Initiating leadership by introducing and implementing the ASCA National Model.

"What do school counselors do?" "How do we know that what counselors do is effective and contributes to student academic achievement?" These questions have been asked countless times by parents, teachers, principals, and local community tax payers, but they have seldom been addressed by administrators and school counselors in a concrete and convincing way. That is until now. The American School Counselor Association's (ASCA) National Model: A Framework for School Counseling Programs (ASCA, 2003) provides definitive answers to those age-old questions.

In the early '80s, schools were facing a national crisis. There was much talk about school reform, and A Nation at Risk (Gardner, 1983) became the most quoted and read national publication, not only by educators, but by business and community people from the private and public sector as well. Nowhere in this document were school counselors mentioned as being a part of the solution to the major problems in the schools. This was a real wake-up call to the counseling profession and during the next decade, a number of major initiatives resulted.

It became apparent that if school counselors were ever going to be recognized for being more than an ancillary service, they would need to develop standards for school counseling programs. In 1997, ASCA sponsored a massive effort to develop those standards. The focus was to determine what students needed to know and be able to do by the time they completed 12th grade. The development of these standards began to show how school counselors were an integral part of the total education of each child.

Sharing the Vision: The National Standards for School Counseling Programs (Campbell & Dahir, 1997) gave counselors a base from which to individualize counseling programs to fit every individual school and school district. But the challenge of running efficient and effective programs remained. So after 2 years of exposure to the 1997 standards, the ASCA leadership realized that more work was needed to assist counselors with this major initiative.

A task force made up of approximately 15 professional school counselors and counselor educators was selected to develop a framework for a more comprehensive national model. After countless hours of careful discussions and deliberations, the result reflected a comprehensive approach to program foundation and service delivery, management, and accountability. It also emphasized that the majority of the school counselor's time be spent in direct service to all students to maximize student academic success.

The challenge for ASCA is to spread the model to the many states, school districts, individual schools, and practicing school counselors across the country that are currently functioning with diverse, and sometimes antiquated, school counseling programs. In June 2002, ASCA successfully introduced a draft of the model at its annual national convention. It was received enthusiastically by the many conference participants, and the final version of the model is now out. Now it is time for each and every professional school counselor, counselor educator, counselor-in training, and school administrator to get to know the model, embrace it, and put it to work.

Many schools are already implementing parts of the model, including systemic change, advocacy, leadership, and collaboration. Some are already delivering school guidance curricula where individual student planning, responsive services, and support systems are considered. Others are following state and national competency standards that embrace the whole child: academic, career, and personal/social domains. And most are already managing programs that are clearly focused on student success. The National Model emphasizes these characteristics as well as efficiency and effectiveness. Although schools often evaluate the efficacy of their interventions informally, the overall success of guidance programs and the effectiveness of counseling and counseling-related roles need to be quantified. There is also a need for improvement in accountability. The National Model gives us standards for evaluation against which schools can compare their programs.

As counselor educators and practitioners, we have been privileged and thrilled to be involved in this major effort. The following approaches illustrate the activities found useful to make this model succeed: a leadership team, counselor education, and a framework for practicing counselors. These are only three of many examples of how each of us can take a leadership role in disseminating the model, small or large, but a role nonetheless.

A LEADERSHIP TEAM

Leadership is defined as the ability to lead; the capacity to be a leader. A leader is someone who leads others along the way, one who guides (Morris, 1980). Leadership is exactly what the American School Counselor Association's National Model is about. The model is a guide for all school counselors, in all settings, and with all populations. It is a model that is flexible and adaptable to meet the unique needs of schools and students. It is comprehensive and maintains children's best interests at its heart. And it can be easily followed because it incorporates what school counselors across the nation already do.

One creative way of helping school counselors embrace the National Model is to host a summit where K-12 practicing school counselors, directors of guidance and counseling, school administrators, and coordinators of student services meet to learn how the model can assist them in continuing to promote students' school success and future lifelong learning. Though this sounds like a daunting task given the large amount of educational personnel involved in the delivery of counseling services, this is what a school counseling leadership team did. They took the first small steps toward promulgating the value of the National Model.

The Northern Virginia School Counselors' Leadership Team, composed of 19 counselor educators, school district guidance coordinators and supervisors, practicing school counselors, and directors of guidance and counseling programs, hosted a summit for school counselors and administrators in surrounding school districts. Some 120 participants representing seven school districts met at a local university to immerse themselves in 4 hours of pure renewal. This summit consisted of three parts.

During the first part of the summit, ASCA's National Model was introduced in a clear and precise way. The four major domains--foundation, delivery system, management system, and accountability--were described within the realm of existing counseling roles, thus showing participants that the model presents a more effective way of service delivery. One which is easier and focuses on outcomes rather than adding something different to our already overwhelming schedules.

The next part of the summit was dedicated to small group discussion. Participants were grouped according to grade level (elementary, middle, high school, and administrators) to discuss reactions to the model and how they foresee its absorption into their daily professional lives. Brainstorming the strengths generated tremendous energy about the limitations of current counseling roles and helped participants to identify what counselors may need, at each grade level, to incorporate the model into their school counseling programs. Counselors spoke of needing additional resources, money, and time. Some spoke of "selling" this model to school administrators in order to reduce the number of noncounseling-related duties presently required of them. Yet others focused on the need for advocacy and accountability as necessary means to career longevity.

The final part of the summit was also spent in small group discussions. This time, participants were grouped according to the seven school districts represented. Elementary, middle, and high school counselors from the same district met with their administrators to communicate needs and wants. This was paramount in taking the model from thought to action. This is where the first steps toward implementation began.

A unique characteristic of this summit was the participation of national and state leaders such ASCA's Executive Director; the Virginia Department of Education's School Counseling Specialist; and representatives from the Virginia School Counselors Association. Their strong support reinforced the message that reform is well on its way, and that we are not alone in this journey. Another unique aspect of this summit was the brief pre- and post-evaluation surveys given to participants. These simple tools modeled the ease of collecting outcome data while fulfilling the important role of accountability.

School counseling leadership teams and summits such as this one can be created and delivered in any area of the country. Vision, commitment, and dedication to embrace the National Model is shared by many. Turning that vision into action is not as hard as it seems. The Northern Virginia School Counselors' Leadership Team Summit was a tremendous success in initiating action and reform. We hope this is just the beginning. The dialogue can begin in your geographical area or school district as well.

IMPLEMENTATION IN COUNSELOR EDUCATION

As counselor educators, it is our primary responsibility to introduce the National Model to school counselors-in-training. We do so as the main component of the Foundations for School Counseling and Practicum course. Utilizing the assistance of two doctoral students who are also professional school counselors, we agreed to revamp the current course to reflect the updated model. We took the former syllabus and re-framed the course according to the major components in the National Model. Moreover, we used the ASCA National Model (ASCA, 2003) as the main textbook for the course and supplemented it with additional readings to enhance student understanding and knowledge of comprehensive school counseling programs. But we also knew that it would take more than just changing the course syllabus. As in the leadership summit, we invited the Executive Director of ASCA and the School Counseling Specialist from the Virginia Department of Education to share their knowledge and vision with our counselors-in-training.

Each student was asked to read the National Model and write a critique focusing on two areas: (a) reactions to the model and (b) their thoughts on how the model would work in the school in which they are doing their practicum. They were also asked to share the National Model with supervising counselors that they were working with at their practicum sites. The following are some examples of what the students wrote.

1. "I am pleased to report that my impressions of the model are overwhelmingly positive. It outlined in great depth the different aspects of professional school counseling. It also painted a picture of how effective school counseling programs can be when planned critically and evaluated regularly."

2. "My favorite line in the model read, `school counselors must be advocates for students. As advocates, school counselors work to remove barriers that hinder academic success.'"

3. "The need for both national and state models for school counselors is long overdue, however just as crucial to the success is the identification of a plan of implementation and the need for support of the administration."

4. "Results-based reports that look into the impact of the program over time will be significant in many school districts that are now being forced to operate under strict budgetary restraints."

5. "As a budding school counselor about to enter the professional world in a year, I am thankful that I have become aware of the National Model at such an early stage in my career."

6. "I feel privileged to be in a counseling program at a time when school counseling is coming into it's own. The National Model is a big step towards making school counseling a distinctive profession."

7. "I think that this model will take a lengthy period of time to introduce and implement, but I am optimistic that once it is implemented it will serve all students in a better, more unified way."

8. "If records of accountability can be turned into numbers of young people helped and dollars of district money saved, the school boards and administrators will insist on counselors in their schools."

9."By using a results-based plan the benefits of having school counselors will be made clearer and will allow for more support not only from other school personnel, but from parents too."

10."My biggest concern about the National Model is the time necessary to implement the program into all school systems. Clearly defining the school counselor's job is necessary, but I would be curious to know how and why all schools will choose to adopt the program. Especially if they lack funding to hire the appropriate number of counselors required to participate."

Not surprisingly, students had varying, but positive comments about the National Model and seemed pleased to be exposed to it before they go out into the field. These comments have reinforced our notion that all pre-service programs for school counselors should include the National Model for better student preparation. This is paramount not only because they are the future of our profession but also to assist on-site counseling supervisors in understanding the model and embracing it. We are counting on our counselors-in-training to spread the word as well.

A FRAMEWORK FOR PRACTICING COUNSELORS

School counselors have been continuously defining the role of the school counselor for themselves as well as for administrators, teachers, parents, students, and the community. The National Model for School Counseling Program (ASCA, 2003) defines the role of the school counselor well. For practicing school counselors in an urban public school setting, the model provides us with a helpful framework for the profession. It assists us in taking a leadership role within our schools. It is a necessary component for understanding the role and expectations of all school counselors. The "action plan" and "calendars" sections are especially helpful to the new counselor. This model is perhaps a paradigm for unifying new and veteran counselors as well as counselors with their schools and community.

The model provides a proactive framework that has steps that are universal, standard-reaching counseling programs for all schools. This framework identifies practical examples that are currently being implemented in many schools, particularly in high schools. The urban public school systems where we currently work focus on the three student domains that are identified in the model: academic, career, and personal/social development.

In addition to using the model to address these three domains, we utilize its practical suggestions for consideration when organizing individual counseling programs. These suggestions are numerous. For instance, we have established a management agreement to ensure that the needs of the students are being met. Head of the counseling departments are continuously coordinating with school administration in order to address student, staff, and community needs. The system support mentioned in the National Model is one of the key components of establishing relationships and having a cooperative effort. In fact, we are continuously researching and collaborating with other local schools on ways to improve our student service delivery.

Clearly identified in the model are ways to re-evaluate and monitor students' progress through various types of data collection methods. The collected data provide concrete information on what is effective and what is not in addressing student needs and also helps in monitoring the height of the bar and in helping close the achievement gap so that no student is left behind.

The model provides legitimacy to the school counseling profession; a profession that is often criticized, questioned, and insufficiently supported. For example, federal funding for the Elementary and Secondary School Counseling Program (ESSCP) was in serious jeopardy this year. Through the continuous efforts of the American Counseling Association, ASCA, and individual school counselors, the Bush administration agreed to restore funding for the ESSCE This is a significant accomplishment and victory for all counselors, students, and educators. Being active and advocating for our profession is the key to "minimize barriers" (Bowers, Hatch, & Schwallie-Giddis, 2001).

CONCLUSION

The National Model is an excellent tool for establishing and maintaining an effective school counseling program for counselors, administrators, parents, students, and the community. The National Model has several components that must be implemented in all schools for strong and effective programs. This will take time, but the results will be worth the effort. And today instead of asking, "What do counselor's do?," we can begin to ask more relevant questions like, "How have students benefited because of what school counselors do?" The National Model helps us with that. It works. We urge you to put it to work!

References

American School Counselor Association. (2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

Bowers, J., Hatch, T., & Schwallie-Giddis, R (2001). The brainstorm. ASCA School Counselor, 39(1), 16-19.

Campbell, C. A., & Dahir, C. A. (1997). Sharing the vision: The national standards for school counseling programs. Alexandria, VA: American School Counselor Association.

Gardner, D. (1983). A Nation at Risk: The Imperative for Educational Reform. Report of the National Commission on Excellence in Education. Washington, DC: Government Printing Office.

Morris, W. (Ed.). (1980). The American Heritage Dictionary of the English Language. Boston: Houghton Mifflin.

Pat Schwallie-Giddis, Ph.D., is an assistant professor and director of Graduate Programs, Counseling/Human and Organizational Studies, George Washington University, Washington, DC. Mercedes ter Maat, Ph.D., LPC, is an assistant professor and director of the School Counseling Program, Alexandria Graduate Education Center, George Washington University; a professional school counselor; and member of the Northern Virginia School Counseling Leadership Team. Monalisa Pak is a doctoral student, George Washington University, and a professional school counselor.