Term Paper on "Perceptions of Teachers on the Role"

Term Paper 15 pages (6424 words) Sources: 1+

[EXCERPT] . . . .

Perceptions of Teachers on the Role of the School Guidance Counselor Before and After Implementation of the American School Counseling Association Model (ASCA) K-12

ASCA Model

The purpose of this study is a comparison of teacher perspectives of the role of school guidance counselors before and after implementation of the American School Counseling Association Model (ASCA). Prior to the introduction of this model for counseling, there were no standards available locally, statewide or nationally that examined the efficacy of school guidance counseling programs (USDOE, 2001). The U.S. Department of Education however, has consistently worked to devise tools and methods or paradigms educational institutions and providers can use to measure the progress of students and support systematic improvement of curriculum and learning in and outside of the classroom.

To facilitate exploration of the American School Counseling Association Model, the researcher proposes the use of a qualitative case study to explore the subject. The researcher proposes use of qualitative case study analysis will help the researcher and teachers, administrators and community members at the K-12 level understand the role the ASCA model has had in changing guidance counselors' curriculum. The researcher also predicts this type of study will enable the researcher to reflect on and comment on teacher perceptions at a K-12 school district. The researcher is also interested in exploring the effects of the ASCA model on school guidance counselors perceptions of student behaviors, if any, pre and post implementation. As little research is readily available regarding teacher perceptions of student achievement, the researcher will use the results of this study to help fill the gap that currently exists within educational philosophy centered on guidance counseling and the role it plays in the educational environment.

Questions

To achieve these goals, the primary research questions the research will focus on include:

What is the purpose of the American School Counseling Association Model?

What perceptions did teachers have of school guidance counselors before use of the ASCA model at the K-12 level?

What perceptions do teachers have of school guidance counselors after the inception and implementation of the American School Counseling Association Model?

Secondary to these primary questions, other relevant issues the researcher proposes exploring include (1) how do guidance counselors within the K-12 district feel about the ASCA model? (2) how likely are guidance counselors to administer the model as described by the national standards? (3) do guidance counselors retain any difference of perception in teachers that direct students to guidance counselors for support and lastly, (4) does the ASCA model result in greater success and collaboration between teachers, parents, students, administrators and members of the community.

Discussion of the Issue

Burmaster (2007) notes the American School Counselor Association created a model for school counselors to use as a program in 2003. The model presented and published contained three methods schools have used and, according to Burmaster, implemented with great success. The model itself consists primarily of different levels and components that correlate with each other (Burmaster, 2003). These are identified as follows: (1) foundation, (2) delivery and management systems, (3) accountability (Burmaster, 2007). The "foundation" of the model proposed focuses on providing philosophies and models guidance counselors can use to guide or carry out the ASCA model. The foundation focuses on the academic development of the student along with the career and the social development of students (Burmaster, 2007).

Goals of the program include providing a more complete model for guidance counselors through which they can reach out and assist any and all students, which may prevent failure in the academic setting, and which may become integral to student's success. Delivery systems proposed by the ASCA model include devising a curriculum for school counseling, encouraging students to plan their educational, social and career path individually, and providing support and response to student queries. To oversee student planning guidance counselors are to use a specific curriculum or criteria, which Burmaster (2007) suggests is the "vehicle" through which information can "systematically" be delivered to students and enable growth and achievement (ASCA, 2003).

To succeed, the ASCA must incorporate evaluation into the process of implementation, meaning guidance counselors must work with those involved in the educational process including students, parents, teachers and administrators to assess whether students and counselors are meeting the objectives of the ASCA model and the personal goals and objectives of students. An advantage cited by Burmaster (2007) of the model is its accountability system, which proposes the following: "How are students different as a result of the school counseling program?" (Burmaster, 2007). In essence, the ASCA is demanding that school guidance counselors provide active data that can demonstrate whether the programs they administer are or are not effective for managing student achievement and facilitating favorable outcomes.

A model such as the ASCA may prove systematic and comprehensive, if teachers believe school guidance counselors can use the model to collaborate with students and teachers more effectively (ASCA, 2003). The ASCA notes it is critical that school counseling programs systematically provide "students, teachers, parents, administrators and the overall community" an opportunity to engage students and play a role in their academic and social upbringing (ASCA, 2003; Worzbyt, O'Rourke & Dandeneau, 2003). Until the point in time where the ASCA introduced its model for success, the subject and field of student counseling was poorly researched (Worzbyt, O'Rourke & Dandeneau, 2003).

According to the ASCA, school counseling in years previous did not have a "consistent identity from state to state, district to district, or even school to school" (ASCA, p. 1). The ASCA asks not what it is that counselors do, but instead asks if students differ or realize different outcomes resulting from their interaction with school guidance counselors (ASCA, 2003). The model supposedly enabled schools to incorporate their counseling programs in the academic environment in a manner that would enable school counselors to become integral to the mission and success of the school and students (ASCA, 2003). Also important to the ASCA National Model is the ability of school counselors to "identify and deliver the knowledge and skills all students should acquire" (ASCA, p. 1). To this effect, one must ask, "Are guidance counselor programs that are integrated into the academic mission of schools providing all students access to counseling and identifying and delivering appropriate knowledge and skills students need?" (ASCA, p. 1).

As with anything there are probably disadvantages as much as there are advantages of the program. Any type of change for example, traditionally facilitates and brief period of chaos and confusion unless all goals, objectives and problems are collaboratively expressed, shared and met or solved (Morris, 1961). Because so many people are involved in implementation of the ASCA model, there is a possibility that a consensus may not be reached by all parties interested in implementing this system (ASCA, p. 1).

Worzbyt, O'Rourke & Dandeneau (2003) note a model such as that provided by the ASCA provide school guidance counselors at all levels the ability to interact with students more personally and with a strategic goal in mind. In doing so, they may have a significant impact on the likelihood a student will continue his or her education, or develop behavioral problems leading to "substance abuse and teenage pregnancy" (Worzbyt, O'Rourke & Dandeneau, p. 179). Because teachers are as affected many times by student behavior as other students or parents, teacher play an important role in the educational setting (Slavin & Fashola, 1998). Given this one may naturally conclude their desire to discern whether the ASCA model is strict and focused enough to change the scope of school guidance counseling in a positive manner (Worzbyt, O'Rourke & Dandeneau, 2003; MacGregor, Nelson & Wesch, 1997). This also gives reason for guidance counselors to ascertain their relationships with teachers.

Definition of Terms Proposed

American School Counselor Association Model

School Guidance Counselor

Competency

Student Analysis

Student Achievement

ASCA National Model Framework

School Counseling Programs

Delivery and Management Systems

Student Outcome

Limitations of Study

This study is a qualitative case study approach to exploring the impact of the ASCA in the professional field. As the information gathered is from a small subset of the population as a whole, it is impossible to generalize the results of this study to all schools using the model. The results of the study may however, provide some insight and serve as a pilot study for future research applicable to the school system at the national level. Because the researcher intends to interpret the results of the study, there is also room for bias based on the researchers own experience of the educational setting and the ASCA model. To help prevent bias and provide an objective review of the information collected and gathered, the researcher will rely on previous studies conducted in the field to systematically eliminate any bias one may perceive toward this research.

Literature Review and Research

The literature review and research proposed will concentrate first on the history of guidance counseling and its affects on students and teachers prior to implementation of the ASCA… READ MORE

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