Essay - Teachers' Perceptions of the Impact of the School Guidance Program...


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Teachers' Perceptions of the Impact of the School Guidance Program Prior to and Following the Implementation of the American School Counselor Association (ASCA) National Model in a K-12 School District

Introduction

***** and Overview

Statement of the Problem

Purpose ***** the Study

Research Question

Significance of Study

***** ***** Study

Relevance

***** of *****

Assumptions of Study

*****

Definitions ***** Terms

Chapter Summary and Conclusion

***** I

Introduction

The need for effective school counseling programs has never been greater. Policymakers at all levels have recognized that change is *****ed but continue to struggle ***** identify effective approaches to effect substantive reform. The good news ***** that there is a viable approach available in the form of ***** American School Counselor *****'s ***** St*****ards for School Counseling Programs. The bad news, though, ***** ***** this model continues to be either misunderstood or underutilized in many school districts across the country. School ***** programs represent a te*****m approach to assist students, parents, teachers, administrators as well as ***** larger community overcome ***** of the issues and problems that confront *****se stakeholders today. In order to ***** *****, though, school counseling ***** must become an integral part of students' daily educational environment, and school counselors ***** assume a fundamental role as team members in facilitating academic outcomes for their students. In many c*****es, though, school counseling programs have lacked a consistent identity from state to state, district to ***** and in some cases, even among individual schools themselves. This paucity of uniformity ***** school districts across the country has created some pr*****ound constraints concerning the role that should be played by school counselors and what *****y are capable of contri*****ing to ***** and student achievement. Consequently, many school counseling ***** are frequently regarded as ancillary programs rather than an essential element in the educational regimen to ***** detriment of counselors ***** students alike (The ASCA National Model 2003). In addition, in many cases, teachers and school ***** ***** unaware ***** the *****nefits ***** school counselors can provide to *****m, their students, as ***** as parents and other stakeholders (Delisio 2008). Furthermore, no recent model ***** been advanced that *****corporates the mission and national movement of the school ***** pr*****ession as proposed by the ***** National Model for school counseling programs (Wood and Rayle 2006).

***** and *****

By the end of ***** twentieth century, federal policymakers recognized that the American school system was in crisis and was badly in need of ***** type ***** re*****m. As a result, ***** mish-mash of legislation and unfunded mandates were handed down that have done little to effect substantive change in many cases. Increasingly, ***** attention has been focused on connecting the role ***** the school counselor with ***** current school reform movement to help overcome these constraints (Perusse and Goodnough 2005). In this regard, Ravitch (2004), characterizes the twentieth century as a period of revolving door school reforms ***** were intended to m*****ximize limited resources for ***** optimal benefit ***** student learners, yet the same ineffective

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