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I chose this article because it explores the connections between student happiness, school climate, and the effectiveness of school improvement plans. The authors examine how creating a positive school environment can positively impact students' well-being and academic achievements. As an educator for over 15 years, I have seen how negative environments, both at school and outside school, can directly impact a students' ability to learn. Without appropriate resources to make effective environmental changes, some students' success will be hinder. Collecting appropriate data to see the benefits of social and emotional learning curriculums is vital in making effective school improvement plans. This article backs up the aforementioned statement.

The principal intent of this article is to advocate the use of data found from the subjective well-being assessment. This data can provide insight into the well-being of a student body, which in return affects their academic learning abilities. Utilizing this data can help drive school improvement programs.

The authors discuss the crucial role school counselors are in gathering the date, designing curriculum to implement (SELs) which will propel a positive learning environment. It is crucial for administration to utilize counselors' knowledge and strategies in the school improvement plans. Data shows that when students are happy, they are better learners.

It is important to note that data collect for school climate is outdated, and without the use of SWB it is lacking in accurate data collated to gaining an overall understanding of school climate, and without it they are missing a vital aspect of a successful learning environment. It is noted in the article that next to academic functioning, students' well-being and happiness is directly correlated to a more enjoyable and rewarding environment.

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As an educator for over a decade, and now a guidance counselor, I believe that every student deserves the right to a highly effective form of education, and every student deserves the right to a healthy social/emotional education. Every student has the ability to succeed when given the tools to do so. Every student is unique, and their learning styles are unique. I believe that in order to tap into these unique abilities, we must build relationships with our students. Creating a safe environment while creating trust will in return create an atmosphere for students to thrive in. This environment goes beyond the doors of a counselor, and into the community of the school, and beyond that. I believe community coming together can create the highest of achievers.

The school counselor is one piece of the puzzle when advocating for students. The other puzzle pieces are teachers, administrators, parents, and the outer community. My vision for my school campus, is toy bring all these pieces together to support the student both academically, and socially and emotionally.

Within my practice I will focus on using the ethical standards that are put in place to ensure I am prioritizing the best interest of my students. As stated in the ASCA, the standards specifies the obligation of ethical behavior necessary to maintain the highest standards of integrity, leadership and professionalism. These guidelines help me ensure I am providing the most effective form of counseling that is equitable to all. My main goal is to focused on the students well-being, and what will be best for them in order for them to be successful and thrive.

I will advocate for the rights of my students academic success, and their social and emotional success. Following the ethical standards laid out by the ASCA, I will ensure that I am being held up to guidelines to ensure I succeed in my advocacy in a professional manner. My students are the core of my profession, and it is them I am serving.

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

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The results of my school counselor competency assessment did not surprise me, as I have been in the role of a school counselor for almost two years now. However, there are still items on the assessment that I have yet to touch on, and know that as my years of experience grow I will  develop the techniques and knowledge to take on these items.

Mindsets and Behaviors: I did very well in this area, as a teacher for six years, and an instructional coach for another six these points have been the foundation of my educational philosophy for a very long time. These mindsets have carried over even more as a counselor.

Demonstration of Leadership:  I did well here, as I have been a leader in school settings for a long time. However, demonstrating leadership through the development and implantation of school counseling program is where I know I can continue to grow and become stronger in.

Direct and Indirect Student Services: On this assessment I scored well in, and in my formal evaluation at my school site I was commended on being highly effective.

Foundation and Professional Standards: I scored lower here, as I the standards are something I had not come across prior to enrolling my masters program. My growth here is continuing my education, and using these standards to align my work with my students in the years to come.

Assessment and Reporting: I scored well here, as I have had mentor helping me the last year with my assessment and reporting. My goal is to build confidence in this area to be highly effective on my own.

Development and Implementation of Action Plans: I scored ok in this area, and know that developing effective actions plans will help be more effective.

Collaboration and Systemic Change:  Collaboration has always been one of my strengths, and creating connections with my students, their families and my community I'm effective at. However, creating systemic changes is something that I will need to build confidence in.

Improvement Example:

Working closely with my mentor to focus my action plans, and creating effective assessments on my own will help me. Also, the more practice I have with standards and curriculum, will help me build the confidence to create systemic changes within my school and community.

Overall: My masters program is going to the biggest push to feeling successful, and continue my own professional development will also continue to help me be successful as a counselor.

References

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

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Dealing with Test Anxiety: Ways to Manage

ASCA Mindsets & Behaviors:

M 2. Self confidence in ability to succeed

BSMS 6. Demonstrate ability to overcome barriers to learning

BLS 3. Use time management, organizational and study skills

Objectives:

Students will learn the definition of test anxiety, explore

the symptoms and causes, and practice ways to

manage their anxiety before and during a test

Length of Lesson Plan: 1 hour

Introduction: (10mins) Using an icebreaker with Self-Reflection cards that counselor self-created, they are a random selection of questions to provoke discussions that are light hearted. Students will be split up into groups of four, and they will draw from the card deck. Each card deck will have a question for the group to reflect upon. The questions will be a warm up for students to discuss about test anxiety specifically.

Group Discussion: (20min) Show students the “Performance Anxiety Curve” (www.mindprintlearning.com)

Using graphic organizer, show students how anxiety can be seen as a good thing to help motivate ourselves up to a point. After anxiety reaches a certain point it can become too overwhelming, and the anxiety will affect us negatively both mentally and physically. Counselor can share their own personal battles with anxiety and how it has positively and/or negatively effected certain situations. Counselor should share a few stories ranging in the level of anxiety to show how anxiety can show up on a spectrum, like the infographic shows. This will help engage students to connect, and share their own stories. The goal is to show students that text anxiety, and anxiety in general is normal to a point, but if we allow it to get to a point it can become debilitation. The overall goal is to find ways to combat our anxiety and prevent it from reaching the top.

Students will share out stories of situations they felt anxious, and ways they either helped or fueled their anxiety. Students will only share if they feel comfortable.

Activity: (25mins)

Using the graphic organizer from School Counselor Essentials guide students on how to fill out the form. This form has students identify the test they will be taking soon that they are most worried about, when the test is to take place and their unfounded and realistic fears the students have about the upcoming test. Provide examples of what unfounded and realistic fears maybe. Depending on how students feel, they can work in groups or this can be done whole group. Students will continue with the organizer, as on the backside it has ways to prepare for a test. Students will highlight three top things that they feel would be the most beneficial to them when combatting text anxiety.

Closure: (5mins)

Counselor will go back over the benefits of anxiety, and the negative side effects of it as well. Counselor will highlight the positive ways to combat test anxiety that the students came up with, and encourage students to use their worksheets to help them.