1. INVOLVING TEACHERS IN THE SCHOOL COUNSELING PROGRAM By: Natalie Umberger and Emily Smith

2. Comprehensive Counseling Program Components:  Guidance Curriculum  Individual Student Planning  Responsive Services  System Support

3. Role Expectations  Collaboration/ Education  Direct services to students  Visibility and Involvement  Individual student needs  Consult with teachers and parents  Counsel small groups and individual students  Coordinate the work of others  Teach guidance curriculum  Plan, manage, evaluate school program Teacher’s ExpectationsCounselor Roles (Clark, M.A.& Amatea, E., 2004)

4. Engagement in ResponsibilitiesTeacher’s Expectation Teacher’s Reality Design individual student academic programs 99.1%97.7% Collaborate with teachers to present guidance curriculum lessons 97.1% 96.8% Collaborate with teachers to present proactive prevention based guidance curriculum lessons 97.4% Assist students with academic planning 98.2%97.7% Assist students with career planning 99.7%99.1% Assist students with personal/social development 99.4%98.6% n=347 (Reiner, S.M., Colbert, R.D.,& Perusee, R., 2009)

5. Collaboration and Education  Educate teachers  In-service or public relations activities  Seek administrative support and encouragement for classroom guidance  Establish personal relationships with teachers  Team meetings  Consult with teachers Missouri Comprehensive Guidance, Appendix H

6. Direct Services to Students  Correlate classroom guidance lessons with teacher’s lesson plans  Small group counseling  Individual student counseling

7. Visibility and Involvement  Bridge the gap between family and school environment for student  Be present in the hallways and classrooms as much as possible  Accessibility  Time management  Community involvement  Parent involvement

8. Individual Student Needs  Multicultural backgrounds  English as a second language  Diverse socioeconomic status  Parent education  Student with disabilities

9. Resources Clark, M. A., & Amatea, E. (2004). Teacher perceptions and expectations of school counselor contributions: implications for program planning and training. Professional School Counseling, 8, 2. p.132(9). Retrieved from Academic OneFile via Gale: http://find.galegroup.com.er.lib.k-state.edu/gtx/start.do?prodId=AONE&userGroupName=ksu. Clark, M.A., & Breman, J. (2009). School counselor inclusion: a collaborative model to provide academic and social- emotional support in the classroom setting. Journal of Counseling and Development, 87. Gysbers, N.C., Stanley, J.B., Magnuson, C.S., & Starr, J.F. (2008). Missouri comprehensive guidance program: A manual for program development, implementation, evaluation, and enhancement. Jefferson City, MO: Department of Elementary and Secondary Education. Reiner, S.M., Colbert, R.D., & Perusse, R. (2009). Teacher perceptions of the professional school counselor role: a national study. Professional School Counseling, 12, 5. p.324(9). Retrieved from Academic OneFile via Gale: http://find.galegroup.com.er.lib.k-state.edu/gtx/start.do?prodId=AONE&userGroupName=ksu.