Respond to  2 students discussion using the rise Model

Due Saturday August 5, 2023

Must Read Everything: 

Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback

I will also show an example below of how the response needs to be addressed.

Here’s an example of how the response should look. Please don’t copy it. The response to the classmate need to be just like this. 

Example Response (Response Needs to be writin just like the response below No copying)

RISE Feedback:

REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs. 

INQUIRE: Can you further explain what “closing-the-gap action plans” are?

SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 

ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?

References

Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.

****PLEASE RESPOND IN DEPTH***************************************************

Below are the two classmate discussion post that you will need to respond to

Classmate 1- Cory

Good leaders develop through a never-ending process of self-study, education, training and experience.”

How do you relate to the quote in your role as a school counselor leader in improving student achievement?

This quote means a lot to me because in the view of the bigger picture, we can be good leaders right off the back as school counselors. But, we won’t be truly great until we have experience. Experience can come through either years and years of being a school counselor or by going through hardships throughout the beginning years of being a school counselor. In my opinion it is both. Through trials in the beginning, middle or towards the end of your school counselor career you will gain experience and by gaining that experience, you’d be able to improve your students academic, social or emotional achievement. As the years go by you are always learning and teaching yourself new ways to communicate and new ways to assist your students more efficiently. Even if you aren’t in school anymore, you are always learning how to gain more knowledge to help your students. Being able to lead by example and ensuring your students success by being consistent with them. Holding your students accountable on deadlines and assignments. Hatch & Hardline (2022) stated that “Metaphorically, imagine the context as preparing soil for grass seed. If a homeowner wants the outcome of a beautiful lawn, throwing grass seed on dry soil will not provide the result they are looking for. However, if the soil is tilled and fertilized, and a watering system is installed, the seed is more likely to flourish and produce the desired outcome of a beautiful lawn. In other words, a suitable context is necessary to develop the mechanism”. It takes time to develop leadership skills to the point where you can ensure the academic, social and emotional achievement fro our students are successful. 

I feel that being a good leader is to go through your hardships of learning your position and learning every in and out of the job so that way you are able to assist your students the best way that you can. Sometimes that happens through experience and sometimes it happens by reading everything pertaining school counseling. There is no perfect way to becoming a great leader, but as long as your strive to help your students and advocate for them no matter what, you are becoming a phenomenal leader that they can look up to. 

What are some suggesting ways to open communication for input from various stakeholders?

Some ways to opening communication for input from various stakeholders are through the schools social media website. The schools social media website is one of the best ways to communicate with the school counselors due to the fact that we are able to talk to the students, parents and other staff members through the website. You can communicate through email or via messages from the website. Bright Future Counseling has some pretty good ways that we can collaborate with our stakeholders and those are “Train and teach: Don’t assume teachers have the same SEL training you do… but they probably wish they did! Organize workshops or lead casual PD where you can share the latest SEL trends, Over communicate: Parents like to be in the loop when it comes to their child’s wellbeing. Set up systems so they can get progress updates (without making you feel overwhelmed)!, Suggest alternatives to discipline: Like teachers, your admin likely didn’t get the same SEL training you did. Share current research such as restorative practices to get them on board, Build rapport – Carve out time in the first few sessions to solely focus on building rapport. This shows your kiddos you care about them. Think ice breakers like genograms, about me games, jenga, etc.”. These are different ways that we are able to talk to every one of our stakeholders and ways that we are able to ensure the improvement in everyones achievement. 

References:

Hatch, T., & Hartline, J. (2021). The Use of Data in School Counseling (2nd ed.). SAGE Publications, Inc. (US). https://mbsdirect.vitalsource.com/books/9781071825624Links to an external site.

How School Counselors can Collaborate with Stakeholders. (2021, December 29). Bright Futures Counseling. https://brightfutures-counseling.com/blog/how-school-counselors-can-collaborate-with-stakeholders

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Classmate 2- Joelle

“Good leaders develop through a never-ending process of self-study, education, training and experience.”

How do you relate to the quote in your role as a school counselor leader in improving student achievement?

          In any position, but especially one of a school counselor, it is important to remain open to learning more as well as pushing oneself to gain further insight and try new things. When one remains stagnant in their role, there is only so far that they can lead. Becoming a good leader and remaining a strong advocate is due to not only the skills and mindset one has, but also in being flexible and growing in their role. In her article regarding school counselors as leaders, Silvia Koch notes, “Developing leadership skills is not an event or a one-time professional development opportunity. It is a long and conscientious process in which the counselor continually looks at how they are meeting the needs of their students.” (Koch, 2020, paragraph 2). Koch goes on to note that good leadership relates to a number of expertise and experiences that provide a school counselor with the well-rounded perspective and ability to meet a wide variety of students (2020). Without continued self-study, education, training and experience, a school counselor is limited in their skillset to support students, especially as leaders. In my personal experience, I find myself learning new things in this role on a daily basis. Through conversations with other staff members, my supervisor, and even students, I remain open to receiving constructive criticism, learning new things and further developing as a school counselor. Without this, I cannot be an effective school counselor and, even further, could hinder a student in their achievement and success. Koch shares in her article that a school counselor’s leadership is vital in creating inclusive environments for students, developing community partnerships, providing assistance in data driven decisions, maintaining connections on and off campus and overall empowering students and staff (2020). Each of these components can relate to a student’s achievement across domains as they feel supported, cared for and listened to by school counselors. 

         In relation to this quote, I was further inspired by the points made by Hatch and Hartline regarding leadership within the school counselor role. They emphasize the importance of school counselors investing their time in growing and learning to become “owners” rather than “renters” (2021). The authors highlight how school counselors who put themselves into the “owners” mindset are setting themselves up to invest their time more diligently into their role (Hatch & Hartline, 2021). To be an owner in one’s role means to hold oneself to a high standard, be open to improvement and put themselves into leadership roles in order to contribute to educational reform that benefits all students (Hatch & Hartline, 2021). Further, Hatch and Hartline highlight this “home improvement” could relate to signing oneself up for trainings, gathering continued education or having moments of self-reflection that assist them in growing within their role (2021). As shared within the quote, opening oneself up to these areas of improvement can relate to becoming a good leader. If a school counselor is in the mindset of a renter, they may see their role as temporary and shy away from challenges that could all for growth, further hindering their ability to be good leaders. Personally I am not in the same place or mentality that I was five years ago when I started my current job as a school counselor. Back then, I may have seen myself more as a renter, remaining stagnant in my role rather than pushing myself to learn more through experiences, education and self-study. However, by opening myself up to learning opportunities, self-reflection and expanding my knowledge, I have been able to grow to feel more like an owner in my role as well as a leader with students, families and the staff I work with. This process is ongoing and a school counselor should never see themselves as fully skilled in their position as there is always room to grow. With this growth comes additional experience, competence and flexibility in being a good leader for those on campus. 

What are some suggesting ways to open communication for input from various stakeholders? 

          Beyond keeping oneself open to self-reflection and continuing education, school counselors can also demonstrate being strong leaders through their communication with others. ASCA calls for school counselors to have the skills and tools to successfully communicate and collaborate with various stakeholders such as community resources, parents/guardians, administration and more (2022). ASCA goes on to state, “These collaborations are an important aspect of implementing school counseling programs that promote all students’ successful academic, career and social/emotional development.” (2022). Recognizing this, it is important that there are ways to successfully communicate with various stakeholders to encourage their involvement and understanding of how to support students. When I consider how to openly communicate with various stakeholders, I am reminded of advice a colleague shared. He noted that one of the most important roles he has as a school counselor is creating and building relationships with all different areas on and off campus. Throughout the school year he sees his duty to not only introduce himself and his role but to also build rapport, support and trust amongst students, parents/guardians, administration, teachers and community leaders. This is further highlighted by Hatch and Hartline as well. The authors note that in order to not only promote change, but also lead it, there need to be some considerations in the communication school counselors have with the various stakeholders that may be involved (Hatch & Hartline, 2021). They note it is important that school counselors communicate why change is necessary, earn the trust of the school and community members, and meet the stakeholders where they are at (Hatch & Hartline, 2021). While it may be easy for school counselors to see where changes are necessary and feel ready to instill these adjustments, open communication with other stakeholders is vital to receive additional support along the way. This may come in the form of introducing oneself to different stakeholders, holding activities on campus for students and families, sharing vital data, assisting with curriculum or interventions and holding discussions with members of the campus and community to hear their concerns. By creating and fostering relationships with various stakeholders as well as working on building trust, utilizing data and remaining flexible, communication and input is possible. Further, as school counselors gather this input, they can receive additional feedback of what is working or not working and assist in making the necessary changes that are needed. Without the communication and collaboration with various stakeholders, it can further hinder a school counselor in their leadership role as they are unable to truly work on and advocate for adjustments throughout campus. Having these trusting and open relationships can allow a school counselor to ensure and foster teamwork to support the students, school and community. 

Resources:

American School Counselor Association (2022). The School Counselor and School-Family-Community Partnerships. Alexandria, VA: Author. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-School-Family-Community-PLinks to an external site.

Hatch, T. & Hartline, J. (2021). The Use of Data in School Counseling (2nd ed.). Corwin. 

Koch, S. (2020). School Counselors Are School Leaders. Nebraska School Counselor Association. https://www.schoolcounselor.org/Newsletters/March-2020/School-Counselors-are-School-Leaders?st=NELinks to an external site.