Download Counselors as Leaders

Florida Counselors’ Leadership Conference (CLC)
Jacksonville & Ft. Lauderdale
December 2007
Company
LOGO
Counselors as Leaders
“The Time is NOW!”
Presentation by: Pat Martin (NOSCA)
The Florida Partnership
Started 1999—
• Partnership with Florida and CB
• Focused on Teaching and Learning
1. Raising Achievement for all Students
2. Increasing FCAT Performance
3. Moving from “F to A”, or lower grade to
higher
4. Getting increased academic performance for
underrepresented students
Culture/Climate for High Achievement
Raising Student Achievement
The School House
School
Climate
Distributive
Leadership
Academic
Rigor
Supports
Teaming and Collaborating
CLC Focus
Students
Teachers
Parents
Counselors
CLC & The Florida Partnership
CLC Started
April
2005
Tampa
Jan.
2006
Tampa
Florida Partnership
Dec.
2007
Lauderdale
Dec.
2007
Jacksonville
Dec.
2006
Orlando
History of CLC Skill Training
CLC 2005
CLC 2006/Jan.
Counselor Skills
Counselor Skills
• Leadership
•Equity
Culture
C
r
• Accelerating
e
Achievement
a
•Tools for Creating
Rigorous Schedules
•Culture
Competency
•Use of Data to
Increase
Achievement/Team
CLC 2006/Dec.
Counselor Skills
•Data, Equity &
Accountability
•Increasing AP
•Teaming &
Collaborating
•
Why Are We Concerned About Time?
The Clock is Ticking . . .
1. April 13-15, 2005 Tampa
2. January 23-24, 2006 Tampa
3. December 4-5, 2006 Orlando
4. December 3-4, 2007 Jacksonville
4. December 6-7, 2007 Ft. Lauderdale
School Counselors Behaving As
Champions for Equity and Access
Beliefs Drive Behavior
What You Value is What You Do
Personal Ability to Make Change in
Status Quo
E
Q
U
I
T
Y
Equity
I. Important Issues
A. All Students Can Achieve High
Standards
B. Future Life Options Inextricably
Connected to K-12 Preparation
C. System Change, not Fix
Student to Cope with System
D. Equity
II. Ways of Working
A. Leadership
B. Advocacy
C. Collaboration
School Counselors Behaving As
Champions for Equity and Access
Beliefs Drive Behavior
What You Value is What You Do
Personal Ability to Make Change in
Status Quo
E
Q
U
I
T
Y
Equity
III. Results/Accountability
A. Measurable Outcomes
B. Systemic/School Wide Impact
C. Equitable Distribution of
Progress
D. Use of Technology
IV. Other Factors (Personal
Attributes)
A. Courage
B. Persistence
C. Efficacy
Time to Apply Skills
Knowledge ≠ Skills
KNOWLEDGE
• We know more than we do
• Knowing is not action
• Knowing is not necessarily a catalyst for action
• Knowing does not produce results
• Knowledge can be updated
Moving from Knowledge to Skills requires time for
experimenting, practicing
SKILLS
• Skills are a higher level of operation than knowledge
• Skills are not necessarily a catalyst for action
• Skills can be build, sharpened, broaden
• Skills can be lost when not used
• Skills can be natural or learned
What Time Is It?
(Knowledge = Info/know)
(Skill= Do/apply)
Knowledge
Skill
Knowledge = Intellectual Capital
Skill = Effective Application of Knowledge
[Think of this continuum as the process of making a cake. Knowledge is identifying and
acquiring the right ingredients; Skill is putting ingredients together in the right
amounts, sequence and procedure to get the best results.]
What Time Is It?
1. Time to Understand the
Climate
"When you feel the winds
of change, build a windmill."
--Mao Tse-tung
What Time Is It?
2. Time to Recognize 21st Century
Changes for School Counselors
•
•
•
•
•
•
Leadership
Advocacy
Collaboration
Systemic Change
Use of Data
Accountability
(1995) Transforming School Counseling
The Education Trust
What Time Is It?
3. Time to Understand that
DATA Rules
“Make My Data”
Accountability is the law of
the land!
Important Reasons for Use of Data
• To challenge existing policies
& practices
• To serve as a catalyst for
focused action
• To create a sense of urgency
What Time Is It?
4. Time to Recognize that . . .
EQUITY ≠ EQUALITY
Definitions
Equity =
– evenhandedness, fairness, impartiality,
justice, fair play, justness.
– the quality, state or ideal of being just,
fair, and impartial; a resort to general
principles of fairness and justice
whenever existing law is inadequate;
Definitions
Equality =
– parity, fairness, equal opportunity,
sameness, equivalence, uniformity,
– the quality, state of being equal
What Time Is It?
5. Time to Practice Advocacy
Driven by Equity Principle
Education that starts with the goal of
access, support and success of all students
regardless of
•who they are
• the color of their skin
•where they live
•the amount of money their parents
make
•the amount of political power their
parents can bring to bear
What Time Is It?
6. Time to Recognize the Needs for 21st
Century Economy and Citizenship Are
Different
High Degree of
Literacy
1. Reading/ELA
2. Mathematics
Life Long
Learning/Retraining
1. Multiple Careers
Changes
2. Post Secondary
College and/or
Career Training
What will it take to be Champions
for Equity, Access, and Success . . .
• Advocacy for educational equity for all students
•
•
•
•
•
•
Courage to do the right thing
Thoughtful Program Planning
Effective Execution of Plans
Leadership
Collaboration & Teaming
Effective Use of Data
Being a school counselor champion of
Equity, Access, and Success means . . .
Providing Leadership in
 Identifying inequities
 Using data as a tool
 Creating an urgency for change
 Facilitating solution-finding
 Scaffolding success for all students
 Making system change happen
What is Leadership?
•
Leadership is action, not position.
Donald H. McGannon
•
Leadership is practiced not so much in
words as in attitude and in actions.
Harold S. Geneen
•
A good objective of leadership is to help
those who are doing poorly do well and to
help those who are doing well to do even
better.
Jim Rohn
Counselor Leadership
• Actions—counselors aggressively acting to
support students to access and success in
getting a quality education.
• Results– deliberate actions can be documented
by "hard data" moving school counseling from
the periphery edge to a position front and center
in constructing student success.
Be the Difference –
Know Who You Are
I Am . . .
• A school counselor
• Masters-degree trained
• Professional
• Competent
• Committed to children
• Caring
• Smart
I Am Not . . .
• Mild mannered nor void of
vision
• An ancillary staffer
• A clerk, a record keeper,
hall sweeper, substitute
teacher . . .
• A whipping post
• A worker without a mission
The Urgency . . .
•
•
•
•
•
•
The clock is ticking
Time is running out
We have had a good 4 year run
We’ve come a long way
We have a long way to go
We have to accelerate the process
The Time is NOW!
“We are the leaders that we’ve
been waiting for. . .”
Step up to the plate!
Presentation by:
Pat Martin, Asst. Vice President,The College Board
The National Office for School Counselor Advocacy
1233 20th Street NW
Washington, DC 20036
[email protected]
202-741-4714
The Time Is Now!
How will we ever pull all
these pieces together?
Breakout Session (4)
Session
C
Session
D
Session
A
Session
B
Mining
School Data
to Uncover
Student
Needs
Scaffolding
Academic
Build a pipeLine for
Rigor
Collaborative
Decision
Making in
Leadership
Teams
Higher
Ground:
Achieving
the “A”
Vivian Lee
Margo
McCoy
Robert
Sheffield
Mark
Matthews
Vivian Lee
Mining School Data to Uncover Student
Needs
• What does your Data say about your
school—students, teaching and learning,
opportunities to participate in rigor
• How to look at data for inequities—
inclusion, gaps, discrepancies in access
and success
• Data guides/focuses your actions
• Takes out feelings, portrait of reality
Robert Sheffield
Leadership/Collaboration for Changing
the Status Quo
• Shift Happens!
• Change is here, happening exponentially, in our face and
we can’t stop it!
• Mind-set for deliberately embracing change, managing it,
making it work for your goals is necessary
• School, as it is, does not work for large numbers of
students
• Smart Goals Needed—Who, what, when, how with
metrics that actually demonstrates that we got there/did
something
Margo McCoy
Finding, Creating, Nurturing Academic
Pipeline and Scaffolding Success
• AP Potential—formulating the pipeline and
pushing capability youth to AP’s for which they
have identified capacity to succeed
• SOAS—inform instruction, smart ways to identify
how to make success happen through skill
identification and focused skill development
• Student Data on CD
Mark Matthews
Moving to Higher Ground—Beyond FCAT
• It can be done and has been done in Florida—
schools with challenging issues
• Leadership and vision are critical
• Teaming and collaborations on multiple levels
count
• Climate for high student expectations, without
excuses must be set by Principal and carried out
by everyone
Why do we do what we do?
Middle Schools—WHY?
• Behave as if hormones trump
brain functioning in MS
• Think we need to postpone
stretching the intellectual
capacity of MS students until
they get older
• Offer limited numbers of
sessions of rigorous courses in
our school schedule
• Assign coaches & others with
no math certification to teach
math
• Think remediation works for
closing achievement gaps
High Schools—WHY?
• Depend so heavily on
standardized test scores
and/or teacher
recommendations
• Refuse to give even strivers a
chance to struggle in rigorous
courses
• Think limited numbers of
students are “smart” enough to
take AP
• Think high numbers of failing
students in some teachers’
classes is evidence of rigor,
good teaching, high standards
• Think remediation works for
closing achievement gaps
Goals: Moving from 8 to 4
2 goals per session = 8
Data should determine which goals are most important
GROUP ENGAGEMENT
• Get to know your team members thoughts/ideas
• Share knowledge/insights gained from 4 sessions
attended
• Compare identified goals
• Critically analyze the goals you have written
• Synthesize and refine goals through collaborative
discussion
• Decide on the 4 goals to be used for the dedicated work
time later this morning