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The "Leader Squad" is a group of students who need to learn to be good leaders in the classroom. The students will learn the characteristics of a good leader and practice them in the group setting to then apply
to the classroom and real world.
Students will also be held responsible for maintaining a positive and cooperative environment.

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Mindset Standards:
M2: Self-confidence in the ability to succeed.
M3: Sense of belonging in the school environment.
M5: Belief in using abilities to their fullest to achieve high-quality results and outcomes.
M6: Positive attitude toward work and learning.
Behavior Standards:
Learning Strategies:
B-LS 1: Demonstrate critical thinking skills to make informed decisions.
B-LS 9: Gather evidence and consider multiple perspectives to make informed decisions.
Self Management Skills:
B-SMS 1: Demonstrate the ability to assume responsibility.
B-SMS 7: Demonstrate effective coping skills when faced with a problem.
B-SMS 9: Demonstrate personal safety skills.
B- SMS 10: Demonstrate the ability to manage transitions and ability to adapt to changing situations and responsibility.
Social Skills:
B-SS 1: Uses effective oral and written communication skills and listening skills.
B-SS 2: Create positive and supportive relationships with other students.
B-SS 6: Use effective collaboration and cooperation skills.
B-SS 7: Use leadership and teamwork skills to work effectively in diverse teams.
B- SS 8: Demonstrate advocacy skills and ability to assert self, when necessary.

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Counselors will be the facilitators of the group.

Students will be given personal invitations and reminder flyers leading up to the first group meeting.

Teachers and Administrators will be given information about the group during faculty meetings at the beginning of the year. Emails will be sent as reminders along with calendars of the dates and times the group will meet.

Parents will be notified of the group via email, call-outs, and flyers sent home with the students. Consent forms will also be sent home via email and attached to the flyer.

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Teachers will be asked to identify students who use their natural leadership skills in a negative way that distracts the class, but believe that the student has the potential to be a positive leader in the class.

The identified students will meet with the counselor individually and be given the pre-assessment to determine if they would benefit from the leadership group.

If it is determined that the student needs to learn ways to be a good leader, and is willing to learn, they will be invited to join the group.

The TAP-In method will be used to determine if the student is interested and willing to participate. The TAP-In method includes:

1. Telling the student about the group

2. Asking the student if they are interested and willing to participate and commit to the expectations

3. Picking the students to participate (Missouri Professional School Counselors and Counselor Educators, 2015).

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Students who recommended by the teacher will give assent. Once assent is given by the student an informed consent form will be sent home for parents to fill out, sign, and return to the school counselor. When the consent form is signed and returned, the student can participate in the group counseling lessons and activities.

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Stage 1:

To build relationships between the counselors and group members, the first session will begin with introductions, ice breakers, and explaining the purpose of the group. The group norms will be established by creating the Participant Guidelines document together. Counselors will stress the importance of confidentiality by providing examples and asking how they would feel if a different person told the story about them. Counselors will also explain the importance of breaking the confidentiality of another student who is being hurt, hurting themselves, or hurting others.

Stage 2:

Members will be actively engaged in lessons that require working with other students. The activities will encourage the members to practice acting as good leaders with peers. Members will have tasks that will allow them to identify the characteristics of a good leader during each session.

Stage 3:

The group will close with a post-assessment to determine if the students have learned the characteristics of a good leader and shown that they can demonstrate them. The students will be encouraged to demonstrate these leadership skills in the classroom and at home. Students will be reminded that a good leader keeps information and stories about others confidential. Counselors will check in with teachers as a follow-up to ensure the students are showing good leader characteristics.

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The Participant Guideline/Ground Rules document will be used in the first session with the students. We will together create a community agreement that every participant must abide by. Examples of each section will be provided, but ultimately, the students will create their own agreement.

Predetermined rules include:

Students will be respectful at all times.

Keep confidential information confidential.

Be kind and encouraging.

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The leadership style used by the counselor with the group will be authoritarian. The counselor will be responsible for guiding this group as well as providing the lessons and activities that need to be completed.

When working with young students, I feel that the counselor being the one who provides the lessons, structures the group, and facilitates their learning will help them become the successful leaders that they want to be at the end of our lessons.

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Members of the Leadership Squad might demonstrate Altruism in that they will have the opportunity to rise as a leader and help somebody else or feel useful.

Catharsis might also be present in members who are given the chance to express themselves as a leader amongst their peers.

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Chapter 239, subchapter A section (c) of the Texas Administrative Code states,  "Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs" (TAC).

The goal of this group is to grow the students as leaders both inside and outside the classroom. The activities and knowledge provided by the counselor for the group will promote both the personal and social development of the students in the group.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate. The standards also serve as the foundation for the professional growth plan and continuing professional education activities required by §239.25 of this title (relating to Requirements to Renew the Standard School Counselor Certificate). (b) Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base. The certified school counselor must know and understand: (1) the history and philosophy of counseling; (2) counseling and consultation theories and practices; (3) career development theories and practices; (4) the roles and responsibilities of a comprehensive school counseling program that emphasizes college and career readiness and postsecondary options for all students, including college admissions, college financial aid resources, application procedures, and workforce and career opportunities; (5) assessment principles and procedures, including the appropriate use of tests, test interpretation, and test results; (6) changing societal trends, including demographic, economic, and technological tendencies, and their relevance to school counseling; (7) environmental, social, and cultural factors that affect learners' development and the relevance of those factors to educational, career, personal, and social development, along with comprehensive school counseling programs; (8) learners' developmental characteristics and needs and their relevance to educational and career choices; (9) legal and ethical standards, practices, and issues and the importance of commitment to and implementation of ethical principles; (10) the characteristics and educational needs of special populations; (11) techniques and behavioral interventions to assist teachers with classroom management; (12) the integration of a school counseling program, the Texas College and Career Readiness Standards, and academic curricula; (13) the roles and responsibilities of a comprehensive school counseling program that is responsive to all students; (14) counseling-related research techniques and practices; (15) developing and teaching best practices on leadership skills; (16) how cultural factors and group membership impact individual students; (17) the comprehensive school counseling program model; (18) how to utilize various forms of technology and how inappropriate use could be professionally and personally harmful; and (19) an understanding of systems, including family dynamics and school environments. (c) Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to promote the educational, personal, social, and career development of the learner as outlined in The Texas Model for Comprehensive School Counseling Programs. The certified school counselor must: (1) develop processes and procedures for planning, designing, implementing, and evaluating The Texas Model for Comprehensive School Counseling Programs; (2) provide a proactive, comprehensive, developmental school counseling program based on the needs of students, as set forth in The Texas Model for Comprehensive School Counseling Programs; (3) counsel individuals and small groups using appropriate counseling theories and techniques in response to students' needs; (4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance his or her work with students; (5) coordinate resources, referrals, and follow-up procedures for students within the school and community; (6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning process; (7) participate in the selection, use, and interpretation of assessments and assessment results; (8) use multiple sets of information and data to make decisions about students, programs, and services; (9) use counseling-related research techniques and evidence-based practices to address student needs; (10) advocate for a comprehensive school counseling program that is responsive to all students; (11) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (12) maintain proficiency in counseling and campus-related technology; and (13) use varied sources of information, resources, and practices to counsel students about postsecondary opportunities and college and career readiness. (d) Standard III. Learner-Centered Process: The certified school counselor participates in the development, monitoring, revision, and evaluation of a campus based on The Texas Model for Comprehensive School Counseling Programs that promotes learners' knowledge, skills, motivation, and personal growth. The certified school counselor must: (1) collaborate with others in the school and community to implement a guidance curriculum that promotes learners' development in all domains, including cognitive, social, and emotional areas; (2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational, career, personal, and social goals based on various types of information; (3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify problems and situations, set goals, explore options, and implement change; (4) implement effective referral procedures to facilitate the use of special programs and services; (5) act as a consultant to help learners achieve success inside and outside of school; (6) advocate for a comprehensive school counseling program and recognize the required time commitment to fully apply the program implementation cycle; (7) create a program mission, goal, and services in alignment with the school mission and campus improvement plan; (8) create and disseminate literature or newsletters to all stakeholders that describe the comprehensive school counseling program and reduce negative stigmas associated with receiving counseling services in a school-based program; (9) establish an advisory council or board with membership of all stakeholders (student, parent, teacher, administrator, community member, other personnel, and support specialists); (10) increase public relations and awareness through community outreach, such as fundraising, grant writing, donations, volunteerism, local businesses, and use of public or guest speakers; (11) provide school-wide professional development and parent workshops throughout the school year; (12) support participation in fair-share responsibilities versus non-counseling related duties; (13) know district, state, and federal initiatives that are to be reflected in a comprehensive school counseling program; and (14) develop practices to promote learners' knowledge about college and career readiness processes necessary to pursue postsecondary opportunities. (e) Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor promotes academic success for all learners by acknowledging, respecting, and responding to diversity while building on similarities that bond all people. The certified school counselor must: (1) understand learner differences, including those related to cultural background, gender, race, ethnicity, socio-economic levels, academic ability, and learning styles, and know ways to create and maintain a positive school environment that is responsive to all learners; (2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive interactions across all cultures, genders, ethnicities, and learning styles; (3) facilitate learning and achievement for all students to ensure services that cover an array of exceptionalities, including special populations, by promoting a cooperative, inclusive, purposeful learning environment; (4) take a positive, strength-based approach that builds on commonalities versus differences in all learners; (5) understand how environment and behavior may impact or influence individual learners; (6) ensure equitable access to programs and services for all students; (7) understand how family values, group membership, and culture intersect; (8) acknowledge learners' gifts, strengths, and extracurricular talents when considering programs and services; (9) increase students' awareness and include their voices regarding educational and individualized plans; and (10) ensure equitable access and exposure to postsecondary opportunities and college and career readiness information and resources for students and parents/guardians. (f) Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all students and the school, demonstrates effective professional and interpersonal communication skills. The certified school counselor must: (1) demonstrate effective communication through oral, written, and nonverbal expression; (2) use knowledge of group dynamics and productive group interaction; (3) support responsive interventions by effectively communicating with parents/guardians, teachers, administrators, and community members; (4) facilitate learners' access to community resources; (5) develop and implement strategies for effective internal and external communications; (6) facilitate parent/guardian involvement in their children's education; (7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate learning; (8) work effectively as a team member to promote positive change for individuals, groups, and the school community; (9) take a positive, strength-based approach that verbalizes commonalities versus differences in all learners; (10) effectively communicate his or her role and responsibility and counselor identity to all stakeholders to reduce confusion about the duties of a school counselor; (11) adhere to best practices connected to ethical and legal considerations around appropriate use of technology and email, documentation, record keeping, privileged communication, and informed consent process; and (12) facilitate access to and use of school and community information and resources related to postsecondary opportunities and college and career readiness by learners, parents/guardians, teachers, administrators, and community members. (g) Standard VI. Learner-Centered Professional Development: The certified school counselor continues professional development, demonstrating a commitment to learn, to improve the profession, and to model professional ethics and personal integrity. The certified school counselor must: (1) use reflection, self-assessment, and interactions with colleagues to promote personal professional development; (2) use counseling-related research techniques and practices as well as technology and other resources to facilitate continued professional growth; (3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and legal standards; (4) apply research-based practice to improve the school guidance and counseling program; (5) engage in ongoing professional development to improve the school guidance and counseling program; and (6) engage in continued professional development experiences to learn and apply concepts, skills, and practices related to increasing college and career readiness and promoting postsecondary opportunities and preparation for all learners.

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(a) School Counselor Certificate Standards. The knowledge and skills identified in this section must be used by an educator preparation program in the development of curricula and coursework and by the State Board for Educator Certification as the basis for developing the examination required to obtain the School Counselor Certificate.

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The Association for Specialists in Group Work states, "Group Workers identify the type(s) of group(s) to be offered and how they relate to community needs" (Thomas & Pender, 2008, p. 113).

This ethical requirement holds counselors accountable for creating a group based on the needs of the students and the school. The Leadership Squad is based on the school's counseling needs assessment.

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American School Counselor Association. (2014). ASCA mindset & behaviors for student success. K-12 College and Career Readiness Standards for Every Student.

Missouri Professional School Counselors and Counselor Educators. (2015). Professional school counselor small group counseling guide: A professional school counselor’s guide to planning, implementing, and evaluating school-based counseling groups. Retrieved from https://dese.mo.gov/sites/default/files/guid-respon-serv-small-group-counseling-guide-2015.pdf

Thomas, R., & Pender, D. (2008). Association for specialists in group work: Best practice guidelines 2007 revisions. The Journal for Specialists in Group Work, 33(2), 111-117. DOI: 10.1080/01933920801971184

Yalom, I. (1995). Yalom's curative factors of group treatment. The Theory and Practice of Group Psychotherapy, 4.

19 Tex. Admin. Code  §239.15