Jefferson County Schools
The Tennessee School Counseling
A Framework for Action!
The "Framework for Action" envisions a school counseling program supporting
students in their educational, career, personal and social development
thus enabling them to become life-long learners and productive citizens
in our communities and around the world.
Tennessee School Counseling
Program Definition: School Counseling is an integral part of
each school's total educational program. It is developmental by design
and includes sequential activities organized and implemented by licensed
school counselors with the support of teachers, administrators, students,
and parents. A school counseling program shall deliver services in
School Counseling Curriculum
The program addresses the needs
of all students by helping them to:
* Achieve educational success
* Develop competencies in career/life planning
* Acquire and apply personal and social knowledge.
Roles In Relationship To The
The Role of the School Counselor:
counsel with students individually and in small groups
To present developmental lessons in the
classroom and in small groups
serve as a student advocate
To consult with teachers, administrators,
school support personnel, parents and business/community agencies
To participate in school meetings
To work with parents in teaching effective
parenting skills, creating a positive environment, and
encouraging parent participation
provide staff development in identified areas of need and in orientation to the
school counseling program
To provide leadership in career development
of all students
To coordinate school activities pertaining to
the school counseling program
To facilitate the evaluation of the school
Program Components: School Counseling Curriculum
Developmental Experiences: School Counselors and other qualified
personnel provide structured
groups and classroom guidance presentations in accordance with the scope and sequence.
The content of the school counseling curriculum focuses on three widely
accepted and interrelated
areas: educational, career, and personal/social development.
Assessment: School counselors assist students in analyzing and
evaluating abilities, interests, skills,
Advisement: School counselors assist students in establishing
educational, career, personal and
social goals by involving parents, students, school, business and community.
and Follow-up: School counselors assist students in making the transition from
home-to-school, school-to-school, and school-to-career.
Consists of activities to meet the immediate needs and concerns of students.
Individual/Small Group Counseling:
is provided on a small group or individual basis for students.
School counselors consult with parents, teachers, other educators and
community agencies regarding
strategies to assist students. (Examples:
S-teams, M-teams, 504 meetings, parent/teacher conferences)
School counselors use referral sources to deal with crises such as
suicide, violence, abuse, illness, and
Professional Development: School
counselors are actively involved in updating their professional
knowledge and skills.
School counselors coordinate planning and management tasks which support the
activities of a comprehensive, developmental school counseling program.
School counselors consult with teachers and other staff members to
provide and receive
information on emerging needs of students to support the staff.
Outreach: School counselors participate in activities designed
to help them become knowledgeable
about business and industry, community resources and referral agencies.
School counselors orient staff and the community to the comprehensive, developmental
school counseling program.
Student Standards and Competencies
The school counseling framework
provides a developmentally based sequence of standards and competencies.
Students work toward the competencies through planned counseling and learning
activities facilitated by the school counselor through the four Program
Students competencies define the
specific knowledge, attitudes and skills students should obtain.
These competencies have been carefully identified and are grounded in developmental
theory. Students pass through sequential developmental stages vital
to their educational, career and personal maturation. At each stage,
learning and development must occur to insure the optimal achievement of
Developmental knowledge and skills
can be broadly divided into three domains:
The scope and sequence contain a
list of K-12 student standards and competencies presented in a sequence
appropriate for each developmental stage.
Suggested Distribution Of
Total Counselor Time
Based On Counselor/Student Ratio
|*School Counseling Curriculum
20 - 35
5 - 10
30 - 40
10 - 15
20 - 30
15 - 25
30 - 40
10 - 15
15 - 25
25 - 35
25 - 35
15 - 20
*This percentage reflects the total time involved in planning, consulting,
organizing, and presenting classroom or structured group activities. It does not indicate just
the time spent in the activity by the