Afternoon session, Skills for Work - Edinburgh, 25.11.15
NCSCA Fall 2013 final10_09
1. NCSCANewsThe official publication of the NORTH CAROLINA School Counselor Association
Fall ‘13
IN THIS ISSUE:
6 Weeks of Dollars and sense
the year of the counselor
first job 101
maintaining ‘‘the buzz”
and more!
Official 2013
Back to
School Issue!
3. FALL 2013 ncsca news
FEATURES
6 6 Weeks of Dollars and Sense
By chuck small
8 The Year of the Counselor
tim K. hardin
9 First Job 101
elizabeth graves, phd
10 Maintaining the Buzz
Meagan Ashby Carey and Lisa Amrhein
11 A Closer Look at the Guidance Essential Standards
angela poovey
12 Creating An Inviting Office Space
DEBRA MADARIS EFRID
DEPARTMENTS
4 President’s Message
13 Announcements
CONTENTS
NEWSLETTER SUBMISSIONS
Wewelcomearticles,resourcereviewsand
informationfromallmembers.Pleasecontact
Angela Poovey, newsletter editor, at
apoovey@hotmail.com, if you have a
submission for the newsletter.
NCSCAfinancialreportsareavailableto
members upon request.
Please visit NCSCA’s Web site at
www.ncschoolcounselor.org
Follow Us
On Facebook
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On Twitter
Cover image courtesy of momsgoinggreenblog.com
4. Through the ASCA National Model
and the NC Guidance and Essential
Standards, school counselors are
able to lead by showing their data
that supports their school counsel-
ing programs. Theodore Roosevelt
once said, “The best executive is
the one who has sense enough to
pick good men to do what he wants
done, and self-restraint enough
to keep from meddling with them
while they do it.” This advice is what
I consider great school counselors
possess in their working relation-
ships with other school staff.
The NCSCA theme for this school
year is “NC School Counselors
Impacting through Innovation,
Imagination, Influence, Inspiration,
Ingenuity, Intensity, and Invincibility.”
I call it “The I’s Have It.” Sometimes,
as school counselors, we don’t as-
sociate these words with leadership,
but let’s go on a journey through the
day of a school counselor.
Let’s begin with “innovation.”
Innovation is all about change
and newness. School counselor
Amanda says “Innovation is about
the NC Guidance and Essential
Standards. The new standards will
allow for school counselors to col-
laborate with all school staff in the
best interest of all students. It’s an
exciting time as I work with stu-
dents introducing new strategies
and technology that improves their
success in all areas of academic,
personal/social, and career. Our
school counselors challenge our
students every day preparing them
for post-secondary success.”
Imagination is about inventive-
ness and visualization. School
counselor Katie says, “Imagination
and creativity are at the heart of
every successful school counseling
program. From planning purpose-
ful programming for a school with
a diverse population and needs to
creating a class schedule with a se-
nior who must pass all of his cours-
es to graduate on time, counselors
have the opportunity to embrace
creativity in all of their work to best
serve students.”
Influence is being prominent and
powerful. School counselor Ste-
phen says, “The word ‘influence’ has
affected my leadership style as a
school counselor by reminding me
that we have the ability to influence
our schools and communities in a
positive way. Since school coun-
selors are experts on academic,
career, and personal/social develop-
ment, we are in a unique position to
advocate for marginalized students.
By collecting and sharing data that
reveal inequities in our schools, we
can influence stakeholders’ opinions
and encourage systemic changes.”
Inspiration is encouraging and
motivating. School counselor Paige
says, “An important part of my role
as counselor is to provide inspira-
tion for staff, parents, and students.
the counselor’s impact
By cecil coates, ncsca president
President’s Message
4 FALL 2013 ncsca news
Welcome Back School
Counselors! I wish all our
North Carolina School
Counselors an awesome
year in their most vital
role in meeting the needs
of all of our students and enriching their lives! As you
head into a new year, remember, we are leaders! School
counselors set the standards for other school personnel
to mimic. George Patton said “Lead me, follow me, or
get out of my way.”
Imagecourtesyofbedfordma.gov
5. 5 WINTER 2013 ncsca news
I inspire our staff to look for the good in
every student, encourage them to find ways
to motivate students through innovative les-
sons and urge them to show every student
that they care. I persuade parents to forge
a partnership with our school community
by showing them teachers and parents are
allies who want the best for their students. I
urge students to improve their behavior and
academics, and to be a good friend. Inspira-
tion is a definitive part of my leadership role
at school.”
Let’s move on to ingenuity. Ingenuity is
about being clever and resourceful. School
counselor Ryan says, “By doing what coun-
selors do best, such as listening, refram-
ing, using solution focused language, and
providing a supportive disposition, we are
the most qualified in facilitative leadership.
We help our team members become confi-
dent and comfortable in sharing their ideas
without judgment. This simplistic quality
allows others to spark ingenuity to develop
and support new solutions.”
Next is intensity. Intensity is about pas-
sion and strength. School counselor LaJuana
says, “My passion for the field of school
counseling has intensified my attitude about
the quality of services I provide for all of my
stakeholders. My desire is for all NC School
Counselors to exhibit high levels of leadership
with intensity that impacts the culture in their
settings and implementation of student pro-
grams that result in increased student suc-
cess. I am dedicated to promoting the belief
that NC School Counselors are a strength of
force for the academic, personal/social, and
career development for all students.”
Invincibility is being strong and impressive.
School counselor Tim says, “School counsel-
ors have the ability to participate in profes-
sional development, such as through NCSCA
to rely on activities and information that will
lead to strong and impressive school coun-
seling programs. Professional Development
strengthens and empowers school counselors
to provide notable activities throughout the
school year for all students. I know I’m here
to do one thing, and that is to ensure that
each and every student has the best oppor-
tunity possible for a quality education. My
motto when working for my students is Fear
Not. This keeps me invincible.”
I believe all of our NC school counselors
epitomize these seven words. It is an integral
part of what you do every day that impacts
the lives of all students across North Carolina;
thus, making you leaders every day!
Cecil Coates, NCSCA President, ccoates@wcpss.net
FALL 2013 ncsca news
7 Leadership Questions for School Counselors Answers
Do I make a difference in my school counseling program? Innovation
How do I help all students see the “big picture?” Imagination
Am I being the role model or example I want all students to see? Influence
What’s my plan to move students to action? Inspiration
What type of resources do I provide students with through
the good and difficult times? Ingenuity
“2, 4, 6, 8, who do we appreciate?” Are you the
cheerleader/personal trainer that students need? Intensity
Do I empower all students? Invincibility
3 More Questions Answers
What Do I Do? Professional School Counselor
How Do I Do It? NC Guidance Essential Standards/
ASCA National Model
Why Do I Do It? I Believe In All Students!
2013-14 NCSCA GOVERNING Board
President Cecil Coates
Past President Nicki Neumann
President-Elect Vanessa Barnes
Parliamentarian Linda Kopec
Treasurer LaJuana Norflett
Executive Assistant Andrea Wallace
VP-Capital Tamara Gray
VP-Central Dena Parson
VP-East Beth Britt
VP-Northeast Deb Walsh
VP-Northwest Christina Welch
VP-Southeast Patricia Weaver
VP-Southwest Ami Parker
VP-Western Shantae Jones
Student Support
Services Chair Antonio Blow
Government Relations
Chair Stephen Kennedy
Member Services Valerie Nelson
Professional Development
Meagan Ashby carey & Teresa Smith
Emerging Leader
2013-2014 Phil Echols
Emerging Leader
2013-2014 Brittany Norman
Emerging Leader
2013-2014 Tim Hardin
Emerging Leader
2013-2014 Nartarshia Sharpe
YOUR QUIZ FOR THE YEAR
(Hint, hint...the answers are in red.)
6. AD NAME
PAGE 6
6 weeks of
dollars and
Sense:
High School Counselors Strengthen
Financial Aid Knowledge in Summer
Internships Sponsored by the
State Education Assistance Authority.
By chuck small
C
omfortable with the language of
EOC’s, IEP’s, CDC’s and GPA’s,
high school counselors can find
themselves stumped when they con-
sider the FAFSA. But it’s not a prob-
lem for about three dozen counselors
who spent their summers brushing up
on financial aid. Through an intern-
ship sponsored by the North Carolina
State Education Assistance Authority,
counselors learned what impact the
Free Application for Federal Student
Aid has on both the senior and family
who fill it out and the institution that
student plans to attend. “If noth-
ing else, it gave me connections – to
people who can answer students’ and
parents’ questions – and confidence
in regard to financial aid,” said Haniya
Mee, one of two interns with Davidson
College’s financial aid department. “I
have the confidence now to use the
terminology that parents and stu-
dents are using, and I’ve seen how the
FAFSA translates into the aid pack-
ages that students receive.”
The idea for the internship program
came from SEAA Executive Director
Steven Brooks, said Elizabeth McDuff-
ie, the grants, training and outreach
director who launched the program
in 1998. Counselors, who are paid
$700 a week, work 30 hours a week
for up to six weeks. To qualify for the
internship, counselors need a basic
knowledge of financial aid, at least
two years of working with high school
seniors, and the role of working with
financial aid or with seniors the fol-
lowing academic year.
Behind the curtain
Jane Porter, a counselor at Provi-
dence Grove High School, interned
with the financial aid office of Ran-
dolph Community College. “I’d always
wondered how one kid might get
$500 and another $5,000,” she said.
“I really wanted to know more about
how financial aid worked from the col-
lege’s perspective.”
Freshman registration July 29 was
a highlight of Porter’s internship. Aca-
demic advisors from across campus
joined the counseling and financial
aid staffs to work with incoming
students. A key part of that day was
helping all students understand why
it’s in their best interest to apply for
financial aid. For example, Porter
noted, the community college has a
foundation that extends aid to stu-
dents who don’t qualify for federal
Pell Grants. In addition, students may
be eligible for aid from sources such
as the N.C. Education Lottery. One
student, a 17-year-old, had an autumn
birthday so he couldn’t register yet
with Selective Service and so wasn’t
eligible for a Pell Grant. The financial
aid office worked with the student
to access other
sources of aid for
the semester. Susan
Waldrum, a financial
aid counselor at two
high schools in Wake
County, interned in
the Office of Finan-
cial Assistance at Meredith College.
She said she learned how about 30
percent of applicants are asked to
confirm information from their FAFSA.
Most verification requests involve
double-checking statements about
parents’ tax records. After working
entering verification statements in the
Raleigh college’s system, Waldrum
was able to create a PowerPoint pre-
sentation to give students a tutorial
about the process. Now, she said,
she’s in a better position to explain to
concerned seniors how the process
works. “This will help me relieve their
stress and counsel them better,” she
said. Waldrum also entered award let-
Imagecourtesyofeducation-portal.com
6 SPRING 2013 ncsca news
“I really wanted to know more
about how financial aid worked
from the college’s perspective.”—
Jane Porter
7. 7
FALL 2013 ncsca news
ter receipts and data, which she said helped her gain a
more thorough awareness of how the college awards
aid. Meredith uses parallel scales of a 1-7 rank – one for
merit, and one for need – and both scales contribute
to the sliding scale the college uses for aid.
It’s about relationships
Relationship-building is an essential asset of the in-
ternship, Porter said. Prior to this summer, she did not
know anyone at the community college. This summer,
she met department heads and the academic dean
and worked with dozens of people across the cam-
pus – resources she can contact when she returns to
Providence Grove.
In addition, Porter said, she can speak with precision
about campus programs, including 4-year university
connections in education, business and a master’s of
divinity program. “How can you advise students when
you don’t know what the next step really is?” she said.
For Mee, the internship provided a perfect oppor-
tunity, as she transitioned from a public school posi-
tion at Charlotte’s Myers Park High School to a private
school role at Cannon School in Concord. She met
with representatives of various Davidson divisions, in-
cluding Study Abroad, Admissions, Student Accounts
and the Bonner Scholars program.
After that, she worked to place students interested
in Work-Study in positions appropriate to their inter-
ests and work histories. She also helped review the
annual agreements of returning athletes to see how
the athletic scholarships they accepted might affect
their total financial aid. Such assignments made her
internship fly by, Mee said. Mee was grateful to gain
a greater insight into the student loan process. She
said she feels she has a better sense of how varied the
programs are, where to find them, and how to pay for
them than she had before her internship.
Off and on campus
The internship I had this summer was not on a col-
lege, community college or university campus but
rather at SEAA headquarters in Research Triangle
Park. The SEAA is one of the six partners in CFNC,
College Foundation of North Carolina, and has had
its own counselor intern for several years. Although
I didn’t work directly with students during the intern-
ship, I had a host of opportunities to interact with folks
in college admissions, financial aid and other offices as
I worked to verify and update several publications the
SEAA puts out for counselors. An annual financial aid
book details dozens of grant, scholarship, work-study
and loan programs, and as I confirmed qualifications
and deadlines, I often thought of students who might
find them a good fit. I was glad to learn about – and
help ensure the accuracy of – a directory of campus
points of contact for homeless and transitional stu-
dents. As new projects popped up, I adjusted my
to-do list to accommodate -- a routine familiar to any
counselor. One manager asked if I wanted to research
and write new fact sheets for CFNC.org as well as
update existing ones; I wrote sheets on getting out of
default, options for loan repayment and financial con-
siderations about graduate school.
The break from my routine helped me think of new
ways I could take what I learned and apply it upon
my return to school. Early in the internship, I explored
CFNC.org – a site I’ve long touted to my students –
in far greater depth than I’d ever been able to spend
at school. That led me to create a list of “10 things
we could be doing” to make better use of CFNC at
my school.
Thumbs-up from counselors
Robbie Schultz, SEAA outreach manager, is pleased
with the breadth and diversity of the internship pro-
gram. It includes two-year and four-year; public and pri-
vate; western, central and eastern regions; and women’s
and historically black colleges and universities. Coun-
selors are eligible to apply again for the program four
years after their initial internship. According to Schultz,
the feedback the authority gets from school counselors
has been very positive. “I know from talking with coun-
selors who’ve participated that they
feel a lot more confident in advising
their students about college fund-
ing,” he said. Waldrum, the counsel-
or intern at Meredith College, says
she “absolutely would recommend
the program for anyone doing finan-
cial aid. They should do it at least
one time.”
Chuck Small, Enloe High School, csmall@wcpss.net
I have the confidence
now to use the
terminology that parents
and students are using,
and I’ve seen how the
FAFSA translates into the aid packages that
students receive—Haniya Mee
After working entering
verification statements
in the Raleigh college’s
system, [Waldrum says]
she’s in a better position
to explain to concerned
seniors how the process works.“This will help
me relieve their stress and counsel them better,”
8. T
his is the year of the school counselor. It’s our
time to shine, our time to change, and our time
to take our profession to a higher level. Amidst
all the controversy of recent North Carolina politics,
some positive language was printed into law; language
that defines our job duties as school counselors and
directs school districts to lawfully ensure that we
spend at least 80% of our time in direct services to
students...services which do not include test coordina-
tion. We finally earned it!
How will my school district interpret this new law?
What will this actually look like in a realistic, day-to-day
school? All of these questions have answers and the
tools are there for us to succeed and make this work.
Our collaboration with the NC Department of Public
Instruction will be necessary for a successful transition.
Now more than ever, we must refresh ourselves
on the ASCA National Model. We must ensure that
we understand the role data plays in our profes-
sion. We must implement the NC Guidance Essential
Standards as consistently as possible in our schools.
We must do all this and then prove it for our new
evaluation tool. If we do this well, our profession will
continue to improve.
Here’s a little snippet of how my district is embrac-
ing the changes and ensuring we change with it.
Every counselor will document what we do each day
using Google Calendar. Since “going Google”, every
staff member has access to an array of Google Apps
for Education. Our calendar will be shared with our
district director who can then easily report out how
we are spending our time. We also have a district-wide
Google Form contact form where we will document
any contacts we have with students, parents, or staff
in regards to students we are working with. This data
will also be reported by each counselor back to our
district supervisor on a monthly basis. By allowing us
to own and report back the data, we can protect the
confidentiality of our students. We also developed a
district-wide mission, vision, and belief statement for
our district’s counseling program. We were fortunate
enough to spearhead a large portion of this work at
a two day summer training. We will also be doing our
Annual Agreements with our administrators as well as
our School Data Profiles. This work is all mandated by
our Director of Counseling and Assistant Superinten-
dent of Student Support Services. As a counselor in
my school district, I can say we are on the forefront of
tackling these changes and ensuring we continue to
meet the needs of our students, families, and schools.
With all these new projects in place, we will have
artifacts that we can use when going through the
new evaluation process. Our goal is to systematically
document what we have always been doing to easily
share with our stakeholders. This is what our reality is
becoming, so if we are going to improve, we will have
to change some of our habits. You can do this, too!
Most likely, you already are and now, it is just a mat-
ter of documenting what you have been doing. I am
no expert on these changes but I will assist any fellow
counselor the best I can. If you need to chat with me,
please email me. I will be glad to support you in any
way possible.
We have one of the best jobs in the world. Let us
move forward together as a profession and ensure we
continue to improve upon meeting the needs of those
precious students we serve.
Tim K. Hardin, NCSCA Emerging Leader and Technology Chair, Forest Heights
Elementary, tkhardin@gaston.k12.nc.us
The
YEAR
OF THE
SCHOOL COUNSELOR
by Tim K. Hardin
8 FALL 2013 ncsca news
9. R
ecent Graduates and New Hires!
For many of us moving into the world of
work, the most challenging transition can be
the one from graduate school to public school. In a
perfect world we would right now feel 100% pre-
pared for 100% of the issues and tasks that we will
encounter in the year(s) ahead. In reality, however,
public schools can be alien places to those who
haven’t been there since their own pupil experience.
From decoding school lingo/acronyms to mastering
classroom management, from navigating complex
personal relationships in the workplace to under-
standing the politics at play during the weekly staff
meetings, you may find yourself asking, “Why didn’t
they teach me THIS in graduate school?!”
Tackling all these unknowns while completing the tasks
that are expected of you as a school counselor can leave
even the most prepared new school counselors feeling
overwhelmed. However, remember that you are not alone
in this struggle, and that soon navigating your school’s
systems will be as routine as navigating your alma mater’s
campus. Until then, here are a few tips to help you main-
tain your sanity this fall and help your experience be a
successful one.
Relationship Tips:
* While it is important to establish a sense of be-
longing and community in the workplace, do not mix
personal and professional relationships during your
first year or so (some may find this is good advice
regardless of their years of experience). Understand
that if you do pursue personal relationships in the
workplace, expectations can become unrealistic and
boundaries blurred, which can result in unnecessary
legal/ethical dilemmas for counselors.
* Remember that there are many connections in the
schools of which you are unaware. It is best to assume
that everyone you work with (students, staff, parents,
administration) knows everyone else through multiple prior
relationships and interactions. Never say something aloud
that you wouldn’t want conveyed to the subject of the
conversation.
* Go out of your way to be thoughtful of and
thankful to office and custodial staff, PTO/PTA
members, etc, who will be the ones to sweep up
your messes both metaphorical and literal.
Professional responsibility
* Practice saying “no” to extra tasks that
are not your responsibility. Remember
that it is your job to meet the profes-
sional standards that are outlined by both
DPI and ASCA and that your responsibil-
ity is ultimately to your students - not to
making other staff members’ lives easier
while yours becomes increasingly more
taxing. How? Put a positive twist on it: “Although I
can’t help you with that right now, what I can do is …
” (and offer something that you are already doing in
that arena).
* When you decide to add responsibilities to your
plate, make others aware that you have done so, that
it is important to you to do well with your commit-
ments in your first years, and that this may mean
having to say “no” to others. Remember to pick just
one major extra task in your first year and to base
that chosen task/role on presenting student needs
at your school. You can always add responsibilities
with time, but taking them away is difficult.
Classroom Management:
* Don’t reinvent the wheel. Teachers already have
rules in place that work. Learn them. Use them.
* If you are set on establishing your own rules for
classroom guidance, involve the students. They know
what works and doesn’t work for them. Additionally,
when they have some skin in the game, they can feel
invested- which in turn leads to accountability.
* Use lots of positive reinforcement. Lots.
* Keep your sense of humor.
* Use visuals to get students attention
(hand-signals are great!).
* Remember that respect is a two way street; you
must give it to get it. Especially with high school
students.
* Always walk in to your lessons confident and pre-
pared. There will be days that you need to “fake it to
make it”, and you’ll need to do just that.
* Finally, find something that is unique to you and your
time with the students. Maybe it’s a hand shake, a phrase
you repeat to each other or something silly that you do.
Make your class memorable from the start!
Surviving and Thriving as a School Counselor:
* Most importantly, make sure you take time for
yourself to rejuvenate. Find the positives in
each day. Learn from your mistakes and
build on them. Forgive yourself. Laugh.
Elizabeth Graves, PhD, Counselor Educator,
Appalachian State University, graveseg@appstat.edu
Emily Smith, MA, School Counseling
Graduate Student,
smithem@email.
9 FALL 2013 ncsca news
first job 101
By elizabeth graves, pHd.
10. 10 FALL 2013 ncsca news
“BUZZ”
maintaining the
One major discovery we made
last year is the importance of
continually boosting morale at the
school. If we can keep the current
“buzz” going throughout the year
(winter months and testing months
included), our students and staff
will be more positive and enthusi-
astic! Attitude goes a long way! We
have a wonderful, caring group of
staff members and we wanted to
recognize them. Therefore, morale
boosting is a pretty significant part
of our comprehensive school coun-
seling program for this year. Last
year, we realized that even the sim-
plest gestures and comments can
truly make a difference in some-
one’s day. We all give compliments
on a regular basis, but we decided
to make an intentional effort to rec-
ognize what positive things happen
in our school daily.
In the winter during School Coun-
selor Week, we implemented a “Pat
on the Back” program for our staff
which encourages everyone in the
school (custodial and cafeteria staff
included) to make a conscious effort
to give accolades to each other. We
cut out and laminated hands on our
Ellison machine, designed a bulletin
board, and posted instructions to
write down what you notice others
doing and display them on the board.
Once a month, we reenact “pin the
tail on the donkey” and choose a
name on the board to receive a prize.
The prizes are as simple as jeans
passes, duty free lunch, coupons do-
nated from local restaurants/bakeries,
or going to get frozen treats during
someone’s planning period. So fun,
and so easy! At the end of the year it
is an amazing sight to see the bulletin
board full of “Pats on the Back”!
This year, we are part of the
Sunshine Committee to continue our
goal of helping maintain morale and
spreading a little sunshine to every-
one in the school. We have plans for
each grade level to bring treats for
each faculty meeting, have a “Soup
for the Soul” lunch in January (com-
plete with relaxing music and mood
lighting), reinstate a secret pals
program, and attempt a “Spa/Relax-
ation Day” in May through local
community volunteers.
After all, everyone needs to invest
in a little self-care!
Meagan Ashby Carey, mashby@burke.k12.nc.us, and
Lisa Amrhein, lamrhein@burke.k12.nc.us
Walter Johnson Middle School
FINDING WAYS TO BOOST MORALE
THROUGHOUT THE SCHOOL YEAR by Meagan Ashby Carey and Lisa Amrhein
The school year has started up again in full swing! Bulletin boards are
decorated, classrooms are ready, students are excited, and we school
counselors are looking forward to getting to know our newest group of
students and families! The air is buzzing with anticipation at what the
year will bring. This year, we are starting off with a bang by develop-
ing our School Counseling Program Advisory Council, master calendars,
needs assessments, and plans for connecting with each of our students
on a regular basis. We’ve met with our administration and collaborated
on ideas to make the year successful for our students, our families, and
our staff!
11. 1. I reviewed and compared all of the terminology for the
ASCA National Model and the
Guidance Essential Standards.
It was easier to synthesize
the information after finding
parallels between the old and
new terminology. Here’s a
sample of my cheat sheet:
2. I cross-referenced all of
the ASCA National Model Indicators with the Guidance
Essential Standard Clarifying Objectives to see if any
overlapped. I found that some of them did, particularly
in the Career domain.
3. I created a crosswalk based on the student needs at my
school and determined which objectives I should pres-
ent at each grade level. I wanted to create a plan that
would address the “average” student in a grade level at
my school while also keeping in mind that the standards
are based on Bloom’s Revised Taxonomy and are de-
velopmental in nature. Thus, I could have several profi-
ciency levels in one classroom. I avoided oversimplifying
the GES and matching lower proficiency levels to lower
grade students. For instance, I found that my kindergar-
ten and first grade students certainly need to be able to
incorporate personal responsibility into their daily lives
as stated in the Independent Socio-Emotional proficien-
cy level- I.SE.1.2. In fact, we discuss real-life examples
and apply this knowledge during our Responsibility char-
acter trait lessons every year.
4. I added National Model indicators that were not dupli-
cated by the GES in order to supplement needed instruc-
tion for students. For example, I found that the GES did
not address a lot of indicators surrounding Academic
Self-Concept or Personal Safety Skills, which are critical
for many of my students.
5. I summarized the list of indicators and clarifying objec-
tives for each grade level based on my crosswalk docu-
ment and created an annual calendar. I devised what
lessons would best incorporate the indicators and objec-
tives and when I would teach them during the year. I also
took into account that many of my classroom guidance
lessons build on the previous grade level, so even though
a second, third, or fourth grader could handle some of
the standards, I would need to choose my areas of focus
wisely to maximize my counseling time.
So, there you have it. I tackled the Guidance Essen-
tial Standards and came out on the other side with a
more thorough understanding and appreciation of our
new model. My hope is that by the end of fifth grade
a student at my elementary school will have received
instruction on all the standards that are develop-
mentally appropriate for him or her. It is not perfect,
but it is a start. If you would also like a “start” with
this process, feel free to contact me for a copy of my
crosswalk tool.
Angela Poovey, NCSCA Newsletter Editor, Cleveland Elementary,
angelapoovey@johnston.k12.nc.us
11 FALL 2013 ncsca news
A CLOSER LOOK AT
THE GUIDANCE
ESSENTIAL
STANDARDS
By angela poovey
T
his summer I had a plan. Amidst pool fun, beach
trips, and well-deserved lounging, I decided I was
going to get serious about the Guidance Essential
Standards. Over the past eight years, I have become well-
versed in the ASCA National Model, dutifully inputting ob-
jectives I am covering in all of my lesson plans, small groups,
and schoolwide initiatives; completing National Model cross-
walks to make sure I am covering the objectives I think are most
developmentally appropriate for my particular group of students;
and tackling the academic, personal/social, and career domains with
rigor and passion. I needed to wrap my head around the Guidance Es-
sential Standards in the same way so I could begin to fully understand how the new model supports the ASCA
National Model and could be utilized in my school counseling program. Here are the steps I took that helped
me take my understanding and implementation of the GES to the next level.
GES National Model
SocioEmotional Personal/Social
Cognitive Academic
Career Career
Clarifying Objectives Indicators
12. 12 FALL 2013 ncsca news
T
hink about the impact your office can have on stu-
dents and their parents. Just as you’re getting to
“hello,” they are already critiquing your room. The
first communication they experience should be welcom-
ing: make yours an inviting space!
Look around your office with new eyes. Are you still display-
ing the same tired posters and paintings on your walls that
were there a decade ago? The years fade away, and so do
those pictures. That framed photo of your daughter is embar-
rassingly dated – hasn’t she been 12 long enough? Your curtains
are dusty – get rid of them. And who uses a Rolodex anymore?
Seeking a feng shui master is not necessary, but it’s definitely
time for a spruce-up!
Remember your excitement when you obtained your
first office all to yourself? Each item you placed in
your new space was a treasured one, chosen with care-
ful thought. And then came the inevitable clutter from
years of work, and the appearance of your office gradu-
ally declined. Do you hope that people won’t notice that
corner where you stuff things because you can’t find
another place for them? They do. It takes serious effort
to purge, but you can cut down on what you save, thin-
ning your files and making room in drawers for some of
that unattractive clutter.
Sit in the chairs your students or parents will use. Is
there an unsightly box under your credenza that you
don’t notice but they will? Are your pictures hanging
crooked? Are there files or notes about other students
visible to the keen eye (always a no-no!)? Do the chairs
they are sitting on have questionable spots? If you’ve
tried unsuccessfully to clean them, don’t feel shy about
asking for new ones. Sometimes there is money for such
expenditures, but no one is going to extend it unless you
ask. If you’re turned down, then ask if the chairs can be
professionally cleaned.
Try these ideas:
1) New posters or paintings for the walls can be had for
cheap, or even free. An easy fix!
2) A nice tinkling fountain will be popular with students,
some of whom will want to test the coolness of the water
with their fingers while rearranging the decorative rocks. Be
prepared to add water daily due to evaporation loss, and oc-
casionally it will need to be dumped and cleaned thoroughly
– rocks and all.
3) A live plant (or two?) offers warmth and freshness. Choose
one requiring very little maintenance. I only water my plant
once a week – it’s the last thing I do before leaving on Fridays.
Even in an office lacking a window, a philodendron will usually
survive – just be sure to move it near a window when you have
a long weekend or break coming up.
4) Remember to have something nearby for students with
tactile needs. A basket of various types of stress balls, a
stretchy toy, a sand garden, a soft stuffed animal – any of these
can give restless hands something to do.
5) Subtle air fresheners are nice, but beware of their potency
in a small space. You may find it best to plug one in overnight
and remove it in the morning, or perhaps use it for a mid-day
refresher when you step outside your office for lunch.
6) Streaming some quiet music may be soothing, but be sen-
sitive to its capacity to annoy or distract.
7) Change your décor seasonally. A few knickknacks on your
desk or shelf can announce the seasons and holidays: a bowl of
seashells, a fall foliage arrangement, a small pumpkin, a stuffed
snowman, a heart-shaped picture frame, a vase of your own
bright spring flowers, etc.
8) Don’t forget to place a notice on your door that your of-
fice is a safe space for all, with either an “Ally” sticker or some
other indication that LGBTQ are welcome.
If you have a different set of students each year, you may
shrug off the importance of refreshing the appearance of your
office. But you spend a lot of hours there – you deserve a new
scene, too. For school counselors lucky enough to have a sit-
ting area or lobby outside their office doors, enlist the opinions
and assistance of coworkers for ideas on sprucing up that area
as well. You,
your students,
and their
parents will be
glad you did.
Debra Madaris
Efird, C. C. Griffin
Middle School,
debra.efird@
cabarrus.k12.nc.us.
Author of Groups
in Practice: A
School Counselor’s
Collection
creating
an inviting office
New ideas for making your office a respite.
BY DEBRA MADARIS EFRID
Imagecourtesyofmeilandolife.wordpress.com
13. 13 FALL 2013 ncsca news
MEMBERSHIP MATTERS
As we embark on another school year, it is important to
spend some time evaluating the tools necessary in ensur-
ing a successful school year. Novice and veteran coun-
selors across the state may want to take a closer look at
the resources available to them through various organi-
zations, including the North Carolina School Counselor
Association (NCSCA). The association’s annual confer-
ence, scheduled for November 6-8, isn’t just an excellent
opportunity to earn continuing education credits; it gives
educators the chance to network with other stakeholders
in the field and walk away with valuable tips which are
key components for staying abreast of the latest trends
in counseling.
As a fellow counselor, I challenge you to take some time
to research a number of professional organizations, and
as you consider what they have to offer, try to think about
what skills and expertise you may be able to bring. NC-
SCA is always looking for members who are passionate
about the profession and want to impact student learning
in a major way. Member benefits can include discounted
registration for conferences and workshops and provides
counselors with the opportunity to serve in leadership
roles with events and programs such as Leadership Day
and the Mentoring Program. NCSCA even offers scholar-
ships and mini grants to counselors interested in fur-
thering their education or those who want to focus on
improving their comprehensive counseling programs.
Let NCSCA work for you and take advantage of ev-
erything your state association has to offer. With a new
school year and continued challenges at the state and
district levels, make it a priority to equip yourself by en-
gaging in activities that will help you familiarize yourself
with topics such as the ASCA National Model and Guid-
ance Essential Standards to understanding how important
it is to deliver a comprehensive program that is not only
innovative, but inspires students to use their imagination
on their path to becoming career and college ready.
If you would like more information on benefits and op-
portunities, please feel free to contact me at any time.
Valerie Nelson, NCSCA Member Services Chair,Vnelson.wlms@lee.k12.nc.us
celebrating 20 years
of collaboration!
The Twentieth Annual School and Community Coun-
selor Conference was held in Asheville on April 15, 2013.
The program, titled “Go Brief or Go Home” was pre-
sented by a team of esteemed Professors from West-
ern Carolina University: Russ Curtis, Melodie Frick and
Heather Thompson.
Dr. Mary Deck also presented a program entitled, “Be-
ing Present to the “More” in Life: Butterflies, Blizzards
and Bluebirds in Winter.” The program was well-received
by the participants. Everyone enjoyed the theoretical and
practical ideas discussed by the presenters. Dr. Deck’s
presentation addressed the self-care that counselors
need but sometimes make a low priority in their lives.
Dr. Deck has been honored by NCVSCA by receiving the
Distinguished Counselor Educator Award.
Through the years, Buncombe County Schools and
Asheville City Schools have collaborated on this effort.
The conference provides low-cost, high quality profes-
sional development presentations to school and commu-
nity counselors, psychologists, social workers, and other
human services professionals. Collaboration and network-
ing has always been encouraged among the participants.
This conference would not be possible without the
generous support of our sponsors: Grove Stone and
Sand – Branch of Hedrick Industries and Western Caro-
lina University. The SCCC Committee was honored with
a token of thanks for volunteering to keep this confer-
ence vital. Committee members who have served on the
planning committee are: Fran Hensley, Jo McGill, Wendy
Cuellar, James Rumbaugh, Debbie Bryant, Myra Rice,
Michele Lemell, Phyllis Robertson, Jayme Benfield, Hanna
Woody, Jennifer Full, Jim Taylor, and Nicki Neumann.
Nicki Neumann, NCSCA Past President , Cane Creek Middle School,
nneumann46@gmail.com
ANNOUNCEMENTS
Imagecourtesyofphoto-dictionary.com
14. 14 FALL 2013 ncsca news
legislative update
from the general assembly
the North Carolina General Assembly, which includes the N.C. Senate
and the N.C. House of Representatives, concluded the bi-annual “long
session” in July and approved a new two-year state budget. Governor
Pat McCrory has signed the budget into law. In addition to the budget,
the General Assembly passed many bills that will affect K-12 education.
NCSCA members can visit the Government Relations section of our
website (www.ncschoolcounselor.org) to read detailed reports from
Gene Causby, the NCSCA Lobbyist.
Our legislative efforts in 2013 included supporting a bill that would
define “Duties of School Counselors” within North Carolina law. Many
NCSCA members contacted legislators about House Bill 542 and Senate
Bill 589 this year, and while our efforts to include this language in those
bills failed, our supporters ensured that “Duties of School Counselors”
were defined in the final budget bill that has been signed into law. As a
result, the North Carolina General Statutes have been amended to say
that school counselors shall spend at least 80% of their time in direct
service to students and must not be assigned as testing coordinators.
Some school districts have already informed principals that they are
no longer able to designate school counselors as testing coordinators,
but other districts will not make this transition until they receive guide-
lines that are being developed by the NC Department of Public Instruc-
tion. The State Board of Education will vote to approve the guidelines,
and school districts will then receive a mandate to transfer all school
counselors out of the role of testing coordinator and ensure that they
are able to spend 80% of their time in direct service to students. We
will provide updates on our website as these guidelines are developed
and distributed.
Another General Assembly initiative this year was to eliminate mas-
ter’s and doctoral degree pay for teachers. When the Senate proposed
the first version of the state budget, they recommended eliminating
master’s degree supplements for all instructional support personnel,
including school counselors, who will begin working in 2014-2015. If
this proposal had passed, any new school counselors in North Carolina
would have been paid on the bachelor’s degree pay scale even though
their licenses require a master’s degree. Gene Causby met with leaders
in the N.C. Senate and the N.C. House immediately, and the language in
the final bill was amended to say that this change will not apply to “in-
structional support personnel in positions for which a master’s degree
is required for licensure.” New school counselors will therefore continue
to receive a master’s degree pay supplement.
For the past three years, the primary concern on NCSCA’s Legisla-
tive Agenda has been preserving school counseling positions. The new
budget included a 5% reduction in funding for instructional support
personnel, and we will advocate for legislators to avoid similar cuts in
the future. While employees in public schools will receive five addition-
al annual leave days this year, the budget did not provide any raises.
Legislative advocacy continues to be a critical task, and we encourage
NCSCA members to help legislators understand the importance of
school counseling by participating in Legislators in Schools Week (Oc-
tober 7 - 11, 2013) and Legislative Day (June 12, 2014). Notifications will
be sent to NCSCA members when we start pre-registration for these
events on our website.
Stephen Kennedy, NCSCA Government Relations Chair, sdkenned@ncsu.edu
Interested in submitting
a nomination
for next year’s awards
recognition?
Visit the NCSCA webpage, www.
ncschoolcounselor.org and select the
recognition tab. Under the recogni-
tion tab, you will find the selection
criteria and a nomination form. Each
year, the awards ceremony is held
during the opening plenary session of
the annual conference.
This year’s deadline for nominations is
September 30, 2013.
Look for outstanding elementary,
middle, and secondary counselors and
submit them for recognition.
We also recognize outstanding
advocates for our profession,
counselor educators and
counseling supervisors.
NCSCA CONTACT INFO
Visit NCSCA online at
www.ncschoolcounselor.org.
Follow NCSCA on Facebook.
Follow NCSCA on
Twitter @NCSCA.
NCSCA financial reports are available
to members upon request.
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