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I believe that the school counselor’s role is to advocate for every student no matter the circumstances. It is the school counselor’s duty to assess students and observe if they have made progress. Upon assessing the school counselors must deliver by providing services that would best benefit the student. My vision statement is to advocate for students, promote academic and social-emotional development, and help students plan for postsecondary education. As I continue to grow to become a school counselor my goal is to promote social change and stand up for students’ rights and beliefs.

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After using the Likert scale to assess the ASCA School Counselor Professional Standards & Competencies I would like to expand my understanding of Mindset M 3 because my goal is to work with the high school population. I am eager to learn what tools and resources I will use to assist students to be prepared for postsecondary goals. Students in the K-8 environment most likely have the same goal which is setting students up for success to make it to the next grade level however this can look a lot different when referring to high school students. What I mean by that is postsecondary success looks different for every student upon graduating high school. Some students seize the opportunity to go to college while others would like to begin a trade or job. Either way, everyone can view postsecondary goals and accomplishments differently and I would like to improve my knowledge of this mindset.

I believe every student can be successful, provided with the proper resources. This goes hand and hand with Mindset M.1. Working with students with disabilities I’ve had countless encounters with people doubting the abilities of our children. My job as a teacher is to advocate for ESE students and when I become a school counselor, I plan to advocate for all students receiving services. Another mindset I did well with is M.5. According to the ASCA School Counselor Professional Standards & Competencies M.5 “Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school staff and education stakeholders.” (ASCA 2019) I am familiar with collaborating as a team and communicating with stakeholders. Teamwork allows school counselors to collaborate, provide feedback and provide beneficial services to students.

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The peer-reviewed article I chose to study and write my reflection on is “Aspirations, Achievement, and School Counselors' Impact on the College Transition.” This topic sparked an interest because I plan to become a school counselor serving the high school population in the future. In this article, the authors perform a study on students in the 12th grade to determine the effect school counselors have on post-secondary education. Using Identification numbers, the team was able to track information 18 months after 12th-grade seniors graduated. The success rate was divided into four measures that included retention, persistence, initial college enrollment, and post-secondary outcomes.

According to the article “Students have better outcomes if they see their school counselors more often for assistance in applying to postsecondary education, creating direction in their lives, thinking about how to finance their education and if they are able to develop a more personalized relationship with their school counselors” (Poynton & Lapan, 2017)Based on the outcomes of this study I agree with the authors’ results. I appreciated the fact that the study team used a 5-point Likert scale to measure the students’ response to their counselor’s responsiveness. As a result, this gave the students a chance to express their impressions of their assigned school counselors. School counselors that build rapport and meet with students to discuss college transitions have a positive impact on students’ post-secondary goals.

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Lesson Plan