SCHOOL
COUNSELING GUIDING PRINCIPLES
The
mission of the West
Irondequoit Central
School DistrictR=
17;s
school counseling program is to provide a comprehensive, developmental
counseling program addressing the academic, career and personal/social
development of all students. =
School
counselors are professional school advocates who provide support to maximize
student potential and academic achievement. In partnership with other educator=
s,
families and the community, school counselors facilitate the support system=
to
ensure all students in the West
Irondequoit Central
School District have
access to and are prepared with the knowledge and skills to contribute at t=
he
highest level as productive members of society.
Ø =
Through the West Ironde=
quoit
School Counseling Program ALL
students develop strategies to acquire the knowledge, attitudes, and skills=
to
achieve their highest academic, career and personal/social potential. =
Ø =
The West
Irondequoit School Counseling Program is in alignment with the American Sch=
ool
Counseling Association (ASCA) National Model and the New York State Model F=
or
Comprehensive K-12 School Counseling Program standards.
Ø =
The School Counseling P=
rogram
is comprehensive in scope, developmental in nature, proactive in design, and differentiated in order to address individual and
societal needs.
Ø =
The role of the school
counselor is multidimensional.
School counselors ascribe to the ASCA Code of Ethics and participate=
in
on-going professional development.
School counselors incorporate leadership, advocacy, counseling,
consultation, coordination, collaboration and teaming, and the use of data =
to
ensure students’ success in the domains of academic, career, and
personal/social development.
Ø =
School counselors are shared stakeh=
olders
working in collaboration and partnership with students, families, educators,
and community members in a variety of settings =
at a
building, district and community level.
Ø =
School counselors, in collaboration with stakehol=
ders,
are invested in helping students make the transition from school to school,
school to work, or school to higher education or career and technical train=
ing.
Ø =
All students benefit fr=
om an
interdisciplinary delivery system, which includes a school guidance curricu=
lum,
individual student planning, responsive services, and system support.
Ø =
The on-going use of a variety of data sets, including process,
perception and results data, is integral to ensure that every student recei=
ves
the benefits of the School Counseling Program. The data is used to identify=
and address individual student needs and issue=
s,
examine current practices, and determine the best ways to make systemic cha=
nges
in order to seek continuous improvement.
=
Ø =
The School Counseling P=
rogram
delineates a framework of specific, measurable outcomes in the three domain=
s of
academic, career and personal/social developmen=
t. These outcomes must align with each
student’s developmental needs and must answer the question, “How
are students different as a result of the School Counseling Program?”=
=
Ø =
The School Counseling P=
rogram
fosters an environment that encourages students to develop self-awareness, =
as
well as understanding, tolerance and acceptance of others’ diverse
qualities, backgrounds, beliefs and aptitudes. The School Counseling Program
enables our students to become productive members of the global community. =
=
Ø =
The School Counseling
Program, using a variety of tools, assis=
ts all
students in identifying and cultivating their intellectual strengths and
personal attributes as they explore their higher education and/or career
options. =
Ø =
The School
Counseling Program will help students develop the skills of critical thinki=
ng,
problem solving, decision making, self reflection and effective communicati=
on.
Ø
The School C=
ounseling
Program promotes life-long learning for all students.
BOE approved 1/06