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Thomas Jefferson (Influential Person for Educational Reforms     Lived: 1743-1826)

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Thomas Jefferson (Influential Person for Educational Reforms     Lived: 1743-1826)

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Thomas Jefferson was a founding father for our nation. In his life time he develop and proposed many ideas concerning the education of the public and the important role that education plays in maintenance for freedom. During the live of Thomas Jefferson, public education was not available to all. Children of wealthy parents paid for their child to be educated in limited available settings. Many of these schools were religiously influenced and Jefferson hoped that the education of all men would be available despite their current religious association. Jefferson's famous quote regarding education states that capable people should " [e]ducate and inform the whole mass of the people, enable them to see that it is their interest to preserve peace and order, and they will preserve it, and it requires no very high degree of education to convince them of this. They are the only sure reliance for the preservation of our liberty" (National Historical Publications and Records Commission, 2019). Jefferson firmly believed that a society that was educated would be protected against a tyrannous government, and against outside forces seeking to destroy freedoms.

Although Thomas Jefferson did not live to see the fruit of his laborious work,  his ideas and concepts influenced the development of our public school education. One of the greatest defenses against the threat of enslavement includes the right for each child in our nation to receive an education that will allow each student to think for themselves, care for themselves, and pursue their idea of a life full of liberty and happiness.

Jefferson's proposed bill never actually passed, The Virginia Assembly began to consider Jefferson's ideas of public education in 1796. These ideas were later more accurately reflected in 1830 through the efforts of Horace Mann in Massachusetts (Smith, 2012).

This information is important for all educators to know, including that of the school counselor because the very purpose of education in our nation is to better the lives of individual students and allow each child to develop their own belief systems with unique purpose. In our practice, we must be willing to meet the needs of every child, no matter what biases we may personally possess.

(google image, 2019).

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The Industrial Revolution and the Launch of School Counseling (Event that restructured the workforce from the 1790's to the mid 1800's)

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The Industrial Revolution and the Launch of School Counseling (Event that restructured the workforce from the 1790's to the mid 1800's)

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The Industrial Revolution radically changed the workforce in The United States between the late 1790's to the 1830's and 1840's (History.com Editors, 2019).

The first school counselors emerged as a reactionary response to the changing workforce. These professionals were referred to as "Vocational Counselors" and performed their duties in addition to teaching pupils daily (Schimmel, 2008). As is often the case with school counselors, during the inception of their profession, the role was largely undefined, with no salary incentives, or additional daily time to accomplish necessary tasks (Schimmel, 2019). However, school counselors were expected to function as advisers to secondary students seeking a place in the workforce after the completion of their academic career.
Even in the beginning, school counselors served their student populations by filling in the gaps of student educational experiences. Vocational counselors were to address students demonstrating high need, meet with teachers to discuss curriculum disparities, and encourage focused preparation for students as they prepare for a changing workforce.

The industrial revolution called for the position of the school counselor to engage with students, assist teachers, and understand the changing world. This movement created the inception of this profession and plays a great significance in the vastly different role that school counselors fill today. School counselors should remember their role as leaders in the educational profession and challenge themselves to stay up to date on current working trades, post-secondary educational opportunities, and seek understanding of innovative career paths.
(Google Image, 2019).

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Summary of the Impact the Industrial Revolution had on The Professional Creation of the School Counselor

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Summary of the Impact the Industrial Revolution had on The Professional Creation of the School Counselor

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Summary of the Impact the Industrial Revolution had on The Professional Creation of the School Counselor

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Summary of a Brief National Career Development Association History

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Summary of a Brief National Career Development Association History

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Summary of a Brief National Career Development Association History

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(NCDA, 2019)

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The National Career Development Association (Event and Publication from 1908 to 1985) 

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The National Career Development Association (Event and Publication from 1908 to 1985) 

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The National Career Development Association received this name in 1985 and stands as the "leader in developing standards for the career development profession, for the provision of career counseling programs and services, and for the evaluation of career information materials" (NCDA, 2019, para. 2). Before the NCDA's renaming in 1985, The National Career Development Association was known as The National Vocational Guidance Association. This Association was created in an effort to build a resource that would assist immigrants, low income persons, and the underrepresented women of this time. The role of this association was to offer guidance to individuals seeking fulfilling professional work, to establish guidelines for vocational advisers, to work in conjunction with the American Counseling Association, and to produce accessible resources for school counselors. During the injunction phase of the National Vocation Guidance Association, the 1911 "Vocational Guidance News-Letter" was created to support and guide school counselors in the Boston area (NCDA, 2019).

The NCDA still seeks to this day to provide the best resources available to prepare the public for vocational fulfilling professions. The forming and continuation of this Association is a significant contribution to the profession of school counselors. The American School Counselor Association (2019) requires school counselors to continue to prepare students for their careers after the completion of high school. In order for school counselors to fulfill this standard, they must be prepared to  discuss career options with students, assist students in the development of their giftedness, and educate students on requirements for pursuing chosen career paths.

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Frank Parsons (Person) (Lived from 1854-1908) 

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Frank Parsons (Person) (Lived from 1854-1908) 

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Frank Parsons was a social and political reformer who is often referred to as the founder of Vocational Guidance and passion pursuit careers (NCDA, 2019). Parson's believed in a world where people could find careers that would fulfill their desires and fit their abilities. He further determined that people should be evaluated and use scientific testing to discover these career paths (Jones, 1994). Parsons determined that if people were able to use their gifts in the workplace, then they would be more effective employees and excel in this positions.

Parsons saw a need in connection to the changes that occurred in our nation with the Industrial Revolution. After the "coming of the machines" people who inherited farmers, worked with their hands, or were general laborers were out of a job (History Editors, 2019). This monumental change in the economy called for education and skill. To address these needs, in 1905 Parsons founded the Breadwinners Institute  for impoverished people, immigrants, and women to learn skills that would provide necessary knowledge to attain gainfully employment (NCDA, 2019).

Although Parsons accomplished a great deal during his life time, and influenced the continuation of additional reforms after his death, Parsons had a particular passion for the struggling soul. His movements were majorly formed to help underrepresented populations.

Parsons' movements, literature, and vocational educational resources are significant to the role of the school counselor in several ways. First, Parsons' demonstrated that matching ability to profession was the most valuable way to achieve satisfaction in employment and to be successful in a career. School counselors should consider this concept as a charge to help their students find what they enjoy and what they are good at in order to direct their vocational goals.
Additionally, Parsons' felt that school counselors should be given resources to support students in the academic setting. The "Vocational Guidance News Letter" was produced just shortly after his death to support teachers in the Boston area. Although this was not directly authored by Parsons', his influence spurred the founding of the National Vocational Guidance Association. This association encouraged the support of counseling in the educational setting (NCDA, 2019).

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(Find a Grave, 2015)

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The George-Deen Act (1936)  and The George-Barden Act (1946)

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The George-Deen Act (1936)  and The George-Barden Act (1946)

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(Miami University, 2010).
*This image visually represents the vocational opportunities made possible by the George-Deen Act and the George Barden Act.

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The George-Deen Act (1936)  (Reform/Act)

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The George-Deen Act (1936)  (Reform/Act)

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The George-Deen Act of 1936 provided funds for vocational learning categories. This act also distributed funds for teacher education so that teachers could be highly qualified to teach vocational subjects (Miami University, 2010). The purpose of this act provided that federal government would supply states with funding to encourage their students to learn about trades such a management, agencies, and sales (Ohio History Connection, 2019).

At this time, school counselors were still largely teachers with additional duties in the counseling realm. The George-Deen Act of 1936 provided additional education opportunities for school counselors to learn about trades and skills. Furthermore, the school counselor could advise students to take vocational courses that school would then be funded to offer.

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George-Barden Act (funded salaries and resources)

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George-Barden Act (funded salaries and resources)

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(Google Image, 2019).

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The George-Barden Act of 1946 fundamentally changed the future of school counselors. This act provided more flexibility in vocational funding for public schools. Within this flexibility, federal funding provided funds that could be allocated for school counselor's salaries. Additionally, school counselors could receive more specific training to better perform their roles. Resources would provide research tools, current information on career trends, and resources to assist students  (Miami University, 2010).

The George-Barden Act of 1946 was passed with the goal to provide further vocational training to students. With that goal in mind, this became a significant act for school counselors because of salary funding and available resources.

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(The Scientific Spirit, 2019)

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Carl Rogers and His Influence of Counseling

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Carl Rogers and His Influence of Counseling

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Carl Rogers was an influential psychologist that proposed new, innovative ways to address his clients. He believed in developing relationships with his clients and considering their best interest when developing their plan of treatment. Rogers is most famously known for his "client-center therapy" practices (Cherry, 2019).
Rogers believed in assisting clients through the process of reaching self actualization and reaching a lifestyle as a "fully functioning person" (Cherry, 2019). Roger did not view clients as an individual that needed to be repaired, but rather as a person that needed to grow into their fullest potential.
Roger's theories and practices have become a model for many counselors of today, including school counselors.
School counselors may especially find his theories and practices helpful because of the age group and development of a child's mind. Wright determines that "[c]ounselors employing the child-centered approach of Carl Rogers believe that children all have dignity and value and deserve respect. All children are able to make constructive change in their lives and strive to be fully actualized" (2011, pg 197). The ASCA (2019) calls for school counselors to consider the best interest of every child and provide opportunities for each child to reach their highest level of potential. Therefore, school counselors can find a significant correlation between Rogers' theories and executed practices and the expectations for their role.

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Standardized Tests, such as The ACT were founded to create equality among college applicants. In 1899 the “College Board” exam was put into practice so that students would have an equal and eligible chance to attend universities. The ACT was produced after the SAT had been released for the last twenty years as an alternative way to test knowledge learned in school (Lindsay, 2015).

In 1989, the ACT was adapted And changes were made to certain sections. However, the purpose of the test remained the same.

With the release of the first ACT, a few goals were accomplished. First, the purpose of standardized tests originally leveled a playing field so that students from more varied socioeconomic statuses could attend universities. Standardized testing relieved the pressure that only the very wealthy would attend post secondary schooling. The ACT represents another aspect of leveling this playing field because the function of the ACT is different than the function of the SAT. The SAT measures the ability to reason and use cognitive ability. While, the ACT includes specific information that students should have learned in school (Lindsay, 2019).

Tests such as the ACT are significant for the role of the school counselor. These standardized tests allow us to interpret data, to assist students in areas they are struggling, and comply with state mandates. The Texas Education Agency (1995) mandates that school counselors are to “interpret test results and other available student data to promote sound decision making among students” (1995, p. 5). School counselors should understand the function of the ACT, how to interpret results, and how to guide students to be successful in order to fulfill the requirements of a comprehensive school counseling program.

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(Quester, 2017)

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No Child Left Behind and Every Student Succeeds Act 

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No Child Left Behind and Every Student Succeeds Act 

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In 2002, George W. Bush the "No Child Left Behind" law in hopes that students would have an equal opportunity to be successful in the public education setting. This law required that students be tested ranging from 3rd to 8th grade and then tested again at the high school level (Klein, 2015). Klein (2015) states "NCLB was the product of a collaboration between civil rights and business groups, as well as both Democrats and Republicans on Capitol Hill and the Bush administration, which sought to advance American competitiveness and close the achievement gap between poor and minority students and their more advantaged peers" (para 10). Although the intentions of this law were admirable, there is much controversy that now exists among the educational world. In 2015, Congress addressed some of the concerns with the NCLB law and replaced this law with the Every Student Succeeds Act. The ESSA gives school districts more freedom than the NCLB provided, however, the expectation that schools hold high accountability records still remains.
The school counselor should be familiar with both the NCLB law and the ESSA act because there is a significant connection to the role of the school counselor and the accountability requirements outlined for school districts. Miller (2017) explains that school counselors are required to track data and use the findings of this data to implement interventions for students who are demonstrating a lack of success in their coursework. School counselors must be comfortable using programs to evaluate data and develop programs, plans, and interventions to address these areas of need.

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(Google Image, 2019).

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Transgender Bathroom Directive in Public Schools (Event)

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Transgender Bathroom Directive in Public Schools (Event)

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School counselors must be aware of current events taking place that may impact their schools. In 2016, the Obama administration issued a directive to encourage public schools to allow gender neutral bathrooms as an options for students in public school. The proposed purpose of this directive is to allow transgender students to use the bathroom with which gender they associate (Davis & Apuzzo, 2016). However, a Texas judge "blocked" Obama's initiative and refused to consider this as a mandate for the state of Texas (BBC, 2016).
With the growing conversation about gender identities former President Obama put this directive in place with the proposed idea that this provides equality for all. However, Judge Reed O'Conner directly challenged this concept (BBC, 2016).
Gender Identity issues and surrounding news is a significant issue that school counselors are having to address. School counselors are entitled to have personal belief systems and convictions. However, the ASCA (2019) calls school counselors to treat students with varying religions, cultural backgrounds, and belief systems with kindness and positive direction.

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(Google Image, 2019).

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Abbott’s Call for More School Counselors Points to an Unfilled Need

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Abbott’s Call for More School Counselors Points to an Unfilled Need

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The article "Abbott’s call for more school counselors points to an unfilled need" by Melissa Taboada highlights to need for school counselors to service smaller ratios of students. Governor Greg Abbott expresses concerns about the student ratios that school counselors carry and the current occurrences of violence happening in our nation. According to this news article publication, Governor Abbot plans to begin reducing student to school counselor ratios so that counselors can focus more on the mental health issues students are experiencing (Taboada, 2018). In light of the Parkland and Sante Fe tragedies, it is Governor Abbott's hope that school counselors could serve on the front lines as mental health advocates for student who may be susceptible and preconditioned  to violence.
Though this may be the beginning of a long running issue, this type of thinking about public announcement is a significant step for school counselors. School counselors are often saddled with duties that fall out of their most important role, which is to care for the well being of students. This proposal to reduce ratio sizes could positively benefit school counselors, the students they serve, and the safety of their community.

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(Google Images, 2019).

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School counselors are tasked with guiding students in academics, social well being, and emotional health. There are so many areas that school counselors must balance daily in order to fulfill the requirements of a comprehensive school counseling program. Among these responsibilities include the post secondary direction of students after completing their high school degrees and developing interventions for students who are struggling in their coursework. Two historical events that impact curriculum and methodology for the role of the school counselor are the George-Deen Act and the accountability acts of No Child Left Behind and the evolution of the Every Student Succeeds Act.

These two historical events create a tension for school counselors were counseling their students and preparing them for graduation. One situation where a school counselor may need to develop a plan of action is with a student that has a high desire to complete career and technical education courses, but also has failing scores in a State of Texas Assessment of Academic Readiness (STAAR) tested subject. In the state of Texas, students are required to pass a minimum number of their STAAR exams in order to be eligible for graduation. The state encourages school counselors to enroll students in courses that will develop their skills for after their graduation. However, the state also dictates that students must pass their end of course exams or they will not be issued a high school diploma.

Therefore, the school counselor can assume that they must address the possible curriculum issues for that student in the course he is failing in order to prepare him for the STAAR. If the school counselor can review data, meet with the teacher of that course, and highlight the areas this student is struggling, then the school counselor can begin to implement an intervention plan.  The NCLB and the ESSA demands that school hold their students, teachers, administrators,and school counselors accountable. Accountability through state testing is not the enemy of a pubic school program. Instead, accountability testing can be used to drive instruction, evaluate curriculum, and perfect methodology. Furthermore, students should be encouraged to pursue their passions and develop skills through the CTE programs that are offered. These programs should not be stripped from students who are struggling in academic areas.
Therefore, the school counselor should use available data to propose a plan to help this student close the learning gaps he is experiencing. If the student is still not successful with immediate interventions, then the school counselor may need to visit the methods of delivery in which this student is receiving instruction. Although the temptation might be to remove the student from his vocational courses so that he can be placed in intensive academic instruction for his failing scores, this should not be the first plan of action. The school counselor should remember the importance of the George-Deen Act and the financial emphasis that was placed on students learning skills that will better their future. Considering both this ACT and the accountability standards of the current ESSA, the school counselor can find workable solutions that will both meet curriculum standards and included innovative methodology standards.

Finally, school counselors must consider their personal methodology with approaching students. Since the role of the school counselor is primarily to advocate for the well being of students, school counselors must be cautious to instruction and deliver information in a kind and effective manner. The role of the school counselor calls for the balance of both data driven curriculum and effective practices in methodology.

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Welcome to my School Counseling Interactive Timeline

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Welcome to my School Counseling Interactive Timeline

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Welcome to my School Counseling Interactive Timeline

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Welcome to My School Counseling Interactive Timeline 

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Welcome to My School Counseling Interactive Timeline 

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George-Deen Act and George-Barden Act-What is the Difference?

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George-Deen Act and George-Barden Act-What is the Difference?

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George-Deen Act and George-Barden Act-What is the Difference?

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Addis, C. (2003). Jefferson’s vision for education, 1760-1845. New York: Peter Lang AG.

American School Counselor Association (2019). ASCA school counselor professional standards and competencies. Retrieved from https://www.schoolcounselor.org/asca/media/asca/home/SCCompetencies.pdf

BBC (2016). Texas judge blocks obama’s transgender bathroom directive. Retrieved from https://www.bbc.com/news/world-us-canada-37160880

Cherry, K. (2019) Carl rogers psychologist biography. Retrieved from https://www.verywellmind.com/carl-rogers-biography-1902-1987-2795542

Davis, J, H. & Apuzzo, M (2016) U.S. directs public schools to allow transgender access to the bathroom. Retrieved from https://www.nytimes.com/2016/05/13/us/politics/obama-administration-to-issue-decree-on-transgender-access-to-school-restrooms.html

Find a Grave [Frank Parsons image] (2015) Retrieved from https://www.findagrave.com/memorial/154383133/frank-parsons

Google Images (2019) [Gender Neutral Restroom] Retrieved from https://www.google.com/search?q=gender+neutral+restroom&sxsrf=ACYBGNQ4r5_ONIm-p7EiYH4MmtkFXWpEMA:1572823243408&source=lnms&tbm=isch&sa=X&ved=0ahUKEwis1N6Vl8_lAhUDcq0KHfQMD9IQ_AUIEigB&biw=1366&bih=576

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Google Images (2019) [School Violence in Texas]. Retrieved from https://www.google.com/search?q=school+violence+in+texas&sxsrf=ACYBGNRga2qEdi5ZnQj2NvmOSSEF-IRtbg:1572824229774&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjm24nsms_lAhVRHqwKHfMeAjEQ_AUIEygC&biw=1366&bih=576#imgrc=Jlrpv8_PLfQs3M:

History.com Editors (2019). Industrial Revolution. Retrieved from https://www.history.com/topics/industrial-revolution/industrial-revolution

Industrial Revolution Image. [Industrial Revolution Image] (2019). Retrieved from: https://www.history.com/topics/industrial-revolution/industrial-revolution

Jones, L. (1994). Frank parsons contribution to career counseling. Journal of Career Development. Retrieved from https://journals.sagepub.com/doi/10.1177/089484539402000403

Klein, A. (2015). No child left behind: An overview. Education Weekly. Retrieved from https://www.edweek.org/ew/section/multimedia/no-child-left-behind-overview-definition-summary.html

Lindsay, S. (2019). The history of the act test. Retrieved from https://blog.prepscholar.com/the-history-of-the-act-test

Miami University (2010). History of american vocational school. Retrieved from http://performancepyramid.miamioh.edu/node/1109

Miami University (2010). [Bedford Street School House]. History of american vocational school. Retrieved from http://performancepyramid.miamioh.edu/node/1109

National Development Center Association (2019). NCDA history. Retrieved from https://www.ncda.org/aws/NCDA/pt/sp/about_history

National Historical Publications and Records Commission (2019). From thomas jefferson to uriah forrest, with enclosure, 31 December 1787. Retrieved from https://founders.archives.gov/documents/Jefferson/01-12-02-0490

Ohio History Connection (2019) George deen vocational law. Retrieved from https://ohiohistorycentral.org/w/George-Deen_Vocational_Law

Schimmel, S (2008). School counseling: A brief historical overview. West Virginia Department of Education. Retrieved rom  https://wvde.state.wv.us/counselors/history.html

Smith, G (2012) Thomas jefferson on public education, part 1. Retrieved from

https://www.libertarianism.org/publications/essays/excursions/thomas-jefferson-public-education-part-1

Taboada, M. (2018). Abbott’s call for more school counselors points to an unfilled need. Retrieved from https://www.statesman.com/news/20180628/abbotts-call-for-more-school-counselors-points-to-an-unfilled-need

Texas Education Agency (1995). The responsibilities of school counselors and other staff members. Retrieved from https://tea.texas.gov/sites/default/files/guidance_text_section_3.pdf

Quester, B (2017). [ACT Logo image].More san diego high school students taking act test, here’s how they did. Retrieved from https://www.kpbs.org/news/2017/aug/05/more-san-diego-high-school-students-taking-act-tes/