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For there to be change within a school community there must be an advocate to initiate the desired change.

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Reference:  FranklinCovey Education. (2018). The leader in me.  https://www.theleaderinme.org/what-is-the-leader-in-me/

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Together we are strong!

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As defined in ASCA National Model...

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School counselors are teachers too!

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AMLE - Association for Middle Level Education

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Teacher collaboration has been a common element of middle grades initiatives for years, typically one or more of these three organizational models: common planning time, professional learning communities, and critical friends groups.

Each model is distinct, yet they share common features. They 1) advance teacher learning, 2) address context-specific issues, 3) foster collegiality, 4) reduce teacher isolation, and 5) lead teachers to greater insights about teaching and learning. The overarching, and arguably the most important common element, is the goal of improved student learning.

What makes each organization model unique? First, the teachers are organized differently in each model: interdisciplinary teams, disciplinary teams, or self-selected teams. Second, the starting point for teachers' collaboration differs. In common planning time, teacher teams begin with an analysis of the holistic needs of students; in professional learning communities, the teacher teams begin with the analysis of students' academic progress; and in the critical friends groups, the teacher teams begin with an identified need or interest for improved practice. The recognized features of each organization model are summarized in Table 1.

Table 1. Organizatonal Models That Promote Teacher Collaboration

Common Planning Time Professional Learning Communities Critical Friends Groups

Interdisciplinary teams- teachers share same students

Coordinate team policies and procedures

Discuss students

Meet with parents

Plan team activities, thematic or cross-curricular units

Examine student work

Participate in professional development

Disciplinary teams

Ongoing process of collective inquiry and action research

Collective analysis of student assessment data in relation to specific learning targets

Use of data to inform and assess effectiveness of instruction

Group gathers voluntarily to improve practice through collaborative learning

Uses coaches and specific protocols used to guide sessions

Identify school-specific student learning goals, reflect on practices for achieving the goals, collaboratively examine student work

Strategies for Building Teacher Collaboration

Organizational models facilitate, but do not guarantee collaboration. How teachers engage in a model can make a difference. Teachers' personal stance about whether they "have to" or "want to" participate in an organizational model is critical to successful collaboration. Equally important is understanding how to engage effectively in collaborative work with colleagues.

As with other skills, we gain a greater capacity for collaboration with the opportunity to practice. To initiate or revitalize teacher collaboration in your school, try these five strategies.

1. Create a truly shared vision and goals. The level of ownership they feel in the process influences how much teachers actually invest in collaborative work. A shared vision and goals can lead to that sense of ownership. For example, identify your team's shared vision of caring for students and student learning, set goals related to that vision, discuss how the team's work can help attain those goals, and check in often to assess progress. The strong connection between the work and the vision of the team can help individuals see purpose and assume ownership in the process.

2. Develop a sense of community. At its core, collaboration is relational. Getting to know your colleagues, understanding their passions, and taking the time to connect on a personal level can help members gain mutual respect and look past perceived eccentricities in others. Establishing shared values and commitments can unify the group and provide purpose for their collective work. Like all relationships, a collaborative community develops over time and requires work to maintain.

Trust influences the effectiveness of collaborative work. Respecting group commitments such as being fully present at meetings and seeing the best in others helps establish trust and build a cohesive community. Other ways to develop community include establishing traditions, celebrating accomplishments, and recognizing individual contributions.

3. Identify group norms. Let's face it: collaboration can be uncomfortable or stressful at times. When we are transparent about our work and our beliefs, our colleagues can see our limitations as well as our strengths, placing us in a position of vulnerability. Sharing with and trusting colleagues requires courage and humility. A climate of trust can help establish the safe environment that's necessary for open communication.

Identifying and establishing group norms also can help develop that safe environment. Norms might include defining roles and responsibilities, using protocols for interpersonal communication, and outlining parameters for time management.

Taking the time to get to know the learning styles, needs, interests, fears, and hopes of each team member helps shape the norms for how the group engages in the shared work.

4. Use discussion and dialogue. Whether they are integrating curriculum, analyzing data, or studying a new practice, teams should understand the roles of, and differences between, dialogue and discussion. They are equally important to the group process.

Discussion moves the conversation forward. In discussion, individuals state their opinions for the purpose of building consensus or making decisions.

The goal of dialogue is to share and broaden knowledge. Dialogue invites multiple perspectives, values the exploration of biases and assumptions, questions the status quo, and entertains new ways of knowing and being. Dialogue requires active listening, willingness to state beliefs, the ability to bear the tension of ambiguity, and belief in the transformative potential in the process.

5. Work through conflict. Dialogue can cultivate deep professional learning as individuals and teams explore new ideas for practice. However, dialogue may also lead to conflict. It can be helpful for your team to develop a conflict management plan and to monitor conflict as it arises.

Teams can help manage conflict by providing time, space, grace, and support for individuals as they work through their emotions. Individuals also should monitor their own emotions and practice self-care.

Using professional judgment, your team can determine when to explore the roots of conflict and when to provide space for reflection and cooling down. While sometimes uncomfortable, conflict often provides growth opportunities.

Teacher Collaboration

Strong collaboration and collaborative cultures develop over time and require commitment to the process. While the benefits are clear, genuine collaboration is complex.

Patience in the moment and anticipation for the outcome can lead to deep teacher learning that translates into tangible student achievement.

What will it take to maximize organizational models for productive teacher collaboration in your school? School leaders-principals and teachers-need to work together and commit to a collaborative culture. They need to ensure dedicated time for the organizational model within the school day.

Common planning time, professional learning communities, and critical friends groups each require regular, dedicated time for teachers to collaborate. With time, teachers can develop authentic collaborative communities in which they address common issues, shared goals or school-wide initiatives; engage in mutually beneficial endeavors using communal resources; and advance their skills, knowledge, and dispositions related to student learning.

Micki M. Caskey is the associate dean for academic affairs in the Graduate School of Education at Portland State University. She is past chair of the Association of Middle Level Education's Research Advisory Committee and past editor of Research in Middle Level Education Online. caskeym@pdx.edu

Jan Carpenter is chair of the Education Department in the School of Graduate Studies at Marylhurst University. She is also chair of the Association of Middle Level Education's Professional Preparation Advisory Committee and past chair of the Oregon Middle Level Consortium. carpenter@marylhurst.edu

Published in AMLE Magazine, October 2014.

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Teacher collaboration has been a common element of middle grades initiatives for years, typically one or more of these three organizational models: common planning time, professional learning communities, and critical friends groups. Each model is distinct, yet they share common features.

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Community Asset Mapping (Journal review)

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Community Asset Mapping (Journal review)

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School counselors collaborate with a host of others to assist in meeting the needs of many.

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As defined in ASCA National Model...

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Check out this video about the collaborative efforts of school counselors in a learning environment!

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Check out this video about the collaborative efforts of school counselors in a learning environment!

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Collaboration between teachers and school counselors

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This video keeps it real. From direct delivery services, to more indirect delivery services, like collaboration responsibilities.

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"School Climate improvement efforts promote emotional safety"

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"School Climate improvement efforts promote emotional safety"

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National Center for Safe Supportive Learning Environments.
https://safesupportivelearning.ed.gov/topic-research/safety

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Boccanfuso, B., & Kuhfeld, M. (2011). Multiple responses, promising results: Evidence-based, nonpunitive alternatives to zero tolerance. Washington, DC: Child Trends.

Davis, J. E., & Jordan, W. T. (1994). The effects of school context, structure, and experiences on African American males in middle and high school. Journal of Negro Education, 63, 570-587.

Furlong, M. J., Whipple, A. D., St. Jean, G., Simental, J., Soliz, A., & Punthuna, S. (2003). Multiple contexts of school engagement: Moving toward a unifying framework for educational research and practice. The California School Psychologist, 8, 99-114.

DeVoe, J., & Murphy, C. (2011). Student Reports of Bullying and Cyber-Bullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey (No. NCES 2011-336). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.

Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2006). Effects of Antibullying School Program on Bullying and Health Complaints. Archives of Pediatrics & Adolescent Medicine, 160(638-644).

Glew, G. M., Fan, M.-Y., Katon, W., Rivara, F. P., & Kernic, M. A. (2005). Bullying, Psychosocial Adjustment, and Academic Performance in Elementary School. Archives of Pediatrics & Adolescent Medicine, 159, 1026-1031.

Gottfredson, G., & Gottfredson, D. (2001). What schools do to prevent problem behavior and promote safe environments. Journal of Educational and Psychological Consultation, 12(4), 313-344.

Harper, K. (2010). Measuring School Climate. Paper presented at the Safe and Supportive Schools Grantee Meeting, Washington, DC.

Mayer, G. R. (2001). Antisocial behavior: Its causes and prevention within our schools. Education and Treatment of Children, 24, 414-429.

Nansel, T. R., Overpeck, M., Pilla, R. S., Ruan, W. J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285(16), 2094-2100.

Neild, R. C., Furstenberg Jr., F. F., & Stoner-Eby, S. (2002). Connecting Entrance and Departure: The Transition to Ninth Grade and High School Dropout. Unpublished.

Osher, D., & Kendziora, K. (2010). Building Conditions for Learning and Healthy Adolescent Development: Strategic Approaches. In B. Doll, W. Pfohl & J. Yoon (Eds.), Handbook of Youth Prevention Science. New York: Routledge

Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., et al. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 4, pp. 1263-1278). Bethesda, MD: National Association of School Psychologists.

Osher, D., Dwyer, K., & Jimerson, S. R. (2006). Safe, supportive, and effective schools. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 51-72). Mahwah, NJ: Erlbaum.

Ripski, M. B., & Gregory, A. (2009). Unfair, unsafe, and unwelcome: Do high school students' perceptions of unfairness, hostility, and victimization in school predict engagement and achievement?. Journal of School Violence, 8(4), 355-375

Scales, P. C., & Roehlkepartain, E. C. (2004). Service to others: A gateway asset for school success and healthy development. In National Youth Leadership Council, Growing to greatness: The State of Service-Learning Project (pp. 26-32). St. Paul, MN: National Youth Leadership Council.

Skiba, R., & Rausch, M. K. (2004). The Relationship between Achievement, Discipline, and Race: An Analysis of Factors Predicting ISTEP Scores. Bloomington, IN: Center for Evaluation and Education Policy.

Steinberg, M. P., Allensworth, E., & Johnson, D. W. (2011). Student and Teacher Safety in Chicago Public Schools: The Roles of Community Context and School Social Organization. Chicago: Consortium on Chicago School Research.

Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213.

Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School psychology review, 50(2-3), 221-236.

Harp, B. C. (2019, December 17). Parents, school staff should look for signs of bullying among youth. StopBullying.gov. Retrieved from https://www.stopbullying.gov/blog/2019/08/28/parents-school-staff-should-look-signs-bullying-among-youth

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School safety is defined as schools and school-related activities where students are safe from violence, bullying and harassment, and the influence of substance use.

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Our objective is to foster student success. In the RAWSHORT video, we are reminded about the need for utilizing, or collaborating with our local and community resources.

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Make an animated explainer video for free at: http://www.rawshorts.com Now you create your own explainer videos and animated presentations for free. Raw Shorts is a free cloud based video builder that allows you to make awesome explanation videos for your business, website, startup video, pitch video, product launch, video resume, landing page video or anything else you could use an animated explainer video.

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"People are people, no matter how small"

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UPCS Guidance Counselor "Seeing Silver in the Soup" | Lynnel Reed | TEDxNorthHighSchool

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Why American Public Schools are Failing Students

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Why American Public Schools are Failing Students

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The video talks about how students of color have difficulty getting a quality education, the reasons behind the issue, and how system changes can benefit their success level.
Reference:
AJ+. (2017, May 28). Why American Public Schools Are Failing Students [Video file]. Retrieved from https://www.youtube.com/watch?v=K2658IoJVxQ

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Why American Public Schools Are Failing Students

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As defined in ASCA National Model...

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 Leadership Practices of School Counselors and Counseling Program 

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 Leadership Practices of School Counselors and Counseling Program 

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The journal article on Leadership Practices of School Counselors and Counseling Program Implementation provides an analysis regarding the importance of school counselors to be more diligent in their actions to meet and exceed school goals for student achievement.

Reference

Mason, E. (2010). Leadership Practices of School Counselors and Counseling Program Implementation. NASSP Bulletin, 94(4), 274-285

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School Counselors! Leaders in School Reform, Student Achievement and College Readiness

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School Counselors! Leaders in School Reform, Student Achievement and College Readiness

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Reference
The College Board. (2011, November 18). School Counselors! Leaders in School Reform, Student Achievement and College Readiness [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=40&v=ZgldBB2Hlzs

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School Counselors!  Leaders in School Reform, Student Achievement and College Readiness

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Counseling Middle Schoolers with a Purpose - Preparing them for their future

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Counseling Middle Schoolers with a Purpose - Preparing them for their future

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The journal article on Counselors in Rural Schools evaluates the benefits and challenges of counselors working in rural school settings; however, school counselors are capable of leading the path as directed by the ASCA so that students are compensated with adequate and efficient learning environments.

Reference

Wimberly, C. L., & Brickman, S. (2014). Counselors in Rural Schools: A Position of Leadership. Rural Educator, 35(2), 24.

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Kim Pruitt & Josie, School Counselor & Therapy Dog

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Kim Pruitt & Josie, School Counselor & Therapy Dog

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Kim Pruitt & Josie, School Counselor & Therapy Dog

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Counselors can find ways to help from the inside out

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Counselors can find ways to help from the inside out

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Counselors can serve as leaders in various initiatives that support student success

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Counselors can serve as leaders in various initiatives that support student success

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Advocacy:
The act or process of supporting a cause or porposal

Reference:
Meriam-Webster. (N.d.). Advocacy. Retrieved from https://www.merriam-webster.com/dictionary/advocacy

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As defined in ASCA National Model...

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In this video, there are three examples of a school counselor collaborating with a parent, student, and teacher to resolve issues through the use of advocacy.
Reference:
Dupont, A. (2015, October 27). Like a good school counselor: Advocacy in school counseling [Video file]. Retrieved from https://www.youtube.com/watch?v=VqvKe0Vsh14

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Like a Good School Counselor: Advocacy in School Counseling

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A Role of the Professional School Counselor

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A Role of the Professional School Counselor

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School counselors can utilize their positions within the school community to advocate for safety in many ways. Two examples of how school counselors can work towards safety include ensuring safety plans are up-to-date and implemented, as well as  create safety councils for the school community that they work in.
Reference:
Posamentier, J. (2018, March 21). Addressing gun violence in schools [Picture]. Committee for Children. Retrieved from https://www.cfchildren.org/blog/2018/03/addressing-gun-violence-in-schools/

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In the article by Singh and Burnes (2009), it discusses how middle school counselors can work as advocates in the school community to create a safe environment for the LGBTQ community. The authors discuss the imperative need for advocacy, within the middle school community, while providing suggestions and examples on how to support and advocate for LGBTQ students.
Reference:
Singh, A. a., & Burnes, T. R. (2009). Creating Developmentally Appropriate, Safe Counseling Environments for Transgender Youth: The Critical Role of School Counselors. Journal Of LGBT Issues In Counseling, 3(3/4), 215-234. doi:10.1080/15538600903379457

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Through these steps, school counselors can become advocates for change in schools to ensure each student has an equal opportunity for success.

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In the video, Leona Lewis, a middle school counselor discusses her role as an advocate in the school community to teach students how to use their voice and position to be advocates themselves for their school and community.
Reference:
Lesley University. (2018, July 10). School counselor empowers middle schoolers to become active citizens [Video file]. Retrieved from https://www.youtube.com/watch?v=ilg6XlQJUs8

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School Counselor Empowers Middle Schoolers to Become Active Citizens

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In the article by Burkhardt (1999), he discusses the importance of creating advisory councils in all middle schools. Through advocacy via advisory councils school counselors and the school community can ensure that all middle school students receive the same opportunities so that no child is neglected. As a result of advisory councils, research has shown "increased academic achievement, greater attendance, fewer alienation of students, less vandalism, and more" (p.52). Through this form of advocacy schools can become safer and more success.
Reference:
Burkhardt, R. M. (1999). Advisory: Advocacy for Every Student. Middle School Journal, 30(3), 51-54.

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5 Steps to Creating a GSA in a Middle School

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5 Steps to Creating a GSA in a Middle School

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In her blog "The Middle School Counselor," Carol Miller, discusses how the idea of creating a GSA- Gender Sexuality Alliance came about. She then breaks down the process of taking an idea and turning it into a real group for individuals in the school. This article serves as a guide for other school counselors  on how to take an idea and through advocacy,  make it a reality.
Reference:
Miller, C. (2018, February 14). 5 Tips for creating a gsa at your middle school [Blog post]. Retrieved from https://www.themiddleschoolcounselor.com/

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The Importance of Advocacy for the School Counseling Profession

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The Importance of Advocacy for the School Counseling Profession

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In this article for ASCA, Mr. Upton discusses the importance of the role of advocacy for the school counseling profession. He explains the importance for school counselors to advocate their roles utilizing the ASCA National Model to create a strong counseling program. Thus by being advocates for themselves and their roles in the school system, school counselors are advocating for all students.
Reference:
Upton, W. (2012, December). The importance of advocacy. Retrieved from https://www.schoolcounselor.org/newsletters/december-2017/the-importance-of-advocacy?st=tx

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"A focus on data-driven programming allows school counselors to identify areas in need of improvement, leading to alterations in systemic policies and procedures that empower students and lead to higher performance and greater success" (Erford, 2015, p. 30)

References:
Erford, B. T. (2015). The ASCA National Model: Developing a comprehensive, developmental school counseling program. In Erford, B. T. (Eds.), Transforming the school counseling profession (4th ed., pp. 29-44). Upper Saddle River, NJ: Pearson.

Stevens, A. (2016, February). What is the difference between data and information [Picture]. Retrieved from https://www.winpure.com/blog/what-is-the-difference-between-data-and-information/

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Creating a strong school counseling program through systemic change, school counselors can provide students with the resources and environment needed to create equitable academic, career, and personal/social success for all.
Reference: Michigan School Counselor Association. (2018). 2018 Fall conference [Picture]. Retrieved from http://www.michiganschoolcounselor.org/content.asp?

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By utilizing data to see where improvements can be made in regards to school safety, school counselors can collaborate with community partners, parents, and local resources to create boards, implement safety plans, and work with students to ensure their well-being.  For example if research shows a  lot of students are suffering academically because of  fear of safety in schools due to recent shootings, school counselors can bring in local authorities to discuss the matter and educate students  on how to stay safe if they were to become in danger.
Reference:
Gaw, R. (2018, March 20). Therapist seeks to work with KCSD on school safety imitative [Picture]. Retrieved from http://www.chestercounty.com/2018/03/20/169370/therapist-seeks-to-work-with-kcsd-on-school-safety-initiatives

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In the article by Besler, Morris, and Hasselbeck (2012), the authors provided data regarding the impact of child obesity on student academic performance. Due to multiple contributing factors including socioeconomic standing and lack of extra-curricular activities, children are not performing to their potential. The article addresses how school counseling programs can and should adjust to best serve this issue. Especially in middle school when most children become more independent regarding their food choices and activity levels. Through system change on multiple levels, school counselors can educate parents, students , and teachers on the risks of poor diets and how to become healthier. The article discussed strategies such as bringing in chefs to teach families how to cook healthy and workshops to teach how to pick healthy foods. As a result of system change in school counseling programs, a school counselor can create the momentum for healthier lifestyles resulting in more success.
Reference: Belser, C. T., Morris, J. A., & Hasselbeck, J. M. (2012). A Call to Action: Addressing the Childhood Obesity Epidemic through Comprehensive School Counseling Programs. Journal Of School Counseling, 10(23), pp. 1-30.

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Influence - A key responsibility of school counselors

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Influence - A key responsibility of school counselors

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As cited by Dollarhide & Saginak (2017), the ability to influence others towards the same achievement for the success of students is a key responsibility of school counselors (Northouse, 2015).  School counselors have the expertise to unite the forces including community leaders, stakeholders, parents, and administration to promote and implement valuable initiatives.
Reference:

Dollarhide, C. T, & Saginak, K. A. (2017). Comprehensive school counseling programs: K–12 delivery systems in action (3rd ed.). Upper Saddle River, NJ: Pearson.

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Safety is derived when culture change begins from within!

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Developing leaders with 21st century skills. The Leader in Me is an innovative, school-wide model that enables educators to unleash each child's full potential.

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Tranforming Schools Through Family, School, and Community Engagement

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Tranforming Schools Through Family, School, and Community Engagement

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SEDL. (2012, August 9). Transforming Schools Through Family, School, and Community Engagement [Video file]. Retrieved from https://www.youtube.com/watch?v=prMJgUM_CXI

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Transforming Schools Through Family, School, and Community Engagement

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Counselors can lead and ensure student safety by listening and being available to students. Watch "Continuing the Conversation - Middle School

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Counselors can lead and ensure student safety by listening and being available to students. Watch "Continuing the Conversation - Middle School

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Fort Bend ISD. (2018, March 1). Continuing the Conversation - Middle School [Video file]. Retrieved from https://www.youtube.com/watch?time_continue=3&v=P8nShSAbgv8

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Continuing the Conversation - Middle School

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Under the concept of leadership, school counselors understand that safety is an important part  in a big picture for student success

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Under the concept of leadership, school counselors understand that safety is an important part  in a big picture for student success

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ASCA Ethical Codes of School Counselor  "Leadership"

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ASCA Ethical Codes of School Counselor  "Leadership"

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B.2. Responsibilities to the School
d. Provide leadership to create systemic change to enhance the school.
Reference:
American School Counselor Association (ASCA). 2016 Ethical Standards. Retrieved from https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

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Culturally competent collaboration: School counselor collaboration with African American families and communities. 

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Culturally competent collaboration: School counselor collaboration with African American families and communities. 

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The journal article addresses the importance of school counselors connecting with African American families and the communities to eliminate barriers and bring about positive outcomes.

Reference:
Moore-Thomas, C., & Day-Vines, N. L. (2010). Culturally competent collaboration: School counselor collaboration with African American families and communities. Professional School Counseling, 14(1), 53–63.

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Leadership + Advocacy + Collaboration + System Change = A higher achievement rate for all student

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Leadership + Advocacy + Collaboration + System Change = A higher achievement rate for all student

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School counselors as leaders inflicting change through mobilizing others.

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School counselors as leaders inflicting change through mobilizing others.

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SCHOOL COUNSELING FOR SYSTEMIC CHANGE: BULLYING AND SUICIDE PREVENTION FOR LGBTQ YOUTH

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SCHOOL COUNSELING FOR SYSTEMIC CHANGE: BULLYING AND SUICIDE PREVENTION FOR LGBTQ YOUTH

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This article evaluates the need to improve the relations between the community, family, student body and the LGBT community after five adolescent boys suicide deaths prior to October 1, 2010.
Reference:
JEFFRY, M. L., LEGGETT, E. S., & PERERA-DILTZ, D. (2011). School Counseling for Systemic Change: Bullying and Suicide Prevention for LGBTQ Youth. Retrieved from https://www.counseling.org/knowledge-center/vistas/by-subject2/vistas-school-counseling/docs/default-source/vistas/vistas_2011_article_81

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School Counseling for Systemic Change: Bullying and Suicide Prevention for LGBTQ Youth