7 10 16 3.30 4.30 MackeyAkosWilliamson 15 06 2016 1466004134
6/14/2016
Significance
School Counselor Assignment: Perceptions of What Works
Dr. Nelda L. Mackey Dr. Patrick Akos Dr. Jennifer Williamson
Types of HS Caseload Assignment Models Alphabetical (Surname) Assignment Counselor Grade Level Assignment Counselor Looping -- counselor starts with students in 9th grade and stays
with them through graduation Static -- counselor assigned the same grade level each year
Program Specialist Counselor Small Learning Community (Career Academy) Counselor
The American School Counselor Association (ASCA)
states that counselors should choose a caseload assignment model that aligns with the goals and mission of the site; however, no explanation is given on how to make this determination. Little research exists to guide decisions Practitioners have relied on anecdotal evidence and historical practices to make decisions.
Types of ES-MS Caseload Assignment Models Elementary (K-5) Middle (6-8) K-2, 3-5 split Grade Level Grade level Constant Constant Looping Looping
Other Configurations
What is your assignment model?
Poll Results?
Let’s take a poll High School Middle School
Elementary School https://www.polleverywhere.com/
1
6/14/2016
Major Themes for High School Caseload Assignment Models (A)=Advantages; (D)=Disadvantages Category Alphabet (Surname) Equity Issues
Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Family Connection (A) Build trusting relationships with families over time, increased information about family environment; (D) No disadvantages stated With Counseling Team A) Capitalize on counselors strengths, collaboration improves work product, divvy up classroom presentations equally; (D) Presentations made irrespective of counselor caseload, collaboration is time consuming
Relationships
Collaboration
Counselor Role
Grade Level/Program Specialist Equity in Meeting Student Needs (A) Equitable services for all students for all grade levels; (D) Counselor ratios and workload not evenly distributed Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency; (D) Little counseling team collaboration, autonomy can be isolating Generalists Specialists (A) Global view of site, broad (A) Specialized and focused knowledge base, keep current on knowledge base at grade level or for developmental needs at each a specific program, focus and grade level; (D) Surface level of autonomy creates efficiency; (D) knowledge, spread thin over many Must relearn new knowledge each year for grade level counselor, or developmental areas lack of global view of site for program specialist
Career Academy/ Small Learning Community Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency (D) Little counseling team collaboration, autonomy can be isolating Team Member (A) Create family environment and focus on relationship building, teachers responsible for scheduling so counselors can focus more on counseling; (D) Blurring of counselor/teacher role, students can change career academies, thus changing counselors
Pair and Share
ES-MS Assignment Considerations Grade Level Static Advantages – Programmatic, expertise with
developmental level, teacher relationships Disadvantages – Shorter term relationship, transition
between counselors Grade Level Looping Advantages – Long term student/parent relationships
Disadvantages – Different programming each year, continuity on programming, new teachers each year
Capturing Major Ideas
Identify a small group of school counselors near you with a
different type of school counselor assignment Share how the type of assignment was determined. Counselor decision, administration, tradition??? Share experiences of advantages and disadvantages of different
models? Any additional unique considerations or questions related to
assignment?
Practical Applications
Interested in evaluating you own caseload assignment?
Counselors and administrators should have conversations
Additional research is available
about goals and what should be emphasized in the counseling program. Advantages/disadvantages of differing models Delivery of guidance curriculum, individualized planning services and responsive services to students How can you evaluate the effectiveness of your model of assignment?
Akos, P., Schuldt, H. & Walendin, M. (2009) School counselor
assignment in secondary schools. Professional School Counseling, 13, 23-29. Mackey, N. (2013) High School counselor caseload assignment models: Counselors voices about what works and why. Doctoral Dissertation, University of California, Davis. (ProQuest Open Access) Williamson, J. (2011) School counselor assignment in secondary schools: Replication and extension. Doctoral Dissertation, University of Nevada, Las Vegas. (Digital Scholarship@UNLV)
2
Alphabetical Caseload Assignment Model Alphabetical caseload assignment model counselors view themselves as generalists. The generalist school counselor has a global view of school issues since they work with all grade levels and all teachers. They have a large knowledge base, as they must keep current on the developmental needs of students from ages 14-18, and post-secondary options. Alpha counselors are trained equally to help all students in case someone is absent from the office, and/or counselors are transferred or laid off. These counselors see themselves as interchangeable, and see this as a necessity in Sacramento’s economic climate. Alpha counselors are typically assigned relatively the same number of students, and programmatic duties are distributed evenly. They believe this creates a more equitable workload for them, and is necessary due to their high student-to-counselor ratios. Challenges for generalist counselors, however, are that they often are only able to develop a surface level of knowledge for school programs, and it is sometimes difficult for them to switch gears developmentally. They state as a disadvantage that they spend a great deal of time responding to student’s immediate needs versus proactively developing counseling programs, and they feel spread thin over many counseling areas. A challenge of focusing attention on an equitable counselor workload means some students might be placed on the back burner, as it is difficult to carve out specialized time for certain groups of students, when more pressing immediate needs of some students are presented. Alpha counselors spend a great deal of time collaborating with each other. Through this collaboration, counselors are able to take advantage of a team member’s strengths and passions and determine who may be most effective to coordinate managerial functions for the school counseling program. Alpha counselors typically collaborate on the creation of classroom guidance curriculum, and divvy up classroom presentations evenly irrespective of students assigned to their caseloads. Individualized planning services, such as 4-year educational plans and post-secondary planning activities, are also typically completed in large group formats irrespective of a counselor’s student caseload assignment. Alpha counselors, however, state challenges to utilizing this service delivery model is the time it takes to collaborate, and the need to make sure that all team members are presenting information similarly, and are on the same page when it comes to enforcing school policies, rules and regulations. Alphabetical caseload assignment model counselors typically are assigned all the students in one family, and the relationship that the counselor is able to build with those families is seen as a distinct advantage for students and their parents. This connection with one counselor ensures that parents do not have to repeat issues to differing counselors, and they can build a trusting relationship that can span many, many years. Increased information about the issues and assets of the student’s home environment are enhanced by the counselor’s ability to respond to student’s personal, social, and crisis counseling needs.
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Grade Level/Program Specialist Caseload Assignment Models Counselors assigned a grade level or assigned a specific program view themselves as specialists versus generalist counselors. Their knowledge base is focused and specialized. Grade level counselors focus on the developmental issues of a specific grade, while program specialist counselors focus on a specific program such as IB or AVID. An advantage of the grade level caseload assignment model is that counselors can focus on providing equitable services to all students for all grade levels because underclassmen counselors have the time to focus on the specific needs at their assigned level. A perceived advantage of the grade level model is that every student is seen, and no student is placed on the back burner. In fact, lower grade level caseload assignment model counselors state that this program methodology allows them to spend 50-60% of their time completing 4-year educational plans and post-secondary planning activities one-on-one with their students and their families. This focus on equity of student services, however, can create an inequity in the counselor workload. When a counselor is assigned seniors the workload is likely higher, and freshman counselors are typically assigned a much larger population of students. Counselors must also relearn new knowledge each year as they loop to a new grade level with their students. Grade level and program specialist counselors also see themselves as operating within their departments more autonomously than the alpha counselors do. In many instances this is seen as an advantage as the counselors believe this creates efficiency, but it can also be isolating. Counselors assigned to a specific program also state that this autonomy can be a disadvantage as they are often far removed from the needs or issues affecting students outside of their programs. For example, an IB counselor is not up-to-date on the issues affecting special education students, and thus, the counselor may lack an understanding of what other issues exist at the school site. Although the lack of the family connection within the grade level and program specialist caseload assignment models is perceived as a disadvantage, these counselors state that their caseload assignment models give them an opportunity to enrich their student relationships. Counselors utilizing these models often participate in outside activities such as field trips or are assigned to chaperone activities for a specific grade level, with one counselor in the study stating, “Relationships, you build the best relationships … because you’re spending more time with them (the students) and also you do fun things (with them).” By focusing on a specific grade level or program, counselors believe that they can spend more time focusing on the specialized needs of their students. Grade level and program specialist caseload assignment model counselors spend the majority of their time collaborating with teachers, and less time collaborating with each other. A major advantage is that they know a small core group of teachers extremely well, know the specific curriculum that students are learning, and sometimes even work with teachers on curriculum. These counselors create their own classroom presentations, collaborate with their specific group of teachers, and make presentations to only students on their respective caseloads. A perceived advantage is that this method is more efficient as they do not have to collaborate with their colleagues on presentations.
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Career Academy Caseload Assignment Model Career academies are utilized to create a family-like community and safe haven for students in urban school settings. In this model the counselor is seen as a member of a team that works to keep students engaged in school, and helps to build strong relationships between students and adults. Counselors at these schools do not do any academic scheduling, which they see as an advantage and state that it frees them up to do more personal counseling with students; however, an unintended consequence of this shared academic guidance can be a blurring of the counselor/teacher role. In addition, this focus on responding to many personal counseling issues for students and families makes it challenging for counselors to carve out time to focus on other groups of students with less pressing needs. Similar to the grade level and specialists counselors, career academy counselors often participate in outside activities such as field trips and are assigned to chaperone activities for their respective career academies. Career academy caseload assignment model counselors spend the majority of their time collaborating with teachers, and less time collaborating with each other. A major advantage is that they know a small core group of teachers extremely well, know the specific curriculum that students are learning, and sometimes even work with teachers on curriculum. These counselors create their own classroom presentations, collaborate with their specific group of teachers, and make presentations to only students on their respective caseloads. This model emphasizes the counselor’s role of helping teachers improve their work with individuals and groups of students, and within their classrooms, and can help facilitate the implementation of counselors’ classroombased, developmental guidance activities. A disadvantage seen by many of the counselors using the career academy model is the ability at their schools for students to change career academies, and, thus, change counselors. This caseload assignment can minimize consistency of counselor services, and can be more time demanding in counselor-to-counselor consultation.
If you would like to learn more about high school counselor caseload assignment models, please contact me. Dr. Nelda L. Mackey El Camino Fundamental High School [email protected]
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Major Themes for Caseload Assignment Models: (A)=Advantages; (D)=Disadvantages Category
Alphabet (Surname)
Equity Issues
Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Family Connection (A) Build trusting relationships with families over time, increased information about family environment; (D) No disadvantages stated With Counseling Team A) Capitalize on counselors strengths, collaboration improves work product, divvy up classroom presentations equally; (D) Presentations made irrespective of counselor caseload, collaboration is time consuming Generalists (A) Global view of site, broad knowledge base, keep current on developmental needs at each grade level; (D) Surface level of knowledge, spread thin over many developmental areas
Relationships
Collaboration
Counselor Role
Grade Level/Program Specialist Equity in Meeting Student Needs (A) Equitable services for all students for all grade levels; (D) Counselor ratios and workload not evenly distributed Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
Career Academy/ Small Learning Community Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency; (D) Little counseling team collaboration, autonomy can be isolating Specialists (A) Specialized and focused knowledge base at grade level or for a specific program, focus and autonomy creates efficiency; (D) Must relearn new knowledge each year for grade level counselor, or lack of global view of site for program specialist
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency (D) Little counseling team collaboration, autonomy can be isolating Team Member (A) Create family environment and focus on relationship building, teachers responsible for scheduling so counselors can focus more on counseling; (D) Blurring of counselor/teacher role, students can change career academies, thus changing counselors
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Significance
School Counselor Assignment: Perceptions of What Works
Dr. Nelda L. Mackey Dr. Patrick Akos Dr. Jennifer Williamson
Types of HS Caseload Assignment Models Alphabetical (Surname) Assignment Counselor Grade Level Assignment Counselor Looping -- counselor starts with students in 9th grade and stays
with them through graduation Static -- counselor assigned the same grade level each year
Program Specialist Counselor Small Learning Community (Career Academy) Counselor
The American School Counselor Association (ASCA)
states that counselors should choose a caseload assignment model that aligns with the goals and mission of the site; however, no explanation is given on how to make this determination. Little research exists to guide decisions Practitioners have relied on anecdotal evidence and historical practices to make decisions.
Types of ES-MS Caseload Assignment Models Elementary (K-5) Middle (6-8) K-2, 3-5 split Grade Level Grade level Constant Constant Looping Looping
Other Configurations
What is your assignment model?
Poll Results?
Let’s take a poll High School Middle School
Elementary School https://www.polleverywhere.com/
1
6/14/2016
Major Themes for High School Caseload Assignment Models (A)=Advantages; (D)=Disadvantages Category Alphabet (Surname) Equity Issues
Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Family Connection (A) Build trusting relationships with families over time, increased information about family environment; (D) No disadvantages stated With Counseling Team A) Capitalize on counselors strengths, collaboration improves work product, divvy up classroom presentations equally; (D) Presentations made irrespective of counselor caseload, collaboration is time consuming
Relationships
Collaboration
Counselor Role
Grade Level/Program Specialist Equity in Meeting Student Needs (A) Equitable services for all students for all grade levels; (D) Counselor ratios and workload not evenly distributed Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency; (D) Little counseling team collaboration, autonomy can be isolating Generalists Specialists (A) Global view of site, broad (A) Specialized and focused knowledge base, keep current on knowledge base at grade level or for developmental needs at each a specific program, focus and grade level; (D) Surface level of autonomy creates efficiency; (D) knowledge, spread thin over many Must relearn new knowledge each year for grade level counselor, or developmental areas lack of global view of site for program specialist
Career Academy/ Small Learning Community Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency (D) Little counseling team collaboration, autonomy can be isolating Team Member (A) Create family environment and focus on relationship building, teachers responsible for scheduling so counselors can focus more on counseling; (D) Blurring of counselor/teacher role, students can change career academies, thus changing counselors
Pair and Share
ES-MS Assignment Considerations Grade Level Static Advantages – Programmatic, expertise with
developmental level, teacher relationships Disadvantages – Shorter term relationship, transition
between counselors Grade Level Looping Advantages – Long term student/parent relationships
Disadvantages – Different programming each year, continuity on programming, new teachers each year
Capturing Major Ideas
Identify a small group of school counselors near you with a
different type of school counselor assignment Share how the type of assignment was determined. Counselor decision, administration, tradition??? Share experiences of advantages and disadvantages of different
models? Any additional unique considerations or questions related to
assignment?
Practical Applications
Interested in evaluating you own caseload assignment?
Counselors and administrators should have conversations
Additional research is available
about goals and what should be emphasized in the counseling program. Advantages/disadvantages of differing models Delivery of guidance curriculum, individualized planning services and responsive services to students How can you evaluate the effectiveness of your model of assignment?
Akos, P., Schuldt, H. & Walendin, M. (2009) School counselor
assignment in secondary schools. Professional School Counseling, 13, 23-29. Mackey, N. (2013) High School counselor caseload assignment models: Counselors voices about what works and why. Doctoral Dissertation, University of California, Davis. (ProQuest Open Access) Williamson, J. (2011) School counselor assignment in secondary schools: Replication and extension. Doctoral Dissertation, University of Nevada, Las Vegas. (Digital Scholarship@UNLV)
2
Alphabetical Caseload Assignment Model Alphabetical caseload assignment model counselors view themselves as generalists. The generalist school counselor has a global view of school issues since they work with all grade levels and all teachers. They have a large knowledge base, as they must keep current on the developmental needs of students from ages 14-18, and post-secondary options. Alpha counselors are trained equally to help all students in case someone is absent from the office, and/or counselors are transferred or laid off. These counselors see themselves as interchangeable, and see this as a necessity in Sacramento’s economic climate. Alpha counselors are typically assigned relatively the same number of students, and programmatic duties are distributed evenly. They believe this creates a more equitable workload for them, and is necessary due to their high student-to-counselor ratios. Challenges for generalist counselors, however, are that they often are only able to develop a surface level of knowledge for school programs, and it is sometimes difficult for them to switch gears developmentally. They state as a disadvantage that they spend a great deal of time responding to student’s immediate needs versus proactively developing counseling programs, and they feel spread thin over many counseling areas. A challenge of focusing attention on an equitable counselor workload means some students might be placed on the back burner, as it is difficult to carve out specialized time for certain groups of students, when more pressing immediate needs of some students are presented. Alpha counselors spend a great deal of time collaborating with each other. Through this collaboration, counselors are able to take advantage of a team member’s strengths and passions and determine who may be most effective to coordinate managerial functions for the school counseling program. Alpha counselors typically collaborate on the creation of classroom guidance curriculum, and divvy up classroom presentations evenly irrespective of students assigned to their caseloads. Individualized planning services, such as 4-year educational plans and post-secondary planning activities, are also typically completed in large group formats irrespective of a counselor’s student caseload assignment. Alpha counselors, however, state challenges to utilizing this service delivery model is the time it takes to collaborate, and the need to make sure that all team members are presenting information similarly, and are on the same page when it comes to enforcing school policies, rules and regulations. Alphabetical caseload assignment model counselors typically are assigned all the students in one family, and the relationship that the counselor is able to build with those families is seen as a distinct advantage for students and their parents. This connection with one counselor ensures that parents do not have to repeat issues to differing counselors, and they can build a trusting relationship that can span many, many years. Increased information about the issues and assets of the student’s home environment are enhanced by the counselor’s ability to respond to student’s personal, social, and crisis counseling needs.
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Grade Level/Program Specialist Caseload Assignment Models Counselors assigned a grade level or assigned a specific program view themselves as specialists versus generalist counselors. Their knowledge base is focused and specialized. Grade level counselors focus on the developmental issues of a specific grade, while program specialist counselors focus on a specific program such as IB or AVID. An advantage of the grade level caseload assignment model is that counselors can focus on providing equitable services to all students for all grade levels because underclassmen counselors have the time to focus on the specific needs at their assigned level. A perceived advantage of the grade level model is that every student is seen, and no student is placed on the back burner. In fact, lower grade level caseload assignment model counselors state that this program methodology allows them to spend 50-60% of their time completing 4-year educational plans and post-secondary planning activities one-on-one with their students and their families. This focus on equity of student services, however, can create an inequity in the counselor workload. When a counselor is assigned seniors the workload is likely higher, and freshman counselors are typically assigned a much larger population of students. Counselors must also relearn new knowledge each year as they loop to a new grade level with their students. Grade level and program specialist counselors also see themselves as operating within their departments more autonomously than the alpha counselors do. In many instances this is seen as an advantage as the counselors believe this creates efficiency, but it can also be isolating. Counselors assigned to a specific program also state that this autonomy can be a disadvantage as they are often far removed from the needs or issues affecting students outside of their programs. For example, an IB counselor is not up-to-date on the issues affecting special education students, and thus, the counselor may lack an understanding of what other issues exist at the school site. Although the lack of the family connection within the grade level and program specialist caseload assignment models is perceived as a disadvantage, these counselors state that their caseload assignment models give them an opportunity to enrich their student relationships. Counselors utilizing these models often participate in outside activities such as field trips or are assigned to chaperone activities for a specific grade level, with one counselor in the study stating, “Relationships, you build the best relationships … because you’re spending more time with them (the students) and also you do fun things (with them).” By focusing on a specific grade level or program, counselors believe that they can spend more time focusing on the specialized needs of their students. Grade level and program specialist caseload assignment model counselors spend the majority of their time collaborating with teachers, and less time collaborating with each other. A major advantage is that they know a small core group of teachers extremely well, know the specific curriculum that students are learning, and sometimes even work with teachers on curriculum. These counselors create their own classroom presentations, collaborate with their specific group of teachers, and make presentations to only students on their respective caseloads. A perceived advantage is that this method is more efficient as they do not have to collaborate with their colleagues on presentations.
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Career Academy Caseload Assignment Model Career academies are utilized to create a family-like community and safe haven for students in urban school settings. In this model the counselor is seen as a member of a team that works to keep students engaged in school, and helps to build strong relationships between students and adults. Counselors at these schools do not do any academic scheduling, which they see as an advantage and state that it frees them up to do more personal counseling with students; however, an unintended consequence of this shared academic guidance can be a blurring of the counselor/teacher role. In addition, this focus on responding to many personal counseling issues for students and families makes it challenging for counselors to carve out time to focus on other groups of students with less pressing needs. Similar to the grade level and specialists counselors, career academy counselors often participate in outside activities such as field trips and are assigned to chaperone activities for their respective career academies. Career academy caseload assignment model counselors spend the majority of their time collaborating with teachers, and less time collaborating with each other. A major advantage is that they know a small core group of teachers extremely well, know the specific curriculum that students are learning, and sometimes even work with teachers on curriculum. These counselors create their own classroom presentations, collaborate with their specific group of teachers, and make presentations to only students on their respective caseloads. This model emphasizes the counselor’s role of helping teachers improve their work with individuals and groups of students, and within their classrooms, and can help facilitate the implementation of counselors’ classroombased, developmental guidance activities. A disadvantage seen by many of the counselors using the career academy model is the ability at their schools for students to change career academies, and, thus, change counselors. This caseload assignment can minimize consistency of counselor services, and can be more time demanding in counselor-to-counselor consultation.
If you would like to learn more about high school counselor caseload assignment models, please contact me. Dr. Nelda L. Mackey El Camino Fundamental High School [email protected]
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
Major Themes for Caseload Assignment Models: (A)=Advantages; (D)=Disadvantages Category
Alphabet (Surname)
Equity Issues
Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Family Connection (A) Build trusting relationships with families over time, increased information about family environment; (D) No disadvantages stated With Counseling Team A) Capitalize on counselors strengths, collaboration improves work product, divvy up classroom presentations equally; (D) Presentations made irrespective of counselor caseload, collaboration is time consuming Generalists (A) Global view of site, broad knowledge base, keep current on developmental needs at each grade level; (D) Surface level of knowledge, spread thin over many developmental areas
Relationships
Collaboration
Counselor Role
Grade Level/Program Specialist Equity in Meeting Student Needs (A) Equitable services for all students for all grade levels; (D) Counselor ratios and workload not evenly distributed Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
Career Academy/ Small Learning Community Fairness to Counselor Workload (A) Equal ratios, evenly spreads workload; (D) Some students placed on backburner, students may need to be more proactive to be seen Enhanced Student Connection (A) Often participates with students in activities outside of counseling domain, i.e. field trips; (D) Lack of family connection
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency; (D) Little counseling team collaboration, autonomy can be isolating Specialists (A) Specialized and focused knowledge base at grade level or for a specific program, focus and autonomy creates efficiency; (D) Must relearn new knowledge each year for grade level counselor, or lack of global view of site for program specialist
With Teachers (A) Know small group of teachers and curriculum well, create own classroom presentations, and present to respective caseload, work more autonomously which creates efficiency (D) Little counseling team collaboration, autonomy can be isolating Team Member (A) Create family environment and focus on relationship building, teachers responsible for scheduling so counselors can focus more on counseling; (D) Blurring of counselor/teacher role, students can change career academies, thus changing counselors
Mackey, N.L. (2013). High School Counselor Caseload Assignment Models: Counselors Voices about What Works and Why. Doctoral Dissertation, University of California, Davis
