Developing a Framework for School Counseling
Appropriate for school counselors
This year-long course (September – May) is a hybrid. Sessions are divided between three classes held at the LAPDA facility in Montpelier, and monthly online instruction and assignments. Students must have access to the Internet, though DSL is not required.
Lectures will be posted online the first of every month; assignments will be due, online at the end of the month. Through the assignments, students assess and develop their current counseling program. Students may work with colleagues on the assignments, and will engage in online discussion and feedback regarding each lesson.
American School Counselor Association (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: ASCA.
The ASCA National Model for School Counseling Programs offers a framework for all school counselors to use in standardizing the practices of school counseling. It offers counselors a comprehensive, preventative, developmental approach to the delivery of school counseling services. The course will focus on this model. As the course progresses participants will be able to assess their current counseling program and school needs, and begin the implementation of a comprehensive counseling program in their own schools.
At the conclusion of this course participants will:
• Understand the historical and philosophical bases for school counseling programs;
• Be knowledgeable about the National Model for School Counseling;
• Have built a foundation for their school counseling program that includes statements of philosophy, vision and mission;
• Have completed an audit of their current counseling program;
• Have cross-walked their current program with the National Model;
• Have developed a management system for their school’s counseling program;
• Have used school data to develop a counseling action plan;
• Have developed a calendar for school counseling activities;
• Have determined how their school counseling program will be delivered through a guidance curriculum, individual student planning, responsive services, and system support;
• Know how to evaluate the effectiveness of their program; and
• Know how to continually improve their school counseling program.
By the end of the course, students will have taken steps to align their current counseling program with the National Model of School Counseling.
Kate Wilson, Ph.D. was a practicing school counselor for 30 years. After 28 years in Maryland as a counselor, department chair, and high school counselor specialist in Montgomery County Public Schools, she worked in Vermont as a secondary school Director of Guidance and Counseling. She has a Ph.D. in school counseling from the University of Maryland, with an emphasis on program administration. She has taught in the counseling graduate program at the University of Maryland and Johns Hopkins. She has served as a reviewer for The School Counselor, the professional journal of ASCA, and as President of the Maryland Association of Counselor Educators and Supervisors (ACES). She consults with schools regarding the development and implementation of their counseling program as well as providing counselor supervision. She was the keynote speaker at the Vermont School Counselor Association Fall ‘08 Conference.