Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselo

1. Implementing the NC Guidance Essential Standards NC Professional Standards for School CounselingNew NC School Counselor Evaluation Rubric Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction

2. NCDPI School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net • Click Professional Development on left side bar • Then click 2012-13 School Counselors Guidance Essential Standards Training

3. NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder

4. Wikispace Activity • Find one resource on the Wikispace or LiveBinder that you will either use and/or share with a school counselor in your district • List favorite resource on an index card – where to find it • Make one/take one

5. Today’s Session… NC Guidance Essential Standards Alignment with National Standards Alignment with NC Professional Standards for School Counselors (2008) New School Counselor Evaluation

6. “The Connected Counselor” is a 21st Century School Counselor

7. Partnership for 21st Century Skills Crosswalks, Pages 7-9 P21 website: http://www.p21.org/

9. SBE GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

10. Graffiti Write What does a 21st Century Counselor Do? • Group Brainstorm • Write as many ideas as possible on chart paper • Post chart paper on the wall

11. What does a 21st Century Counselor Do? Establishes a data driven school counseling program S.M.A.R.T Goals and Strategies positively affect student achievement Reinforce 21st Century learning across curriculum Advocates for equity and access for all students • Collaborates with all stakeholders • Leader in the school • Provides input to leadership team and PLCs • Program aligns with school/district mission and SIP goals

13. “The demands of twenty-first century education dictate new roles for school counselors. Schools need professional school counselors who are adept at creating systems for change and at building relationships within the school community. Professional School Counselors create nurturing relationships with students that enhance academic achievement and personal success as globally productive citizens in the twenty-first century. Utilizing leadership, advocacy, and collaboration, professional school counselors promote academic achievement and personal success by implementing a comprehensive school counseling program that encompasses areas of academic, career, and personal/social development for all students.” Vision of NC School CounselorsNC State Board of Education, 2008

15. Consistent Themes A. Leadership B. Advocacy C. Collaboration D. Systemic Change to support Student Achievement

16. The old question was… “What do counselors do?” The new question is… “How are students different as a result of the school counseling program?”

17. From Entitlement… to Performance • From a program that: • Focuses generally on the number of activities • Measures the amount of effort & time • Attends to the process of doing work • Works to maintain the existing system • To a program that: • Focuses on outcomes and improved results • Measures impact related to goals • Attends to goals, objectives, and outcomes • Changes and adapts to be more responsive

18. From Entitlement… to Performance • From counselors who: • Focus on good intentions • Talk about how hard they work • Few changes to their behavior or approach not data-driven • To counselors who: • Focus on accomplishments • Talk about effectiveness • Know their future rests on accomplishments • Communicate goals and objective

19. Implications What is the purpose of the school counseling program? What are the desired outcomes or results? What is being done to achieve results? What evidence is there that the objectives have been met? Is the program making a difference?

20. NC Guidance Essential Standards

21. NC K-12 Guidance Essential Standards The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive. State Board of Education Goal:NC public schools will produce globally competitive students. Mission

22. What is the role of the SC? DuFour

23. DuFour’s Questions for Educator PLCs about Student Learning • What do we want students to learn? (NC Guidance Essential Standards) • How will we know if they have learned it? (Data Literacy) • How will we respond when they don’t learn it? (Connecting to Serve All Students) • How will we respond when they already know it? (Connecting to Serve All Students)

24. NC Standard Course of Study Common Core State Standards • English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) • Mathematics NC Essential Standards • Arts Education • Career and Technical Education • English Language Development* • Guidance* • Healthful Living (Health & Physical Education) • Information and Technology* • Science • Social Studies • World Languages

25. Knowledge: Where are we now? Think/Pair/Share • Summer Institute sessions • District sessions • PLC/Department meetings • School level meetings on Common Core • Literature review • Other workshops/NCSCA Conference, etc. • Webinars • Not much background

26. NC School Counseling Wiki NCDPI School Counseling WikiSpace http://schoolcounseling.ncdpi.wikispaces.net NCDPI School Counseling LiveBinder

27. NC Guidance Essential Standards Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.

28. Framework for NC School Counseling

29. Program Focus: Student CompetenciesNC Guidance Essential StandardsAlignment with National Standards for Students ASCA Student Competencies NC Guidance Essential Standards “The ultimate goal for 21st Century students is to be informed about the knowledge and skills that prepare them to be lifelong learners in a global context” GES Preamble, 2011 “Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” ASCA National Model, 3rd Edition Both are Student Centered

30. Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for Students NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career • Personal-Social • Academic • Career • Revised Bloom’s Taxonomy Proficiency Levels • Readiness/Exploratory/Discovery (RED) • Early Emergent/Emergent (EEE) • Progressing (P) • Early Independent (EI) • Independent (I)

32. Preamble - IMPORTANT • Overview, purpose & goals of the standards • Organization and Structure • Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy • Not grade level but developmentally appropriate based upon proficiency levels of students • Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question • What do students need to know, understand and be able to doto ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)

33. Preamble • Deep Dive into the Preamble • Discuss/Share/Report out by groups – using the Google doc

34. Proficiency Levels Revised Bloom’s Taxonomy link to the Proficiency Levels of the NC Guidance Essential Standards

35. GES Poster by Proficiency Level Standards Proficiency Levels Clarifying Objectives by Proficiency Level Strands Revised Bloom’s Taxonomy

36. RBT Verbs I R/E/D E/EE P EI

37. Higher Order Thinking Analyzing, Evaluating, Creating • Aligns with Proficiency levels • Early Independent • Independent

38. Analyzing • Complete a Decision Making Matrix to help you make an important decision • Role Play • Construct a graph to illustrate selected information • Design a questionnaire to gather information • Breaking information down into its component elements

39. Evaluating Activities and Products • Write a letter to the editor • Prepare and conduct a debate • Evaluate the character’s actions in the story • Write a persuasive speech arguing for/against…

40. Creating Activities and Products • Write about your feelings in relation to… • Write a TV show, play, puppet show, or pantomime about… • Design a CD, book, or magazine cover for… • Sell an idea

41. Lower Level Questioning Remembering,Understanding, Applying Appropriate for: • Evaluating students’ preparation and comprehension • Diagnosing students’ strengths and weaknesses • Reviewing and/or summarizing content

42. Higher Level Questioning Analyzing, Evaluating, Creating Appropriate for: • Encouraging students to think more deeply and critically • Problem solving • Encouraging discussions • Stimulating students to seek information on their own

44. Let’s Look at Corduroy • Original Lesson: • Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?

45. Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. • Lesson that shows analyzing • Lesson that shows creating • Lesson that shows evaluating • Question that shows analyzing • Question that shows creating • Question that shows evaluating

46. Looking at Corduroy Differently Sharing Reflection What level of questioning did the original lesson focus on? How was the remodeled lesson and questions different? What is the benefit of the difference to students? • Share questions and lessons

47. Diving Deeper Guidance Essential Standards

48. Understanding the Structure of the Guidance Essential Standards Proficiency Levels Revised Bloom’s Taxonomy

49. Our Guiding Question? What do students need to know, understandand be able to do, to ensure their success in the future, whether it is to continue with current study from grade-to-grade level or post-secondary college or career?

50. Example: Essential Standard Readiness/Explorator/Discovery:RED.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Understand the importance of self-control and responsibility. Activity: Your best friend tells a lie about you to several of your friends. • Describe how this makes you feel. • Draw a picture showing how this made you feel. • List three (3) things you can do in this situation to help you control your emotions.