Who's in Charge? School Counseling Supervision in North Carolina.
Survey results of school counseling supervisors in North Carolina are summarized. Responses show that the majority of school counseling programs in the state are supervised by noncounseling personnel, usually supervisors of curriculum, instructional programs, or other educational areas. Supervisors' educational backgrounds, professional memberships, opinions about counselor certification issues, dominant supervisory functions, and staff development activities are described. The survey results give impetus to recommendations for future AACD and ACES directions regarding counseling supervision.
Addressing School Counselor Induction Issues: A Developmental Counselor Mentor Model.
State legislatures throughout the nation have validated the importance of school counseling (Glossoff & Koprowicz, 1990) and have mandated policies to increase counselor positions (Paisley & Hubbard, 1989). This legislative trend has particularly targeted funding for additional elementary and middle school counselors (Glossoff & Koprowicz, 1990; Paisley & Hubbard, 1989). As more counselors, faced with increasingly complex problems, enter the profession, school systems and state education departments have an opportunity, indeed a responsibility, to offer induction programs for beginning counselors. For many counselors in elementary and middle schools, where collegiality can be nonexistent, the leap from their preservice program to assuming full responsibility for a school counseling program can be a precarious trial by fire experience. This article describes a developmental counselor mentor education program implemented in North Carolina that is the cornerstone of a systematic approach to induction. The program features a new model of an in-service program aimed at addressing the needs of the novice counselor while providing experienced counselors with continued professional development. Program rationale is presented first. The induction period is typically a vulnerable time for any new professional. Unlike the growing knowledge base regarding teacher induction (Huling-Austin, 1990; Little, 1990; Reiman, 1991; Thies-Sprinthall, 1986), the counseling literature is just beginning to discuss issues pertaining to the adjustments and accommodations confronting novice counselors. Matthes (1992) made an important contribution in directing attention to this critical professional development phase by analyzing the problems reported by new school counselors. Concerns stemmed from role confusion, professional isolation, and interpersonal conflicts with students, teachers, and parents (Matthes, 1992). For elementary counselors, serving alone in one or more schools can exacerbate the adverse effects of trying to survive the first years in the field (Lund, 1990; Matthes, 1992; Sutton, 1988). It has long been documented by other professions that at this impressionable stage, a novice's initial influences and identifications have important consequences
Good elementary education
Abstract The aim of this study is to identify good elementary education standards that would contribute to the elimination of inequalities in the implementations regarding the utilization -and making it utilized- of the right to elemetary education. Being a descriptive one, this study attempted to identify the definitions and explanations of the right to education in universal documents by a review of literature. The study then attempted to explain the drawbacks concerning the protection and the utilization of the right to education. The study proposes some standards such as accessibility, content, operation so as to eliminate the obstacles hindering the utilization of the right to elementary education.