER READINESS THEMES AND EVENTS
September Theme: Gearing Up
September 2 Teachers Return
September 8 First Day of School
September 12 SAT Registration Deadline
September 13 ACT Exam
September 19 ACT Registration Deadline
SDP College Spirit
September 21-27 National GEARUP Week
September 27-28 Temple University Open House
October Theme: College and Career Pathways Awareness
October 1 Graduate Philadelphia! 1st
Wednesday College Fair
October 3 College Focus Friday
October 5 Saint Joseph’s Open House
October 9 SAT Registration Deadline
October 10 College Focus Friday
October 11 SAT Exam
October 13 Philadelphia Futures Admissions Workshop
October 15 PSAT Exam-District wide
October 17-18 High School Fair
College Focus Friday
40. 39
October 18 Cheyney University Open House
October 20 College Prep Roundtable Professional
Development
October 21 Philadelphia Futures Breakfast Reception
Philadelphia Futures Professional Development
October 22-24 Philadelphia Futures Step Up To College Days
October 24 College Focus Friday
October 25 ACT Exam
Drexel University Open House
Temple University Open House
October 26 Drexel University Open House
NACAC Open House
October 31 College Focus Friday
November Theme: National College Application Month
November 1 Temple University Open House
November 2 Saint Joseph’s Open House
November 5 Graduate Philadelphia! 1st
Wednesday College Fair
November 6 SAT Registration Deadline
November 7 ACT Registration Deadline
November 8 Drexel University Open House
SAT Exam
Temple University Open House
November 13 PHEAA K-12 Counselor Workshop
November 16-22 American Education Week
November 18 PHEAA K-12 Counselor Workshop
November 19 HBCU College Fair
41. 40
November 21 College Spirit Day
December Theme: Successful College Application Completion
December 3 Graduate Philadelphia! 1st
Wednesday College Fair
December 6 SAT Exam
Temple University Open House
December 13 ACT Exam
December 19 College Spirit Day
December 29 SAT Registration Deadline
January Theme: Financial Aid Awareness
January 7-21 Keystone Exams
Graduate Philadelphia! 1st
Wednesday College Fair
January 9 ACT Registration Deadline
January 16 College Spirit Day
January 24 SAT Exam
January 26-30 ACCESS Testing Window
February Theme: FAFSA Completion
February 2-27 ACCESS Testing Window
February 4 Graduate Philadelphia! 1st
Wednesday College Fair
February 7 ACT Exam
Temple University Open House
February 13 SAT Registration Deadline
February 20 College Spirit Day
March Theme: College Selection
42. 41
March 2-6 ACCESS Testing Window
March 4 Graduate Philadelphia! 1st
Wednesday College Fair
March 13 ACT Registration Deadline
March 14 SAT Exam
March 20 College Spirit Day
April Theme: Operation Graduation
April 1 Graduate Philadelphia! 1st
Wednesday College Fair
April 4 Temple University Open House
April 6 SAT Exam Registration Deadline
April 13-24 PSSA Reading and Math
April 17 College Spirit Day
April 18 ACT Exam
Temple University Open House
April 27-30 PSSA Science
May Theme: Wrapping Up (Applications, Financial Aid, Entrance Exams, Fees, Orientation,
etc.)
May 1 PSSA Science
May 2 SAT Exam
May 6 Graduate Philadelphia! 1st
Wednesday College Fair
May 8 SAT/ACT Registration Deadline
May 13-27 Keystone Exams
May 15 College Spirit Day
May 22-30 Senior Exit Survey
43. 42
June Theme: Preventing “Summer Melt” -- Preparing for Successful Fall Matriculation
June 3 Graduate Philadelphia! 1st
Wednesday College Fair
June 3 Digital On-Ramps Workshop-- Preparing an E-
Portfolio
June 6 SAT Exam
June 13 ACT Exam
44. 43
DISTRICT CALENDAR FOR ALL GRADES:
NATIONAL AND INTERNATIONAL AWARENESS MONTHS
September
Self-‐Improvement
Month
World
Suicide
Prevention
Day,
Sept.
10
th
October
Diversity
Awareness
National
Bullying
Prevention
Month
National
Crime
Prevention
Month
National
Domestic
Violence
Awareness
Month
Oct.
2
nd
International
Day
of
Non-‐Violence
Oct.
3
rd
World
Smile
Day
Oct.
5
th
World
Teacher’s
Day
Oct.
8
th
World
Humanitarian
Action
Day
November
Good
Nutrition
Month
45. 44
December
Universal
Human
Rights
Month
Dec.
2
nd
International
Day
for
the
Abolition
of
Slavery
Dec.
3
rd
International
Day
for
Persons
with
Disabilities
Dec.
10
th
Human
Rights
Day
January
National
Mentoring
Month
3
rd
week
National
Non-‐Smoking
Week
February
National
Boost-‐Your-‐Self-‐Esteem
Month
Feb.
20
th
World
Day
of
Social
Justice
1
st
week
Eating
Disorder
Awareness
Week
Last
Wed.
Pink
Shirt
Day
(Anti-‐bullying)
March
National
Self-‐Injury
Awareness
Month
Mar.
1
st
Self-‐Injury
Awareness
Day
Mar.
8
th
United
Nations
Day
for
Women’s
Rights
and
International
Peace
Mar.
14
th
Pi
Day
46. 45
April
Alcohol
Awareness
Month
Sexual
Assault
Awareness
Month
Stress
Awareness
Month
April
1
st
Youth
Homelessness
Matters
Day
April
14
th
Cultural
Unity
Day
3
rd
week
National
Victims
of
Crime
Awareness
Week
May
Mental
Health
Month
Science
Month
May
15
th
International
Day
of
Families
May
31
World
No
Tobacco
Day
2
nd
Sun.
of
May
International
Mothers’
Day
June
June
4
th
International
Day
of
Innocent
Children
Victims
of
Aggression
3
rd
Sun.
of
June
International
Father’s
Day
47. 46
8. School Counseling Program Delivery
Framework
The ASCA framework for program delivery guides school counselors in the
development of a comprehensive plan tailored to the specific needs of their school and
student population.
Type of
Program
Delivery
Elements and Strategies Recipients Method
I. Direct
Student
Services
School Counseling Core
Curriculum
● Instruction
● Group Activities
Individual Student
Planning
● Appraisal
● Advisement
Responsive Services
● Counseling
● Crisis Response
● All Students
● Targeted students
(identified based on
data review)
Interaction with
students in:
● Large
Group
● Classroom
● Small
Group
● Individual
II. Indirect
Student
Services
Referrals
Consultation
Collaboration
● All Students
● Targeted students
(identified based on
data review)
Interactions
with others
48. 47
DESCRIPTION OF PROGRAM DELIVERY FRAMEWORK
I. DIRECT STUDENT SERVICES
School Counseling Core Curriculum
--See Curriculum Action Plan--
Individual Student Planning
Academic
● Help students become identified and referred for Special Education; educate
parents, and provide support for students awaiting Special Education services;
provide IEP mandated counseling for some Special Education students
● Track credits needed for high school graduation
● Help to identify students eligible for Section 504, develop Section 504 plans, and
continually assess student progress
● Work with students to develop academic and personal goals, identify barriers to
those goals, and strategize solutions, through the development of Individual
Academic and Career Learning Plans (ILPs) in StudentNet (K-5) and in Naviance (6-
12)
College and Career
● Process college and financial aid applications; find scholarships and jobs
● Write recommendation letters for college, scholarship, and job applications as
requested
● Work with students to develop college and career goals, identify barriers to those
goals, and strategize solutions, through the development of Individual Academic and
Career Learning Plans (ILPs) in StudentNet (K-5) and in Naviance (6-12)
Social/Emotional
● Provide support to individual students through life changing events, assisting them to
develop the appropriate interpersonal, organizational, and emotional skills needed
for these transitions
Responsive Services
Academic
● Devise and provide behavioral and attendance interventions to targeted groups of
students
● Find additional learning opportunities for students inside and outside the school
environment
College and Career
● Identify extracurricular activities and opportunities for students inside and outside the
school environment
Social/Emotional
● Provide a safe haven for young people to talk out every day problems before they
become life defeating issues--problems with friends, family members,
teachers, sexuality, loneliness, and confusion, identity, and making difficult choices;
this occurs through both individual and small group counseling
49. 48
● Make emergency assessment and referral for mental health services of all
kinds, from in crisis same-day admissions to the Crisis Response Center, to
partial hospitalization admissions, to outpatient mental health services, to in-school
Student Therapeutic Services; support parents and children throughout these
processes
● Help students who are experiencing neglect or abuse, whether physical or sexual, by
listening, assessing, and reporting to DHS, providing follow-up information to DHS,
and supporting the student throughout the process
● Help students and their families who are homeless receive services
● Bullying intervention
● Conflict resolution, peer mediation, and de-escalation of volatile situations
II. INDIRECT STUDENT SERVICES
Referrals
● Refer students to community mental health services.
● Refer students and their families who are homeless to outside services.
● Process Social Security Applications
Consultation
● Meet with teachers for Response to Intervention and Instruction/Multi-Tiered
Systems of Support (RtII/MTSS), the statewide process to identify and remediate
barriers to learning: behavioral, academic, and attendance.
● Provide professional development to teachers
Collaboration
● Responsibility for identification, placement and continual assessment as part of the
Gifted Enrichment Program, in conjunction with the School Psychologists
● Collaborate with the School Nurse, School Psychologists and other school personnel
to support students eligible for Section 504
● Assist in coordinating and facilitating articulation meetings to support transitions
between educational settings
● Contribute to interagency meetings to support transitions between educational
settings and treatment programs.
● Serve as advisors to administrators, disciplinarians, and teachers, regarding
students and school-wide policy
50. 49
9. Core Curriculum Action Plan
The chart below provides an ASCA-based framework for counselors to develop Core Curriculum
Action Plans tailored to the needs and priorities of their schools and student populations. All
sections should be adapted as needed; counselors should complete greyed-out sections.
Availability of curriculum and materials may vary by school. See below chart for working lists
of data, curricula and programs available to all and to select District schools.
Grades Topic
ASCA
Domain,
Standard
and
Compete
ncy
Curriculum/
Materials
(see
lists
below
for
options)
Delivery
Method
&
Setting
Delivery
Lead(s)
Time-‐
frame
Process
Data
(number
of
students)
Perception
Data
(survey
types)
Outcomes
Data
(achievement
/attendance/
behavior
data)
K-‐5
Empathy
Social/
Emotional;
Behavior
Standard
SS4
Second
Step
Teacher
rating
scales
Student
Survey
Reduction
in
behavior
incidents
Improved
school
climate
K-‐2
Good
Touch,
Bad
Touch
Personal/
Social
Standard
C:1
Kids
Safety
Council
Teacher
rating
scales
Student
Survey
Reduction
in
behavior
incidents
Improved
school
climate
3-‐4
Problem
Solving
PS:
B12
PS:
A1.5
PS:A1.7
PS:B1.4
PS:B1.4
PS:B1.9
Second
Step Teacher
rating
scales
Student
Survey
Reduction
in
behavior
incidents
Improved
school
climate
K-‐5
Bullying
and
Harass-‐
ment
Personal/
Social
Standards
A:1,
2,
C:1
District
Bullying
and
Harassment
Policy,
Procedure
and
Online
Resources
Teacher
rating
scales
Student
Survey
Reduction
in
incidents
of
bullying
and
harassment
RtII
and
EWI
data
reports
51. 50
6-‐12
Atten-‐
dance
A:
A3.1
A:A1.2
A:B1.4
A.B1.1
A:C1.1
C:A2.8
C:A2.9
C:A1.10
PS:B1.2
PS:B1.12
Attendance
policy,
contract,
toolkit
Genius
attendance
log
EWI
attendance
data
Student/Par
ent/
Guardian
survey
Attendance
data
collected
from
Genius
program
and
TA’s
Attendance
data
collected
from
prior
school
in
the
SCN
9-‐12
Suicide
Aware-‐
ness
and
Preven-‐
tion
Social/
Emotional;
Behavior
Standard
PDE
Act
71
Suicide
Awareness/Pr
evention
Education
Guidelines
and
Educational
Materials
Student
pre
and
post
survey
Reduction
in
crisis
and
SAP
referrals
1-‐5
StudentN
et
&
ILP
Orien-‐
tation
Academic
and
Career
Developm
ent
1:6
2:5
StudentNet
Computers
and
handouts
Student
pre
and
post
survey
Number
of
students
that
have
logged
into
StudentNet
at
least
twice
5-‐6
Tran-‐
sitioning
into
Middle
School
1:2
1:3
1:5
2:3
2:4
2:5
2:7
1:3
Study
Strategies
Made
Easy
Studying
for
Success
Step
by
Step
ILP
Writing
Transitioning
into
Middle
School
Student
survey
100%
of
6th
graders
know
middle
school
expectations
52. 51
8-‐9
Tran-‐
sitioning
into
high
school
1:2
1:3
1:5
2:3
2:4
2:5
2:7
1:3
7
Habits
of
Highly
Effective
Teens
Introductio
n
to
High
School
Preparation
StudentNet
Student
survey
100%
of
9
th
graders
will
know
graduation
requirements
9-‐10
Under-‐
standing
strengths
and
learning
styles
1:2
1:3
1:5
2:3
2:4
2:5
2:7
1:3
Naviance
Strengths
Explorer
Student
survey
9th
and
10th
graders
will
have
completed
a
strengths
assessment
and
explore
suggested
career
pathways
11
Making
a
College
Match
Career
Developm
ent;
Behavior
Standard
SS
8
Naviance
SuperMatch
College
Search
Step
Up
To
College
Guide
Student
survey
11th
graders
will
identify
a
short
list
of
schools
to
apply
to
based
on
research
11-‐12
Financial
Literacy
Career
Developm
ent;
Behavior
Standard
SS5
Financial
Aid
Workshop
Student
and
parent
survey
Improved
rate
of
FAFSA
completion;
improved
rate
of
first-‐fall
matriculation
K-‐12
College
and
Career
Aware-‐
ness
and
Prep-‐
aration
Career
Developm
ent;
Behavior
Standard
SS5
Naviance
Career
Choices
PA
Career
Zone
StudentNet
Step
Up
To
College
Guide
Academic
Standards
for
Career
Education
and
Work
(CEW)
Improved
rates
of
PSAT/SAT/ACT/
AP/
IB
participation
and
performance
K-‐12
College
and
Career
Acqui-‐
sition
Career
Developm
ent;
Behavior
Standard
SS
8
Naviance
Career
Choices
StudentNet
Step
Up
To
College
Guide
Academic
Standards
for
Career
Education
and
Work
(CEW)
Improved
rate
of
NOCTI
participation
and
performance
K-‐12
College
and
Career
Reten-‐
tion
and
Advance-‐
ment
Career
Developm
ent;
Behavior
Standard
SM
5
Naviance
Career
Choices
StudentNet
Step
Up
To
Academi
c
Standards
for
Career
Education
Improved
college
retention
and
attainment
rates
53. 52
College
Guide and
Work
(CEW)
K-‐12
Entre-‐
preneur-‐
ship
Career
Developm
ent;
Behavior
Standard
SS7
Naviance
Career
Choices
StudentNet
Academic
Standards
for
Career
Education
and
Work
(CEW)
Outcomes data available in ALL District schools
● School Computer Network (SCN) (all grades)
● FAFSA completion report in Schoolnet (12)
● Early Warning Indicators Report in Schoolnet (all grades)
● Scholarchip (9-12)
● Naviance (6-12)
● National Student Clearinghouse (12)
School counseling curricula and programs available in ALL District schools
Personal/Social
● RtII Interventions for Behavioral Health (all grades)
● Naviance (6-12)
● District Attendance Policy
● District Student Code of Conduct
● PDE Act 71 Suicide Awareness/Prevention Education Guidelines and
Educational Materials http://www.education.pa.gov/K-
12/Safe%20Schools/Pages/Act-71.aspx#.VcD9f5NVhBc
● District Bullying and Harassment Policy, Procedure and Online Resources
http://webgui.phila.k12.pa.us/offices/a/attendance--truancy/bullying-
prevention/online-resources
Academic
● Studentnet/ILP (K-12)
● RtII Interventions for Math, Literacy (all grades)
College and Career
● Naviance (6-12)
● Studentnet/ILP (K-12)
● Career Choices (6-8)
● PA Career Zone
● Philadelphia Futures Step Up to College Guide (9-12)
● Diploma Project Toolkit (9-12)
● FAFSA completion data in Schoolnet (12)
School counseling curricula and programs currently in use in SELECT District
schools
54. 53
Personal/Social
● Second Step
● Positive Behavior Intervention and Supports (PBIS)/Check-in/Check-out
● International Institute for Restorative Practice (IIRP)
● Conflict Resolution Education Teacher Education (CRETE)
● Mental Health First Aid (MHFA)
● 7 Habits of Highly Effective Teens
● No Place for Hate, Anti-Defamation League
● Kids Safety Council
Academic
● AVID
● Study Island
● Achieve 3000
College and Career
● GEARUP (6-12)
● College Access Program (9-12)
● Career Choices (6-8)
● Manufacturers Alliance
● Career Scope
● First Future (6-8)
● 7 Habits of Highly Effective Teens
● Study Strategies Made Easy
● Studying for Success
● Step by Step ILP Writing
● Introduction to High School Preparation
● Transitioning into Middle School
55. 54
10. College and Career Resources
School counselors facilitate student and parent access to resources and programs that
support college and career readiness. Information on local and state resources can be
accessed by counselors, students, and parents in Schoolnet, StudentNet and
FamilyNet; national resources to support college and career readiness can be accessed
in Naviance.
Resource Types Resources
Organizations/Agencies
● Philadelphia Education Fund /College
Access Program provides school-based
college counseling, financial aid assistance
and career advisory services to students from
select partner schools
www.philaedfund.org/cap
● Philadelphia Youth Network/ WorkReady
summer programs are paid, six-week
experiences that give young people, ages 14
to 21, the opportunity to learn and earn in
corporate or community-based settings
www.mypyn.org/workreadyphp
● Philadelphia Works www.philaworks.org/
● PhillyGoes2College hosts city-wide events,
workshops in schools, non-profit and faith-
based organizations and a comprehensive
website to provide students with information
and referrals they need on college-going
issues
www.phillygoes2college.com
Intermediary Organizations
Umbrella Organizations ● Philadelphia College Prep Roundtable
networks and build the capacity of college
access practitioners
phillycollegepreproundtable.weebly.com
● Greater Philadelphia Chamber of
Commerce www.greaterphilachamber.com/
● United Way of Southeastern PA
56. 55
unitedforimpact.org/our-impact/education
Community/State
Organizations ● Pennsylvania Higher Education Assistance
Agency (PHEAA) is a national provider of
student financial aid services, serving millions
of students and thousands of schools through
its loan guaranty, loan servicing, financial aid
processing, outreach, and other student aid
programs www.pheaa.org/about/index.shtml
● Upward Bound is a federally funded
education initiative designed to prepare first-
generation-to-college high school students for
the successful pursuit of college education.
Students must apply in order to participate.
Programs are offered in many colleges
throughout the region including: Community
College of Philadelphia, Harcum College,
Penn State University Math and Science
Center, Temple University’s Math Science
Program, University of Pennsylvania
● Penn State Philadelphia Community
Recruitment Center helps students
successfully navigate the transition from high
school to college. As committed members of
the Philadelphia community, we work closely
with the School District of Philadelphia. Our
activities include: admissions counseling;
financial aid workshops; online FAFSA
completion workshops; and hosting FREE bus
trips and campus visits http://philly.psu.edu/in-
your-community
Networking
Opportunities
Community/Business
Meetings
● School Reform Commission
http://webgui.phila.k12.pa.us/offices/s/src/sche
dule
● PFT Counselor Steering Committee
● Philly School Counselors United
phillycounselorsunited.wordpress.com
● PSCA (Pennsylvania School Counselors
Association) www.psca-
web.org/aws/PSCA/pt/sp/home_page
57. 56
● NACAC (National Association for College
Admission Counseling)
www.nacacnet.org/Pages/default.aspx
● PACAC (Pennsylvania Association for
College Admission Counseling)
https://pacac.org/
● ACA (American Counselors Association)
www.counseling.org/
● Philadelphia Council for College and
Career Success is charged with envisioning
and developing citywide partnerships,
strategies, and infrastructures to support youth
attainment of 21st century skills and post-
secondary education
www.philadelphiacouncil.org/
Community Events ● “Reverse” College Fair and Workshops for
District School Counselors
● “Lunch and Learn” at Community College of
Philadelphia
● PHEAA Financial Aid Training for Counselors
and College Access Professionals
● Monthly Counselor Professional Development
Tools & Information COLLEGE & CAREER EXPLORATION/FINANCIAL
AID & SCHOLARSHIPS
● Naviance school site
● StudentNet, FamilyNet
● SchoolNet School Counselor Resources
● District web pages for: Prevention and
Intervention; College Readiness; Career and
Technical Education; Strategic Partnerships;
Student and Parent pages
● Digital On-Ramps (DOR) provides tools for
advancement beyond school and into the
world of college and career through an E-
Portfolio system, local networking and
information http://digitalonramps.com/
● PA Career Zone provides general career
information and tools for students, parents,
teachers www.pacareerzone.com
● Career Education & Work (CEW) Standards
Toolkit provides resources, references,
crosswalks and other tools to assist
Internet Based Links
58. 57
elementary, middle and high schools teachers
and administrators in implementing the
Pennsylvania (PA) Career Education and
Work Standards www.pacareerstandards.com
● O*NET Resource Center is the nation's
primary source of occupational information.
Download the O*NET database, career
exploration tools, job analysis questionnaires,
employer guides, and technical reports
www.onetcenter.org
● CAP4Kids Volunteer and Job
Opportunities provides a comprehensive list
of job and volunteer opportunities for students
in Philadelphia
cap4kids.org/philadelphia/parent-
handouts/teen-resources/volunteer-and-job-
opportunities/
● Experience!Philadelphia
A list of internship opportunities in the City of
Philadelphia office.
www.phila.gov/experiencephila/highschool.ht
ml
Media/Advertising ● School messenger – automated phone and
text messages
● Daily School Bulletins and Announcements
● Parent Liaison communication
● Local News
● Alumni Associations
● PTO meetings
● Home & School Association meetings
Publications/Documents Step Up to College Guide
The Step Up to College Guide is Philadelphia’s
comprehensive college guidance resource for
college-bound students. The Guide is available,
without cost, to Philadelphia’s students and their
families. Step Up to College videos and college
admissions tips, resources and a college-going
calendar can be found at www.stepuptocollege.org
The Diploma Project Toolkit
The Toolkit is designed for use by the Pennsylvania
Migrant Education Program (PA-MEP) in
conversation with migrant students and their families
59. 58
with input from the school guidance counselor and
others. It includes practical guidelines for setting
academic and career goals, planning a course of
study based on the high school credits and courses
required by the local school and district, preparing for
standardized exams, and finding a suitable
postsecondary program. Access the Toolkit at
www.education.pa.gov/
60. 59
11. Individualized Academic & Career Plan
The District offers a continuum of tools to support students in developing individualized
academic and career plans that empower students and foster ownership in their
progress from elementary through high school and beyond. Using StudentNet, the
Individualized Learning Plan, Naviance, and Digital On-Ramps, school counselors work
with students and their parents to facilitate goal setting, action planning, organizing and
managing tasks, self-assessment, research, and portfolio development.
StudentNet
StudentNet is the District’s online portal for students to view their own academic record
and to access high quality resources for planning their paths to graduation and beyond.
Its purpose is to empower students with their own information and resources they need
to achieve success. StudentNet provides students with access to the following:
● Academic record: grades, credits earned, attendance, grade point average, and
standardized test scores from the 2001-2002 school year-present
● Individual Learning Plan: (see below)
● Textbooks: nearly all District Core Curriculum textbooks are available online
● Learning Toolbox: video tutorials, PSSA prep guides, resources for Internet
research, and more.
● Resources and Tools: information about selecting a high school, career/college
planning, jobs, internships, after-school and summer programs, alternative
pathways to graduation, social support services, and more.
Who has access: All District students from grades K-12, plus two years following
graduation and/or withdrawal.
61. 60
Individual Academic and Career Learning Plan (ILP)
The Individual Academic and Career Learning Plan (ILP) is a personalized document
that students develop with their counselors and other supportive adults to develop goals
for a successful pathway in life after graduation; to chart their progress toward meeting
these goals during each school year; and, to determine what resources and tools they
need to reach these goals. Students can access and update their ILPs at any time by
logging into their accounts in StudentNet. ILPs from past years are archived and remain
accessible.
Who has access: All District students from grades K-12, plus two years following
graduation and/or withdrawal.
62. 61
Naviance
Naviance is the nation’s premier online college and career readiness program. The
District has invested in a five-year plan with system-wide implementation beginning in
the Fall of 2015. The program provides a comprehensive set of resources and tools to
help students and their parents do the following:
● Track and meet graduation requirements
● Set multi-year course plans based on career aspirations
● Create individual plans and set post- secondary goals
● Assess and match their skills and interests to career paths, with information on
career pathways and how to prepare for them
● Plan for college, prep for the PSAT and SAT
● Manage the college application process and make informed decisions about
college selection
Who has access: All District students from grades 6-12, plus two years following
graduation and/or withdrawal.
The following provides an overview and snapshot of the ILP in Naviance.
63. 62
Digital On-Ramps
Access: All District graduates and adults in the City of Philadelphia
Through a partnership with Digital On-Ramps (DOR), District students will receive
information and training about this new resource before they graduate. DOR provides
tools for advancement beyond school and into the world of college and career with
features to:
● Transfer student records & work from high school to a permanent ePortfolio
● Add, organize and share further credentials and evidence in their ePortfolio as
they apply for and progress in post-secondary education and employment
● Further explore career paths that offer real opportunities in the Philadelphia
region
● Provide a network of support to help learners and job seekers plan, work towards
and actualize their dreams
http://digitalonramps.com/
64. 63
12. Career and Technical Center Strategy
School Counselors play a key role in providing information and guidance to help
students and parents consider opportunities for participation in the District’s CTE
programs aligned with high-demand, high-wage careers. In addition to outreach and
recruitment, school counselors support the retention of students in the District’s CTE
programs.
Data on District CTE Programs
The mission of the District’s Career and Technical Education (CTE) office is to deliver
high quality CTE programs that provide students with the opportunity to acquire the
appropriate academic and technical skills to be prepared for the high-skill, high-wage,
and high-priority occupations of a competitive 21st century global economy. SDP’s
Five-Year Strategic Plan for Career and Technical Education aligns with the broader
District goal of improving academic outcomes for students in all public and charter
schools, and aims to “improve the quality, access and equity for Career and Technical
Education Programs and Career Academies across the entire district.”
Through its CTE office, SDP offers 111 CTE programs in 37 occupational areas. These
programs are offered in 28 high schools across the District and are organized as part of
10 Career Clusters in order to provide students with relevant contexts for studying and
learning. Each Career Cluster represents a distinct grouping of occupations and
industries based on the knowledge and skills they require.
The School District of Philadelphia’s state-approved CTE programs are typically three-
year programs of study that provide 1,080 hours of instruction and afford students the
opportunity to earn recognized industry certifications. Programs typically begin in grade
10 and continue through grade 12, with an end-of-program assessment (NOCTI) that is
administered in grade 12.
In the February 2015 evaluation of CTE programs3
, the District’s Office of Research and
Evaluation examined the first time 9th grade cohort from the 2010-2011 academic year,
and compared high school progression and four year graduation outcomes for CTE and
non-CTE students, with the following major findings:
3
Katherine Stratos, M.S. Senior Research Associate, Amber Goldberg, M.A. Statistician, Tonya Wolford, M.Ed.,
Ph.D Deputy, Office of Research and Evaluation. The School District of Philadelphia Career and Technical
Education (CTE) Evaluation Report Prepared for: The Office of Career and Technical Education, David Kipphut,
Deputy, Career and Technical Education (February 2015).
65. 64
● CTE students graduated at a significantly higher rate than non-CTE students.
Overall, 65% of the District’s 2010-2011 first time 9th grade cohort graduated
within four years. Within that cohort, 84% of CTE students graduate in four years
compared with 62% of non-CTE students.
● CTE students left the District at a significantly lower rate than non-CTE students.
Twelve percent of the overall cohort left the District within the four-year span, and
is considered “non-drop departure.” Thirteen percent of non-CTE students in the
cohort transferred out of the District, compared to only 5% of CTE students. This
suggests that CTE students and their families are more satisfied with their
educational options, and thus are less likely to seek out educational options
outside of the state, city, or district.
● There is little to any “achievement gap” among CTE students in terms of
graduation rates. In the overall cohort, the graduation rates for African American
and Latino students is 62%, compared to 75% for White and Asian students – a
13 percentage point gap. Among CTE students only, African American and
Latino students graduated at a rate of 83%, and White and Asian students at a
rate of 86% -- a 3 percentage point gap.
District CTE Awareness Activities and Events
Activity Time Line Target
Present/provide CTE information at Back to School
Day
August Parents,
students
Provide professional development on CTE programs September School
counselors
Present to Home and School Association about fall
high school application process for grade 8 students
September Parents
Build CTE and college and career readiness content
into online platforms (FamilyNet, StudentNet,
Naviance)
October Parents,
students,
counselors
and school
staff
Present to Out-of-School Time city partners to
disseminate and coordinate outreach activities to
December City
partners
66. 65
parents and students
Encourage participation of parents and students in
the annual CTE School Fair
April Parents,
students
Counselors coordinate open houses for middle
grades students to visit high school CTE programs
April-May Students
Present/provide CTE information to parents and
students at the annual Family Summit
May Parents,
students
67. 66
13. School Counselor Job Descriptions
School District of Philadelphia
Title: School Counselor-Elementary (Regular) (Bilingual) (Sign Language)
Department: Varies
Reports To: School Principal
Job Summary
Provides counseling services that foster the academic, personal, social and career
development of all students. Provides individual/group counseling and guidance for
students and implements broad based programs that deal with decision making, conflict
resolution, self esteem, coping strategies and other issues. Serves as both the primary
agent for addressing issues that impact on students at risk of failing to attain their full
academic potential and the school based resource for dealing with child abuse/neglect and
crisis prevention/intervention. Communicates with bilingual or deaf/hearing impaired
student/families using English and a specified world language or English and American Sign
Language or Signed English. Acts as a liaison between the school and various
community/governmental agencies that may provide services to students and their families
and participates on the school’s multi-disciplinary committee.
Essential Functions
All Specialties
● Provides general school counseling and guidance programs and services including
individual and group counseling and guidance.
● Implements broad based programs dealing with decision-making, conflict resolution,
self esteem, coping strategies and other issues.
● Plans and provides classroom guidance focusing on social and emotional issues,
family and/or peer relationships and decision-making.
● Provides formal and informal counseling services to students and their parents
concerning issues that are affecting or may affect the students’ school adjustment.
● Serves as the primary agent for addressing issues that impact on students at risk of
failing to attain their full academic potential.
● Serves as the school based resource for dealing with child abuse/neglect and crisis
prevention/intervention.
68. 67
● Participates in team interventions with other staff to support students.
● Participates on the school’s multi-disciplinary team that includes other staff
members.
● Collaborates with parents, teachers and other staff in the planning and
implementation of a comprehensive educational program for students.
● Makes referrals to outside agencies as needed and provides ongoing follow-up
services to students and their parents.
● Gathers and disseminates information on critical issues such as student substance
abuse, child abuse/neglect, suicide prevention/intervention, preteen/teen pregnancy
and homelessness.
● Keeps abreast of current techniques and trends in school counseling and guidance
for elementary and /or middle school students.
● Prepares and maintains student counseling records; prepares reports on students,
correspondence and statistical summaries.
● Establishes and maintains effective working relationships with representatives of
various community/governmental agencies to facilitate the availability and
accessibility of services to meet the needs of students and their families.
Bilingual Specialty
● Provides students and families with general school and guidance programs and
services in a specified world language as well as English.
● Creates an environment in which students have access to bilingual
counseling/guidance materials that address their needs and interests.
● Keeps abreast of current techniques and trends in bilingual school counseling and
guidance.
Sign Language Specialty
● Provides students and families with general school and guidance programs and
services in American Sign Language and Signed English as well as English.
● Creates an environment in which deaf/hearing impaired students have access to
specialized counseling/guidance materials that address their needs and interests.
● Keeps abreast of current techniques and trends in school counseling and guidance
for the deaf and hearing impaired.
Minimum Requirements
Regular and Sign Language Specialty
● Bachelor’s program in counseling and guidance or a related field at an
accredited college or university.
Bilingual Specialty
● Bachelor’s degree from an accredited college or university in counseling and
guidance or a related field at an accredited college or university.
69. 68
Knowledge, Skills and Abilities
Demonstrated knowledge of:
● the principles, practices and theories of individual/group counseling.
● the principles, practices and theories of development/ educational guidance.
● the current techniques and trends in counseling and guidance at
the elementary/middle school level.
● the theories and principles of child/early adolescent development,
individual/group behavior group dynamics and interpersonal interactions.
● communication skills and techniques.
● the current health, economic and social problems experienced by urban families.
● functions and resources of community/governmental agencies that provide
support services for students and their families.
Demonstrated ability to:
● provide counseling and guidance on an individual/group basis and to conduct group
support/guidance sessions.
● employ tact, diplomacy and sound judgment in dealing with sensitive or personal
problems and hostile attitudes.
● work effectively with students and their families and to aid them in the constructive
use of their capacities to address their specific problems.
● identify the signs of child abuse/neglect, substance abuse and students at risk for
suicide.
● understand and interpret standardized test scores, marking guidelines and
promotional policies.
● participate in crisis intervention.
● communicate effectively, both orally and in writing.
● prepare and maintain student-counseling records, reports, correspondence and
statistical summaries.
● establish and maintain effective working relationships with faculty, administrators,
supportive staff, parents, students and representatives of community/governmental
agencies.
Bilingual Specialty
Demonstrated knowledge of:
● both English and the specified world language, including history and culture.
Demonstrated ability to:
● fluently speak, read and write both English and the specified world language.
Sign Language Sociality
Demonstrated knowledge of:
● the social and emotion issues related to deafness/hearing impairment.
● the diagnostic and assessment instruments commonly used for assessing
deaf/hearing-impaired students.
● the history and culture of the deaf/hearing impaired community.
70. 69
Demonstrated ability to:
● demonstrate proficiency in the use and understanding of Signed English and
American Sign Language
Disclaimer
The above statements are intended to describe the general nature and level of work being
performed by people assigned to this classification. They are not to be construed as an
exhaustive list of all responsibilities, duties, and skills required of personnel so classified.
Certificates/Licenses
Possession of a valid Commonwealth of Pennsylvania instructional specialist
certificate endorsed for Elementary Counselor (or Guidance Counselor issued prior to
July 1, 1969.)
71. 70
School District of Philadelphia
Title: School Counselor, Secondary (Regular) (Bilingual) (Sign Language)
Department: School Based
Reports To: Administrative Superior
Job Summary
Advises students at an assigned secondary or middle school. Provides counseling services
that foster the academic, personal, social and career development of all students. Provides
individual/group counseling and guidance for students and implements broad based
programs that deal with decision making, conflict resolution, self esteem, coping strategies
and other issues. Serves as both the primary agent for addressing issues that impact on
students at risk of failing to attain their full academic potential and the school based
resource for dealing with drop-out prevention, substance abuse, pregnancy, homelessness
and crisis prevention/intervention. Communicates with bilingual or deaf/hearing impaired
student/families using English and a specified world language or English and American Sign
Language or Signed English. Acts as a liaison between the school and various
community/governmental agencies that may provide services to students and their families.
Essential Functions
All Specialties
● Provides general school counseling and guidance programs and services
including individual and group counseling and guidance.
● Implements broad based programs dealing with decision-making, conflict
resolution, self esteem, coping strategies and other issues.
● Plans and provides classroom guidance focusing on post high school
planning, career exploration, family and/or peer relationships and decision-
making.
● Provides formal and informal counseling services to students and their
parents concerning issues that are affecting or may affect the students’
academic achievement and/or social, emotional or personal development.
● Serves as the primary agent for addressing issues that impact on students at
risk of failing to attain their full academic potential.
● Serves as the school based resource for dealing with drop-out prevention,
substance abuse, pregnancy, homelessness and crisis
prevention/intervention.
72. 71
● Participates in team interventions with other staff to support students.
● Collaborates with parents, teachers and other staff in the planning and
implementation of a comprehensive educational program for students.
● Makes referrals to outside agencies as needed and provides ongoing follow-
up services to students and their parents.
● Gathers and disseminates information on critical issues such as student
substance abuse, suicide prevention, teen pregnancy and homeless.
● Keeps abreast of current techniques and trends in school counseling and
guidance for secondary and/or middle school students.
● Prepares and maintains student counseling records; prepares reports on
students, correspondence and statistical summaries.
● Establishes and maintains effective working relationships.
Bilingual Specialty
● Provides students and families with general school and guidance programs
and services in a specified world language as well as English.
● Creates an environment in which students have access to bilingual
counseling/guidance materials that address their needs and interests.
● Keeps abreast of current techniques and trends in bilingual school counseling
and guidance.
Sign Language Specialty
● Provides students and families with general school and guidance programs
and services in American Sign Language and Signed English as well as
English.
● Creates an environment in which deaf/hearing impaired students have access
to specialized counseling/guidance materials that address their needs and
interests.
● Keeps abreast of current techniques and trends in school counseling and
guidance for the deaf and hearing impaired.
Minimum Requirements
Regular and Sign Language Specialty
● Bachelor’s program in counseling and guidance or a related field at an accredited
college or university.
Bilingual Specialty
● Bachelor’s program in counseling and guidance or a related field at an accredited
college or university.
Knowledge, Skills and Abilities
All Specialties
Demonstrated knowledge of:
● the principles, practices and theories of individual/group counseling.
● the principles, practices and theories of developmental/educational guidance.