MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
VOL. 48, NO. 3
Opportunities Up North By DONNA BROWN MASCA Executive Director
Varied Career Paths Needed By JUDITH JOSEPHS, Ed.D. Visiting Lecturer, Salem State University
arlier this fall, many of you received invitations to the Canadian College Fair held in Newton on October 2 and 3. I had the opportunity to attend the Sunday evening session and meet with a number of admissions counselors as well as Marc Jacques, Academic and Economic Affairs Officer for the Consulate General of Canada. As the mom of a Canadian University (Dalhousie) graduate, I knew a bit about the process of attending school in Canada. However, things have really changed for the better since we started that journey in 1993. Getting a student visa, working in Canada as a student, and procuring postgraduate opportunities are among the positive changes. And, more importantly in these economic times, there’s the lower cost for high quality postsecondary education. As this is National Career Development Month, it seems sensible to share some of the career preparation programs available at Canadian universities and colleges. Virtually any major of interest to a student is available in Canada. Additionally, many schools have extensive co-op programs that allow students to gain real work experience (for pay) while they learn.
The University of Waterloo (www. uwaterloo.ca), located in Waterloo, Ontario, is at the forefront of co-op education, providing its students with alternating four months of study and paid work terms. Over 100 programs are offered, ranging from Bioinformatics to Tourism and Parks Management. Co-op jobs are available in Canada, the United States, and worldwide. Some of the companies accepting co-op students are Amazon, Ernst and Young, Facebook, Google, Research in Motion, Government of Canada, and Barclay’s Capital. Students interested in journalism have a number of interesting opportunities. At St. Thomas University (www.stu.ca) in Fredericton, New Brunswick, students spend their second, third, and fourth years at the Canadian Broadcasting Company (CBC) broadcast center shadowing professional journalists, developing skills in print, television, radio, and web, and (continued on page 8)
tudents today do not have enough choices offered to them regarding career pathways. No doubt all students need some type of formal training beyond high school. The direction provided by community colleges, apprentice programs, and military training offers more choices to students. My career as an educator has included many years as a guidance counselor and director of cooperative education. Employment in the 21st century will require some type of postsecondary education as the passport needed for employment. I see that, in addition to academic proficiency, there is a need for increased applied settings for high school choices. These educational paths provide an engine of opportunity. High-quality career guidance is essential if students are to achieve the American dream. Inappropriate career guidance is the reason students end up in classes they find boring, irrelevant, and cause dropouts. In middle school all students should develop an individual career plan including a goal, program of study, degree or license, and work learning experiences that correlate with the student’s objectives. My experience has shown that students perform better academically when their learning experiences correlate positively with the employment they are (continued on page 4)
November is National Career Development Month
2011 – 2012 MASCA OFFICERS
PRESIDENT MICHELLE BURKE Beverly High School 100 Sohier Road Beverly, MA 01915-2654 Tel. 978-921-6132 x 11107 E-mail: firstname.lastname@example.org
PAST PRESIDENT CAROLYN RICHARDS Somerville High School 81 Highland Avenue, Somerville, MA 02143 Tel. 617-625-6600 x 6120 • Fax 617-628-8413 E-mail: email@example.com.MA.US PRESIDENT-ELECT JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: firstname.lastname@example.org VICE PRESIDENT ELEMENTARY JACQUELINE BROWN East Somerville Community School 42 Prescott Street, Somerville, MA 02143 Tel. 617-625-6600 x 6517 • Fax 617-591-7906 E-mail: email@example.com VICE PRESIDENT MIDDLE / JUNIOR HIGH ALBERT MERCADO Stacy Middle School 66 School Street, Milford, MA 01757 Tel. 508-478-1181 • Fax 508-634-2370 E-mail: firstname.lastname@example.org VICE PRESIDENT SECONDARY TBA VICE PRESIDENT POSTSECONDARY JOHN MARCUS Dean College 99 Main Street, Franklin, MA 02038 Tel. 508-541-1509 • Fax 508-541-8726 E-mail: email@example.com VICE PRESIDENT ADMINISTRATORS RUTH CARRIGAN Whitman-Hanson Regional High School 600 Franklin Street, Whitman, MA 02382 Tel. 781-618-7434 • Fax 781-618-7098 E-mail: firstname.lastname@example.org VICE PRESIDENT COUNSELOR EDUCATORS THERESA A. COOGAN, Ph.D. Bridgewater State College, Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: email@example.com VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 E-mail: firstname.lastname@example.org EXECUTIVE DIRECTOR DONNA M. BROWN Adjunct Professor, UMass Boston P.O. Box 366, 779 Center Street Bryantville, MA 02327 Tel. 781-293-2835 E-mail: email@example.com TREASURER ASHLEY CARON 25 Belmont Ave., Stoughton, MA 02072 Tel. 508-212-0676 E-mail: firstname.lastname@example.org SECRETARY JENNIFER JUST McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x 247 • Fax 508-759-5455 E-mail: email@example.com MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: firstname.lastname@example.org COUNSELOR’S NOTEBOOK EDITOR SALLY ANN CONNOLLY 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: email@example.com
inside 5 7 9 10 11
Alone Together By Joe Fitzgerald
Something to Think About
School Counselors Deserve Discounts By Jennifer Lisk
Managing Difficult Family Conversations By Rosalind Cresswell
THE INTERN’S TALE: Friendship Soup By Katherine Getchell
WMCA and MASCA Professional Development Day
Focus on Learning
Published by: Massachusetts School Counselors Association 10 issues per year, September through June. The yearly subscription rate is $30.00. Individual copies are $3.00. Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reflect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to Sally Ann Connolly, Editor.
©2011 by the Massachusetts School Counselors Association. All rights reserved.
JOSEPHS (continued from page 1) hoping to achieve. I have also found that there is not enough understanding of the career opportunities from a technical education. Many of our academic educators overlook conveying to students the training needed to meet varied workforce needs. I have seen valuable apprentice training programs at General Electric, North American Philips, USM, etc. eradicated. We need a stronger partnership between
employers and schools in designing courses of study, working with academic standards, and providing opportunities such as the cooperative education program at Northeastern University. In addition, more learning that is linked with employment opportunities should be offered in high school. Job fairs, touring companies, and working with projects such as robotics competition would lead to a closer understanding of today’s job market.
Professional Licensing Boards Massachusetts has a Division of Professional Licensure Boards, and counselors should include licensing information as part of their career counseling. Some of the licenses include: Allied Health Professions, Allied Mental Health and Human Services Professionals, Architects, Barbers, Certified Health Officers, Chiropractors, Cosmetologists, Dieticians and Nutritionists, Dispensing Opticians, Electricians and Alarm System Installers, Electrologists, Funeral Directors, Embalmers and Establishments, Hearing Instrument Specialists, Home Inspectors, Landscape Architects, Massage Therapy, Operators of Drinking Water Supply Facilities, Optometry, Plumbers and Gas Fitters, Podiatry, Professional Engineers and Professional Land
A diploma or a degree must have as its measure how well it prepares students for their adult lives. Surveyors, Law, Public Accountancy, Psychologists, Radio and Television Technicians, Real Estate Appraisers, Real Estate Brokers & Salespersons, Sanitarians, Sheet Metal Workers, Social Workers, Speech Language Pathologists and Audiologists, State Racing Commission, Veterinary Medicine, Division of Health Professions Licensure (DHPL) Boards. The licensing fields may include careers as Athletic Trainer, Occupational Therapist, Physical Therapist, Physical Therapist Assistant, Mental Health Counselor, Marriage and Family Therapist, Rehabilitation Counselor, Architect, Barber, Certified Health Officer, Chiropractor, Cosmetologist, Dietician/Nutritionist, Dispensing Optician, Electrician and Alarm System Installer. The licenses’ names are only a sampling of those available in Massachusetts. Career counseling should involve educating students about the licenses available and employment prospects and about where to find more information. It is unacceptable that nearly half of the students who enroll in college leave without a degree of any kind. Young people need occupationally relevant skills at all levels of postsecondary education. A diploma or degree must have as its measurement the issue of how well it prepares students for their adult lives. ■
Alone Together By JOE FITZGERALD, Ed.D., MASCA Technology Committee Chair
f all the pieces of technology that I use, my Digital Video Recorder (DVR) is one of my favorites. Many of us have this device built into our cable television systems. These recorders have other names, but basically they allow us to record programs to watch at a later time. That way we do not miss a program of interest. As a result of mine, I do not see many commercials; I merely fast forward through them. One commercial that I did not rush through, however, showed a family sitting together in their home. The mother, father, and two teenage children were not talking to one another. The father was fussing with his laptop computer. The mother was on her phone. The daughter was texting. And the son was on a game device. Both kids had earphones. The TV was also on. Although they were near one another, they were not communicating. I was disturbed by the commercial, and it came back to mind when I discovered the work of Dr. Sherry Turkle. A teaching professor at MIT for more than thirty years, Turkle has developed a body of research about the effects of technology on society. She is also Director of the MIT Initiative on Technology and Self Program in Science, Technology, and Society. Turkle’s research includes working with robots and studying how they interact with people. For the past sixteen years, she has published several books on this topic. Her latest, Alone Together: Why We Expect More from TECHNOLOGY and Less from Each Other, epitomizes what was happening in the commercial; and her interviews show the negative effects of our increasing reliance on technology. Although we have always watched movies, plays, television, and read alone, even when we are with other people, communication usually took place after these “alone together” events. Now, however, there is a difference. We are alone in our virtual worlds. We are tethered to machines and our various favorite technologies. We are online, we text, we Facebook, we Twitter, we play games on our devices, and we always have our mobile devices with us. There is no end to the connectivity possibilities. LinkedIn gives us the “world’s largest professional social network.” NOVEMBER 2011
Mobile communication means that we can be “always on, always on you.” Just walk down a busy street, visit a coffee shop, or walk around school at dismissal time, and observe. Some individuals always have their mobile devices with them and they are always “on.” Have you ever been to a social event with a highpowered business person? Although Turkle is a proponent of technology, she calls her book a “cautionary tale.” She reminds us that technology should not take over our lives and make us insular. Technology, she says, should not be keeping us busy; rather, we should be keeping technology busy.
Another danger, she says, lies in the fact that many people today have “lives on the screen.” They hide behind the screen with a second self that takes on a persona much different from the real one. Although I think that I use my electronic devices responsibly, while composing this column on my laptop, I am also watching the news, using my iPad copy of this book, and my iPhone is on, not too far away. Technology is useful but it does have negative effects on society. Turkle describes these very effectively in her book, and I highly recommend it for counselors, administrators, and parents. ■
People love their new technologies of connection . . . . They “ have changed how we date and how we travel. The global reach of connectivity can make the most isolated outpost into a center of learning and economic activity.” — Sherry Turkle, Alone Together: Why We Expect More from TECHNOLOGY and Less from Each Other (2011)
30 Fastest Growing Occupations 9 Hot College Majors
1. Network systems and data communications analysts
17. Forensic science technicians
2. Personal and home care aides
19. Mental health counselors
• Biomedical engineering
3. Home health aides
• Computer game design
4. Computer applications software engineers
20. Mental health and substance abuse social workers
• Environmental studies / sustainability • Health informatics / information management
5. Veterinary technologists and technicians 6. Personal financial advisers
• Homeland security
7. Theatrical and performance makeup artists
• Information assurance /cyber security
8. Medical assistants
21. Marriage and family therapists 22. Dental assistants 23. Computer systems analysts 24. Database administrators 25. Computer software and systems software engineers 26. Gaming and sports book writers and runners
• New media
10. Substance abuse and behavior disorder counselors
27. Environmental science and protection technicians
• Public health
11. Skin care specialists
28. Manicurists and pedicurists
12. Financial analysts
29. Physical therapists
13. Social and human service assistants
30. Physician assistants
— Christopher J. Gearon, http://www. usnews.com/education/best-colleges/ articles/2011/09/19/discover-9-hotcollege-majors?PageNr=4. Accessed on September 21, 2011.
14. Gaming surveillance officers and gaming investigators 15. Physical therapist assistants 16. Pharmacy technicians
18. Dental hygienists
— http://www.boston.com/ jobs/galleries/30fastest_growing _ occupations/, Accessed on September 21, 2011.
SOMETHING TO THINK ABOUT A Student’s Earning Power “Research released in February by economists Alan Krueger at Princeton University and Stacy Dale of Mathematical Policy Research reaffirmed their finding of a decade ago suggesting that eventual earning power depends pretty much entirely on student qualities— talent, drive, ambition, and confidence, for example— rather than on the prestige of the chosen college.”
Tweets of Note Vaccines are recommended for teens and preteens http://www.cdc.gov/vaccines/who/teens/vaccines/index.html Getting teens vaccinated is a struggle http://www.bostonglobe.com/lifestyle/health-wellness/2011/09/18/ giving-teens-shot/sVdi7K7sAw6WIQ2qX48pfM/story.xml
Join us on Twitter Donna Brown www.twitter.com/MASCAExDr Sally Ann Connolly www.twitter.com/sallyconnolly1
— Eugene L. Meyer, “Think Hard Before Borrowing for College”, http://www.usnews.com/education/ best-colleges/paying-for-college/articles/2011/09/20/ think-hard-before-borrowing-for-college?PageNr=2, Accessed on September 21, 2011.
College Debt “A 2010 FinAid analysis of government data on student aid, moreover, shows that those graduating debt free are 70 percent more likely than people with loans to go on to graduate school. Granted, it’s a balancing act. ‘Modest federal student loans can help you go to college full time without dropping out and limit your work hours so you have time to study and sleep,’ says Lauren Asher, president of TICAS. A good rule of thumb, in Kantrowitz’s view, is to limit your total debt to no more than your expected starting salary. By the end of October, U.S. colleges will be required to post a ‘net price calculator’ on their websites to allow prospective students to see an estimate of the true amount they’ll owe and will have to borrow.” — Eugene L. Meyer, “Think Hard Before Borrowing for College”, http://www.usnews.com/education/ best-colleges/paying-for-college/articles/2011/09/20/ think-hard-before-borrowing-for-college?PageNr=2, Accessed on September 21, 2011.
The Burden of Poverty “Let us face the simple fact that income is tied to every indicator of the health and future of a community and its children…. Poverty is the inescapable cause, through all of these interrelated socioeconomic factors, of the disproportionately high rates of underperformance in schools.” — Joseph Rukeyser, “Letter to the Editor,” Boston Sunday Globe, October 2, 2011, K8. ■
BROWN (continued from page 1) covering the news for publication both online and in print. Located in Halifax, Nova Scotia, University of King’s College (www.ukings.ca) offered the first Bachelor of Journalism degree in Atlantic Canada. Today, students begin their studies with the Foundation Year Programme, “where the traditional boundaries between academic subjects are replaced by a seamless survey of the Western tradition from its beginnings in the ancient world to our own time.” (King’s viewbook) Foundations of Journalism is also taken so that students are ready to participate in production of an online news service, radio newscasts, television current affairs programs, and a widely circulated weekly newspaper. Science and engineering students also have many opportunities. At the University of New Brunswick (www.unb.ca) with a campus in Fredericton as well as St. John, students can focus on eight engineering majors including chemical, geomatics, and software. Here students can take advantage of paid co-op and intern opportunities. UNB is particularly proud of the
work their grads are doing in the field of prosthetic limb development. Carleton University (www.carleton.ca) is located in Ottawa, Ontario, the capital of Canada. Architectural Studies, Industrial Design, Neuroscience, Photonics, and Laser Technology are just some of the 100 majors in 15 undergraduate programs. Because of its location in the capital, Carleton is also able to provide unique opportunities to students interested in international business and public affairs and policy management. The University of Guelph (www. uoguelph.ca) in Guelph, Ontario, offers several unique programs, including one of Canada’s only Water Resource Engineering programs, the largest International Development program, and Canada’s first nanoscience major. Canadian Universities, like those in the U.S. come in all sizes and shapes. The University of Toronto (www.utoronto.ca) has three campuses and well over 70,000 students studying in 600 majors! Consistently rated as one of the top 20 universities in the world, Toronto offers excellent facilities, outstanding location and
MASCA PDP SIGNUP FORM I want to sign up for MASCA PDPs. Name: __________________________________________________________ Address: ________________________________________________________ ________________________________________________________________ ________________________________________________________________ E-mail: _________________________________________________________
Send a check for $25 made payable to MASCA along with your stamped MASCA conferences’ Certificates of Attendance and completed Evidence of Learning Forms documenting AT LEAST 10 HOURS of professional development training to: Helen O’Donnell, Ed.D. 10 Maplewood Terrace Hadley, MA 01035
a myriad of educational opportunities. Dalhousie University (www.dal.ca) in Halifax, Nova Scotia, also offers degrees through the doctorate; but with about 17,000 students in a city of about 400,000, there is a more intimate feel. Located on the ocean, Dalhousie is especially well known for its Marine Biology program. However, with 180 degree programs (including costume studies; community design; informatics; and environment, sustainability and society), there is something for everyone. On the Bay of Fundy, Acadia University (www.acadiau.ca) in Wolfville, Nova Scotia has a student population of just over 3000. Offering 200 flexible degree combinations, Acadia allows students to combine interests and passion while providing a solid academic foundation. Basic degree programs range from Psychology to Kinesiology to Environmental Geoscience. Sydney, Nova Scotia is home to Cape Breton University (www.cbu.ca), a school of about 3100 students. Here students can study in traditional degree programs like engineering or liberal arts or they can pursue a degree in Petroleum, Celtic Culture, or Ethnomusicology, to name a few of the unique programs. There are many reasons for our students to consider attending college or university in Canada. The quality of education and the variety of opportunities are two of the most important. Cost is also a huge consideration. Because all universities in Canada receive support from both the federal and the provincial governments, costs tend to be lower than private U.S. schools. In fact, total costs can be in the same range as attendance at UMass Amherst. In several cases, an Ivy League type education at one of Canada’s top ten schools can be had for between $25,000 and $35,000. It’s worth the time and energy to research this information and share it with your students and their parents. The following websites will help you get started: • www.aucc.ca • www.studyincanada.com • www.canadianembassy.org/ studyincanada • www.edu-canada.gc.ca ■ COUNSELOR’S NOTEBOOK
School Counselors Deserve Discounts By JENNIFER LISK MASCA President-Elect
New England Institute of Technology Career Education Day November 18 • 9:00 a.m. – 12:30 p.m. Featured programs include Building Construction and Cabinetmaking, Refrigeration/Air Conditioning, Heating, Electrical and Renewable Energy System, Plumbing, Architectural Building Engineering, Interior Design, Construction Management, and Business Management. For more information, contact Amanda Metzger at 800-736-7744 x3377 or write firstname.lastname@example.org.
JENNIFER LISK ust as school counselors should be considered an integral part of the educational community, they should consider themselves thrifty consumers of the discounts for educators, more often referred to as “teacher discounts.” Each year I find more and more discounts that I didn’t know existed, and I thought I’d share them with the school counseling community. These may be subject to change at any time, but I have used many of these myself recently. Some require you to register with the company, while others only require you to show your school identification. • LOFT, 15% off regular priced items • J. Crew & J. Crew Outlet, 15% off • The Container Store, 15% off • NY & Co., 15% off • Barnes & Noble, 20% off items for classroom use • Office Depot, Star Teacher Program • Staples, Teachers Rewards Program • FedEx Office, 15% off • J. Jill, 15% off full priced styles • Jo-Ann, 15% off • A.C. Moore, Teacher Discount Program • The Limited, 15% off • Banana Republic, 10% off (only at participating stores) Happy shopping! ■
MASCA members get discounted prices on professional development. NOVEMBER 2011
Managing Difficult Family Conversations through Mediation By ROSALIND CRESSWELL, Partner, Resolution Partners LLP
very family knows what it is like to experience conflict. It may be between spouses or siblings, with children, or with parents about their health and welfare as they get older. Quite often these conflicts are played out over days, weeks, and even years until they become part of the fabric of family life. Although they may not be defined by the family as such, the conflicts can be fraught with problems because they involve emotive issues around control and status, ability to self-determine outcomes, and lack of appreciation for what motivates the concerns of others. Over time the problems can have a major effect upon the quality of communication and the health and well-being of family members. Rather than ignoring these issues or failing to reach agreement on specific conflicts, many families are turning to professionals to help them navigate through their most difficult conversations and decision-making processes in a safe and
supportive environment. Assisted by specialized neutrals or mediators, whose role is to facilitate a conversation and to assist families in exploring options, families now have an opportunity to make these conversations productive and to develop a good plan for addressing their concerns. People are familiar with the concept of mediators in general, but often not in the context of working with families. Unlike counseling, we work for a limited period, looking to the future around specific issues, and we work on improving conflict handling skills. In addition to helping resolve existing conflicts, mediators can also coach individual family members as they prepare to have these difficult conversations or can help the family themselves through those conversations. By working before families become permanently fractured, the family functions more effectively as a whole, and there may be on-going benefits for the individual members.
The preventative approach also ensures that everyone can have a voice and express what is most important to them, allowing people to hear each other, often for the first time, on issues that bring up very powerful emotions. Once the real issues are identified, mediators can help guide the process of decision making in a way that takes into account everyone’s needs, and they can help them work toward an outcome in which everyone feels invested. Imagine the following situation. A couple has discovered that they have different parenting styles, and as their children start to grow up, their responses to problems cause many disagreements. As a result, the children’s behavior is deteriorating and their schoolwork is likely affected. There is never time to resolve the disagreements fully; and when the children finally go to bed, the couple finds it too difficult to talk about the issues. Imagine how the situation might deteriorate if it is not handled carefully? The neutral can work with the couple to help them think carefully about what is important to them and start the dialogue about future plans of care, guided by their own needs. Once the couple has been heard and they fully hear each other, they can begin to look at practical solutions together. If the couple is unable to come together, the neutral can work with one partner and coach them through the process. They can examine what is important and how they can communicate this effectively while being receptive to the views of their spouse. When older children are involved, they may also join in conversations around parental concerns about behavior or school work or about the child’s wish for growing independence. To make this process as successful as possible, families need to enter into it in good faith. And they should understand that neutrals will not tell people what to do or take sides. Mediators working in this area guide people through the process and advise them about whether an approach is suitable to meet their particular problem and family’s needs. ■ COUNSELOR’S NOTEBOOK
THE INTERN’S TALE Friendship Soup By KATHERINE GETCHELL Master’s Student in School Counseling, Bridgewater State University
hen starting my School Counseling Practicum, I learned that having good communication with the entire school is important for the success of all students and staff. But having good communication doesn’t mean your school system runs as one community. For example, incorporating a guidance curriculum into the classroom can be difficult if you don’t have the teachers’ support. At my practicum site, soup has helped us develop open and friendly relationships among staff, teachers, and different offices in the building. Soup Day has become known as one of the best days of the year. On Soup Day every member of the guidance office brings in a different soup, and other staff members volunteer as well. In the guidance office conference room all the soups are lined up along the wall, wrapping from one corner to the next. The smell of spices, cheeses, and warmth fills the air and hallways. On a cold day in December, when the staff and students are in much need of the approaching winter break, it’s the guidance office that puts a little “spring” back in everyone’s step. All staff and administration are invited down to enjoy samples of the soups. Laughter and smiles fill the room as folks line up throughout the office. While eating, counselors, teachers, principals, assistants, interns, and others discuss plans for the holidays as well as why some students may need to contact a counselor. Although this may sound really casual, what occurs is key: collaborative rapports are established. These rapports play an important role in successful working relationships. With Soup Day the Director of Guidance has created a comfortable atmosphere for everyone to gather, get to know one another, and engage in conversations other than school business. A similar event is held on the first day of school. Everyone in Guidance bakes a goodie, and all are invited down to the guidance office to mingle and share. Through these practices the guidance office reaches out to the school, saying “welcome” to our office. The message received by all is that Guidance wants to
create good, open relationships and work with you in order to achieve school success. Who knew that reaching out a friendly hand could go so far? Our soups have created friendships and more. They have established rapport so that counselors can
go into classrooms and communicate with teachers more effectively. Our soups have created a community in our school system. And community and communication are key to our school pride and gateway to success. ■
Western Massachusetts Counselors Association and MASCA Professional Development Day Friday, November 18, 2011
Data Literacy Workshop Trainer: Katie Gray
Registration 7:30 a.m. to 8:00 a.m. Workshop 8:00 a.m. to 3:00 p.m. Certificate of Attendance will be provided.
Site: Springfield Technical Community College (STCC), Scibelli Hall, Bldg 2, Room 316 This professional development workshop is for school counseling practitioners. Since the training will be practical and hands-on, all registrants are expected to bring their laptops with Excel 2007 or higher. Approximately one week before the workshop, templates and training materials will be sent to each registered participant for downloading. Workshop topics include: • Why counselors must be data literate • Process, perception and results data: What’s the difference? • Accessing and using data from your district’s Student Information System • Accessing, understanding, and using data from DESE • Accessing, understanding, and using data from The College Board • Exploring tools to make using data easier (Excel, EZ Analyze, Survey Monkey, etc.) • Charting your School Counseling Program’s results data • Why and what school counselors must contribute to building-based Data Teams COST per person (includes light continental breakfast and sandwich lunch) Current membership* of both WMCA and MASCA
Current member of either WMCA or MASCA OR non-member of either organization
*WMCA and MASCA membership must be paid /current by November 1 to qualify for member rate. Purchase order in process is not considered paid. Online registration link opens on October 1 and will close on November 9. Go to www.masca.org. Online registration is limited to the first 40 registrants only. – Credit card payments accepted. Purchase Orders must include $10 PO processing fee. – Payment expected for registrant non-attendance. Schools may send a substitute attendee. Registration questions: Maria Paoletti, Workshop Registrar, email@example.com A registration confirmation e-mail will include a STCC parking pass for any student or faculty parking lot. Complete the form and hang on rearview mirror. PD Inquiries: Lin Duame, WMCA PD Chair Helen O’Donnell, MASCA PD Chair 12
firstname.lastname@example.org email@example.com COUNSELOR’S NOTEBOOK
FOCUS ON LEARNING Expanded Learning Time: The High Performers Massachusetts has 7 of the 30 expanded learning time schools across the country that are highlighted in a new report, Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools. The report, which is sponsored by the National Center on Time and Learning, shows that combining expanded learning time with the following practices results in improved performance: • Making every minute count or maximizing added time, • Prioritizing increased hours that are tailored to the school and their students, • Individualizing the added time for each student based on diverse needs, • Building a positive school culture of high expectations and mutual accountability, • Providing new experiences for students that make their education more well-rounded, • Preparing students for the future by encouraging college readiness and career goals, • Strengthening instruction by providing increased time for teacher professional development, and • Evaluating how well goals are met by assessing and analyzing data. “Expanded learning time is not the only lever for improving low-performing schools. Yet, as some of the most successful schools demonstrate, more time is a powerful lever for boosting student achievement, closing opportunity gaps, and improving teacher effectiveness. The challenge is to use the time wisely and well.”
Time Well Spent
Expanding the school day is proving to be about more than simply adding time. It’s giving participating schools and communities the chance to expand learning, broaden opportunities and deepen relationships. It’s eliminating the frustrating need to decide between literacy or art, science or social studies breadth or depth. And in the most impressive ELT schools, it is eliminating achievement gaps, too.” — Massachusetts Expanded Learning Time Initiative: 2010-2011 Update, http://www.mass2020.org/files/file/2011%20MA%20Update(1).pdf, Accessed on October 14, 2011.
— National Center on Time and Learning, Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools, http://www.timeandlearning.org/TimeWell Spent_LO_RES_FINAL.pdf, Accessed on September 30, 2011.
Why Charters Succeed Charters [charter schools] are succeeding in part because they are providing lowincome kids the extra learning time and academic support that suburban kids get through tutoring or at home.” — Scot Lehigh, “On charter time,” The Boston Globe, September 28, 2011, A13. NOVEMBER 2011
AFFILIATE NEWS WMCA and MASCA sponsor workshop Western Massachusetts Counselors Association and MASCA will co-sponsor a Professional Development Day on Friday, November 18. Registration begins at 7:30 a.m. and a Data Literacy Workshop will follow at 8:00 a.m. The workshop will include the following topics: • Why counselors must be data literate
• Process, perception, and results data: What’s the difference? • Accessing and using data from your district’s Student Information System • Access, understanding, and using data from DESE • Accessing, understanding, and using data from The College Board • Exploring tools to make using data easier (Excel, EZ Analyze, Survey Monkey, etc.) • Charting your school counseling program’s results data • Why and what school counselors must contribute to building-based Data Teams Go to MASCA’s website for more information and to register.
MASCA DIRECTORY OF MASSACHUSETTS SCHOOL COUNSELORS The Directory lists school counselors in K-12 public, private, parochial, and regional and technical high schools. Phone, fax, and e-mail information is included. Each MASCA member will receive one (1) complimentary copy. PLEASE USE THE ORDER FORM BELOW to order more copies. Download the form at www.masca.org or order online and use your credit card.
1-5 copies @ $30.00 each . . . . . . . . . . . . . . . . . . . . . No. ____
Additional Copies 6 or more @ $25.00 each . . . . . . . . . . . . . . . . . . . . . No. ____
Shipping / Handling @$3.50 each copy . . . . . . . . No. ____
5.00 P. O. Processing Fee (per order) . . . . . . . . . . . . . . . . . . . . . . . . . . $ _________ Make checks payable to: MASCA
TOTAL: . . $ __________
If mailing this form, send to: Ms. Marla Schay, Weston High School, 444 Wellesley St., Weston, MA 02493
Cape & Islands changes name The MASCA affiliate known as Cape & Islands Guidance Association is now Cape & Islands School Counselor Association. This change was made to better reflect our role as professional school counselors. Our acronym is CISCA. President of CISCA for 2011-2012 is Rachel Kerrigan, school counselor at Upper Cape Cod Regional Technical School. At the June meeting at Hyannis Golf Club, CISCA named Jennifer McGuire, former CIGA president (2003-2004) and former MASCA president (2007-2008), as its 2010-2011 Counselor of the Year. Upcoming meetings: Thursday, November 17 Massachusetts Maritime Academy Thursday, December 8 Curry College CISCA welcomes new members, including active and retired counselors as well as graduate students. For more information, contact Rachel Kerrigan at firstname.lastname@example.org.
SSGA sets calendar South Shore Guidance Association will meet on the following dates: Tuesday, September 20 Dean College, on campus Thursday, October 13 Universal Technical Institute Charlie Horse, West Bridgewater Monday, November 14 University of New Haven Buca di Peppo, Dedham Tuesday, December 13 Stonehill College On campus
Questions? E-mail SchayM@mail.weston.org
Thursday, January 26 Southern Vermont College TBA
Your name and contact information:
Officers of the affiliate are:
President Susan MacDonald
School District/Business: _______________________________________________ Mailing Address: _____________________________________________________
___________________________________________________________________ E-mail Address: ______________________________________________________ Phone: _____________________________________________________________
Vice President Katelyn Driscoll Secretary Carrie Kulick-Clark Treasurer Ruth Carrigan Trustee Donna Neary ■ COUNSELOR’S NOTEBOOK
Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally Ann Connolly, Editor
PRESORTED STANDARD U.S. POSTAGE
CHANGE OF ADDRESS:
NEWBURYPORT, MA PERMIT NO. 96
Send this form to: Deborah Clemence P.O. Box 805 East Dennis, MA 02641
YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL ABOVE. To renew your membership, go to MASCA’s website, www.masca.org.
MASCA Governing Board 2011-2012 Executive Council
President email@example.com firstname.lastname@example.org
Executive Director email@example.com firstname.lastname@example.org
Past President email@example.com
Jennifer Just McGuire
VP Elementary firstname.lastname@example.org
Membership Coordinator email@example.com
VP Middle/Jr. High firstname.lastname@example.org
Professional Development Coordinator email@example.com firstname.lastname@example.org
VP Administrators Ruth.Carrigan@whrsd.org
Directory Editor email@example.com
VP Postsecondary firstname.lastname@example.org
Technology Coordinator email@example.com firstname.lastname@example.org
Theresa Coogan, Ph.D.
VP Counselor Educators Theresa.Coogan@bridgew.edu
Sally Ann Connolly
Counselor’s Notebook Editor email@example.com
VP Retirees firstname.lastname@example.org