NYSSCA School Counselor Summer Leadership Academy

"School Counselors and School Administrators Partnering
to Support Student Achievement”

For school teams including an administrator and counselor(s)

July 6-7, 2004
Airport Holiday Inn, 911 Brooks Avenue at Route 390
Rochester, NY

Featuring:
Jay Carey, Ph.D. and Carey Dimmitt, Ph.D.,
from the University of Massachusetts, Amherst

Cost:
$120/per person for the two days (includes lunch and snacks)

Co-Sponsored By:

• New York State School Counselor Association (NYSSCA)
• Warner Center for Professional Development and Education Reform at the Warner School, University of Rochester
• Rochester City School District
• Midwest NY Student Support Services Center, Genesee Valley BOCES
  

A Unique Professional Development Opportunity
Predicated on:

Shared Leadership, a Research-Based Model, and Data-Driven Decision Making

• What synergy can be created from the complex and powerful partnership that can exist between people holding two key problem-solving positions in the school culture: the building administrator and the counselor?
• What constitutes a blueprint for creating a comprehensive school counseling program that consistently addresses the educational and social needs of students and families?
• What is an effective way for building administrators and counselors to mutually organize and use data related to student learning, school culture, attendance, behavior, demographics, and school processes to best meet the educational and social needs of students and families?

Participants should bring:

• School improvement plans, if any, that address improving academic performance, attendance, and behavior in your building. If you lack such plans, any district or school goals that address these areas will also suffice.
• Your school’s definition of students who are “at-risk.” What does this term mean, if anything, to the people who work in your building?
• A piece of data – it could be a statistic or a perception – that both of you find troubling about your building and that you would like to address together through this opportunity.

Rationale:
School counselors can have a powerful impact on student learning and academic achievement and can be effective contributors to educational reform initiatives. Many school counselors are not used to their full potential in districts that are still implementing outmoded models of practice. Too often, school counseling is considered to be an ancillary set of support services rather than a central educational program. Yet, in this age of accountability in education, everyone in the school system must contribute to the goal of raising student achievement.

Charged with advocating for systemic change, school counselors are using leadership skills to create change, challenging low expectations for students, and designing and implementing data-driven school counseling programs that contribute to the academic success of all students. This shift requires both new ways of thinking and new skills.

Powerful new models of practice promise to unlock the potential of school counselors and to link school counseling programs to district missions and No Child Left Behind (NCLB) objectives.

The Comprehensive School Counseling Program is endorsed by the ASCA, the largest professional organization devoted to school counseling in the United States. Since the model has shown excellent results in schools across the nation, the program has been adopted by New York State as the exemplary model for school counseling programs and can help schools document the efficacy of their counseling programs in the era of accountability.

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