Supporting Students' Success through Distributed Counseling: A Core Principle for Small Schools

Autor/inn/en	Allen, David; Nichols, Patrice; Tocci, Charles; Hochman, Dalia; Gross, Kevin
Institution	Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Titel	Supporting Students' Success through Distributed Counseling: A Core Principle for Small Schools
Quelle	(2006), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Student Relationship; Emotional Problems; College Preparation; Adolescents; School Counselors; Counseling Services; Academic Achievement; Faculty Development; High Schools + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; School counselor; Beratungslehrer; Pädagogischer Berater; Schulleistung; High school; Oberschule
Abstract	In traditional high schools, teachers are responsible for the academic progress of students taking those teachers' classes, and the guidance counselor is responsible for addressing any social or emotional problems that may emerge. Teachers rarely meet to discuss students they have in common, and even more rarely meet with the counselor to consider how to support students both academically and emotionally. In the system of distributed counseling, developed by the Institute for Student Achievement (ISA), teachers and a counselor regularly work together as a team to support student academic and social-emotional development. Thus, both teachers and counselors have an expanded role in supporting student success. Teachers find that when they form strong relationships with their students, they are better able to support them and to demand more from them academically. The report is based on documentation from nineteen ISA schools/SLCs from September 2003 and May 2004 and is intended to serve as a resource for educators, schools, and districts interested in, or already engaged in, developing programs that provide students with the support they need for success in school. Part 1 examines what the research says about the needs of young adults and the role of the school in meeting those needs. Part 2 provides an overview of ISA principles and undergirding beliefs, focusing particularly on distributed counseling. Part 3 describes major components of the ISA model of distributed counseling, including: (1) team collaboration and integration of counseling strategies; (2) participation of a dedicated counselor; (3) the role of teacher as advisor; (4) student-support mechanisms; (5) parent communication; and (6) college preparation. In Part 4, key decisions that schools face in creating a distributed counseling model are delineated. Part 5, the final section, describes the role that ISA plays in helping schools to develop a distributed counseling program. The document includes four appendixes: (1) ISA Seven Principles for Success; (2) Internet Resources for Distributed Counseling; (3) College Preparation and Orientation Time Line; and (4) The Case Conference. [This report was published by the Institute for Student Achievement.] (ERIC).
Anmerkungen	National Center for Restructuring Education, Schools and Teaching (NCREST). Columbia University, Teachers College, 525 West 120th Street Box 110, New York, NY 10027. Tel: 212-678-3432; Fax: 212-678-4170; Web site: http://www.tc.edu/centers/ncrest/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10