Preface

The Purpose of the Guide

This purpose of this Guide is to provide Texas school counselors, campuses, and districts with a framework of the Texas model for guidance and counseling programs. It provides a conceptual base and common language for professional school counselors and other educators statewide to better ensure that Texas students benefit from guidance and counseling programs that reflect current best practices.

Historically, the Guide has served many Texas counselors and campuses well. A history of the development of the model and The Guide over the past 20 years is included in Appendix A.This revision is a result of collaborative efforts by the Texas Counseling Association, the Texas Education Agency, and was partially funded by a grant from the Texas Higher Education Coordinating Board. THECB has collaborated with Texas counselors to serve our mutual goal of helping all students see ongoing learning as part of their future and be well prepared for continued learning immediately after their elementary-secondary schooling.

Impetus for changes stemmed not only from the Model Revision Task Force members and others, but also from an in-depth review of The ASCA National Model: A Framework for School Counseling Programs (2nd ed.) (ASCA, 2005), the Texas Evaluation Model for Professional School Counselors (2nd ed.)(TEMPSC-II) [TCA, 2004]), and the Texas College and Career Readiness Standards (THECB, 2008). The ASCA Model was particularly helpful to the revision of Sections I, III, V, and VI. The TEMPSC-II to Section II; and the College and Career Readiness Standards to Section IV.

For Whom the Guide is Intended

The guide is intended for use by professional school counselors and the members of the school community responsible for providing high quality guidance and counseling programs that are in compliance with the law (TEC §33.002-33.007) [Appendix B]. At a minimum, those responsible include counselors, school faculty and staff, students, parents, and the community (TEC §33.005). It is written for school counselors, the guidance and counseling program leaders in their schools (TEC §33.005). It is available to anyone who is interested in learning more about the program. throughout the Guide, “Tips” are suggested to help teachers, parents and administrators better understand and benefit from the program.

Who Benefits and How

Implementation of a high quality comprehensive, developmental guidance and counseling program benefits students, parents, counselors, principals, district administrators, and boards of education.

  • Students
  • Increased knowledge and skills in self-confidence development; decision-making, goal-setting, planning, problem-solving, communicating, interpersonal effectiveness, and cross-cultural effectiveness
  • Access to counselors for assistance with personal-social concerns, as well as academic and career planning
  • Equitable and accessible services for all
  • Parents
  • Program understanding
  • Increased involvement in children’s education and schooling
  • Teachers
  • Program understanding, facilitating teamwork with counselors on behalf of students
  • Enhanced cognitive and affective development of students
  • Administrators
  • Program understanding, providing a basis for support
  • Sound professional standards for evaluation
  • Better ability to explain it to the community
  • Retention of effective counselors
  • Defined standards for helping ineffective counselors improve
  • Boards of Education
  • Program understanding
  • Defined rationale for setting policies that support professional standards and practice
  • Counselors
  • Ability to serve all the students for whom they are responsible
  • Clearly defined professional responsibilities, alleviating stress
  • Rightful professional identity
  • Larger percentage of time applying professional school counselor competencies
  • Fair share of non-guidance assignments
  • Framework for providing developmental guidance and counseling services
  • Vertical alignment of guidance programs, PK-12th grades
  • Others’ support based on knowledge
  • Positive image
  • Clarity of standards and expectations for performance, program, and student learning
  • Adherence to professional ethical standards (ASCA, 2004)

What is Included in the Guide

Section I describes thephilosophical Foundation for comprehensive, developmental guidance and counseling programs in Texas public schools. It includes basic program definitions and legal requirements. It begins the delineations of program standards and describes the fundamental program elements that undergird service delivery.

Section II defines the Program Responsibilities of professional school counselors and describes their specialized competencies, learned through training and certification. The competencies are outlined, and applied through an appropriate job description. The State-recommended counselor: student ratio is provided. The State-approved counselor Performance Evaluation form is included; as are school counselors’ responsibilities for their continuing professional development. The section closes with descriptions of other school staff members’ responsibilities for implementation of the program.

Section III outlinesProcesses useful in program development and implementation: organizing, planning, designing, implementing and managing, evaluating and being accountable for the program. These processes are valid for use at both district and campus levels. Applications are described for making systemic, incremental and continuous improvements in the program. Suggestions are included for program development. The Texas model’s recommended design and rationale for a balanced program is provided.

Section IVoutlines the structure of the comprehensive, developmental program Delivery System. Four activity components are delineated: guidance curriculum, responsive services, individual student planning, and system support.

Section V defines in detail seven State-identified guidance program Content Areas by defining goals and competency indicators for students in five grade spans. Processes for using the content in learning activities are described.

Section VI provides guidelines for Evaluating and Being Accountable for implementation of the Texas Comprehensive, Developmental Guidance andCounseling Program. Four sets of standards are applied: Those for program delivery, for program improvement, for counselor performance, and for student development through program participation.

CONFIDENTIAL DRAFT – NOT FOR DISTRIBUTION – 09/18/2009