MASSACHUSETTS SCHOOL COUNSELORS ASSOCIATION
VOL. 47, NO. 8
Race to the Top: MASCA Partners with DESE By CHRISTINE EVANS MASCA Past President
ime for a pop quiz. Do you know which state was the only one to include school counselors and the implementation of a comprehensive school counseling curriculum as an essential in education reform efforts? Do you know which state’s RTTT application received the highest ratings? If you answered the Commonwealth of Massachusetts for both questions, you were correct. This might seem like a lucky coincidence, but, rather, it is the result of a collaborative effort between school counselors and the Department of Secondary and Elementary Education. Many conversations, letters, e-mails, and meetings were instrumental in aligning the objectives we embrace as school counselors with the college- and career-readiness objectives promoted by DESE. The work done in advocating for our profession and what is best for students has resulted in a stronger partnership between MASCA and the DESE. The partnership provides the foundation for the RTTT MA Model Summit that will convene during the MASCA Annual Spring Conference in April, and the leadership team at MASCA is delighted to be working with DESE on this initiative. The MASCA Spring Conference this year is going to be particularly wonderful because we are celebrating fifty years
as an organization. The conference begins on Sunday, April 10 and concludes on Tuesday, April 12, and the keynote speakers, session presenters, and 50th Birthday Celebration events are the best ever. Several special events will mark MASCA’s 50th Birthday. How appropriate it is for us to be working closely with the DESE at this time to provide high-quality, focused professional development based on RTTT initiatives.
RTTT Summit at the Conference We anticipate a record number of school counselors and administrators on Tuesday for the RTTT Summit. The Summit is designed to assist school and district teams in their implementation of the MASCA Model as a means of ensuring collegeand career-readiness for all students. Speakers, presentations, breakout sessions, and work sessions will help district leaders plan first steps in implementing a comprehensive, developmental counseling curriculum. Although the sessions are planned specifically for school districts that have signed on for RTTT funds, they will be open to any schools interested.
This is the first of many professional development programs to be offered by the DESE /MASCA RTTT Leadership team. MASCA’s strategic plan has been carefully planned to align with DESE priority objectives, with the goal of achieving success for all students in the Commonwealth. MASCA’s Governing Board extends many thanks to Keith Westrich and Karen DeCoster at DESE, as well as to Katie Gray and the MASCA RTTT Leadership Team, for many hours of preparation for the Summit. We look forward to continuing to work closely with DESE so that we can provide quality professional development and technical assistance to counseling teams and school leaders throughout the Commonwealth. This partnership is one of many ways MASCA is living out its mission to advocate for school counselors through leadership and collaboration. By joining MASCA and becoming an active, participating member, you can help us achieve our objectives. You still have time to register for all or part of the conference. Please join in our celebration. For more information, go to www.masca.org. ■
MASCA Spring Conference and 50th Birthday Celebration Crowne Plaza Boston North Shore, Danvers April 10 -12, 2011 Keynote Speakers Dr. Norman Gysbers • Dr. Barbara Reinhold Lt. Gov. Timothy P. Murray • Dr. Richard Lapan Keith Westrich, DESE Registration form can be found on page 12.
2010 – 2011 MASCA OFFICERS
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 MICHELLE BURKE Beverly High School 100 Sohier Road Beverly, MA 01915-2654 E-mail: firstname.lastname@example.org PAST PRESIDENT CHRISTINE A. EVANS Randolph High School 70 Memorial Parkway, Randolph, MA 02368 Tel. 781-961-6220 x 545 • Fax 781-961-6235 E-mail: email@example.com 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: firstname.lastname@example.org VICE PRESIDENT MIDDLE / JUNIOR HIGH RICHARD WHITE Gateway Regional Middle School 12 Littleville Road, Huntington, MA 01050 E-mail: RWhite@GRSD.org VICE PRESIDENT SECONDARY JENNIFER LISK Medway High School, Medway, MA 02053 Tel. 508-533-3228 x 5107 • Fax 508-533-3246 E-mail: email@example.com VICE PRESIDENT POSTSECONDARY JAY LEIENDECKER Vice President Enrollment Services, Dean College Tel. 508-541-1509 • Fax 508-541-8726 E-mail: firstname.lastname@example.org 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: email@example.com VICE PRESIDENT COUNSELOR EDUCATORS THERESA A. COOGAN, Ph.D. Bridgewater State College, Bridgewater, MA 02325 Tel. 508-531-2640 E-mail: firstname.lastname@example.org VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 E-mail: email@example.com 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: firstname.lastname@example.org TREASURER TINA KARIDOYANES P.O. Box 1007, Monument Beach, MA 02553 Tel. 508-759-3986 E-mail: email@example.com 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: firstname.lastname@example.org MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: Deborah_Clemence@verizon.net 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 4 6 7 8 9
The Massachusetts State University System
MA MODEL MATTERS: The Guidance Calendar By Jacquelyn Tremblett
MA MODEL MATTERS: Forming a Web of Support By Elizabeth Reed
THE INTERN’S TALE: “Put Me In, Coach. I’m Ready.” By Pamela Burke
THE INTERN’S TALE: Tasks That Hinder Guidance Counselors By Viola Gnong
MASCA Spring Conference Registration
ED’S VIEWS By Ed Bryant, NCC
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.
The Massachusetts State University System: A Message from the Presidents (an excerpt)
s you are probably aware from recent news reports, on July 28, 2010, Governor Patrick signed into law a bill creating a State University System in place of the former state college system. In renaming the system, Massachusetts recognized that the state colleges meet national standards for being universities. This bill recognizes the extraordinary growth of the Massachusetts State University System over the past two decades and the near boundless opportunities open to our students. The nine campuses of the system include six comprehensive and three specialized institutions offering undergraduate and graduate degrees in a wide range of disciplines. Students can major in virtually any field of study and participate in a rich array of educational opportunities outside the classroom. As a result of the law, six state colleges will be renamed as Bridgewater State University, Fitchburg State University, Framingham State University, Salem State University, Westfield State University and Worcester State University. The
state institutions with specialized missions—Massachusetts College of Art and Design, Massachusetts College of Liberal Arts and Massachusetts Maritime Academy — will retain their current names in recognition of their unique roles and will be recognized as part of the State University System. While the university name recognizes what we have accomplished, this change creates new opportunities for our students and institutions. We believe strongly that this change will enhance the value of our students’ degrees and help them compete for jobs; help our colleges compete for private and federal grants; continue to attract the best faculty in highly competitive national searches; and, benefit our state by keeping more Massachusetts students in state to attend college. It is important to understand that the state colleges are not changing their mission or their commitment to providing students an outstanding educational experience where faculty focus on teaching, research, mentoring and helping stu-
dents reach their fullest potential. The campuses remain committed to expanding access to a college education; and, as a result, admission standards and student costs will not be impacted by this change. Further, the state universities are not a part of the UMass system. The Massachusetts State Universities are teaching universities — dedicated to student learning in and outside the classroom.
Frequently Asked Questions Will the name change result in higher admission standards for students? The state university system is committed to our mission of expanding access to a college education for residents of the Commonwealth. We will retain the same rigorous admissions standards that have been in place for over a decade. Will the name change increase student tuition & fees? We are committed to maintaining our distinction as the most affordable path to a four-year degree. Our average tuition and fees are currently $7,338 per year, among the lowest for four-year programs throughout New England. Student costs will not increase as a result of the change to a state university system. Is financial aid impacted by the name change? The same forms, procedures and standards for applying for and receiving financial aid will continue to apply. Will class size be impacted by the name change? Small classes taught by full-time faculty and opportunities to work one-onone with professors will continue to be hallmarks of a State University education. The Massachusetts State University System currently has an average student : faculty ratio of approximately 16:1. How will the name change benefit students? Graduating from a campus within the Massachusetts State University System, with academic offerings on par with teaching universities across the nation, will help our students compete on a more equal footing, especially as 45 other states have already moved to state university systems. The term State University more accurately describes the breadth and depth of educational offerings and opportunities available to our students. ■
MA MODEL MATTERS: The Guidance Calendar By JACQUELYN TREMBLETT School Counselor, Dighton-Rehoboth High School
ast year a colleague and I completed the MA Model Summer Institute course; and during the span of that year, we began looking at our guidance framework from a whole new perspective. One of the tasks I found most difficult to organize was the guidance calendar. There are so many things we do in the course of a year— course selections, college night for juniors, 504 and IEP meetings, individual meetings with students…. I thought, “How can I put this in one neat little package and share it with the school community?” Very quickly I concluded that a one-size guidance calendar does not fit all. Not every parent wants or needs to know every aspect of what we do on a daily basis. To start, we made a list of school counseling tasks, along with our guidance curriculum, and created a yearly calendar. This calendar highlights ongoing tasks and the dates of one-time events. Each piece of the guidance curriculum is inserted into the calendar according to
when it is implemented. We color-coded each task for grade level and parents, so that we could continue to measure the percentage of time given to each grade level and servicing the parental community. This was then deemed our official “internal” guidance calendar that we used to plan our year. Realizing that much of this information was not pertinent to parents and the school community, we created a separate calendar for this population. I researched other school calendars and took into account what parents would find most interesting and easiest to understand. Here is part of the model we adopted. What I like most is the ease with which you can scan information. The calendar is printed on colored paper with our school logo and distributed to the parents of eighth graders for orientation and it is available in guidance as a handout. We also display it at our guidance services for parents. Currently, we are also creating a coun-
seling newsletter, which will include the calendar. We also made it available on our website for viewing and printing. We are in the process of creating an e-mail database for our school community so that the calendar can be e-mailed to parents at the beginning of each year as well as a monthly reminder, as changes occur. With technology so readily at our fingertips and so widely used by the school and community, website options for calendars exist. We use Google’s Calendar as our district calendar; and when our new school website launches next month, I will embed it on the guidance page for those who find calendars helpful. Google has a simple tutorial on how to embed the calendar into a website, and maintenance of this calendar is userfriendly. Once embedded, the calendar shows a visual, which can be changed to different views: monthly, daily, by agenda, or by date. The calendar has fresh colors, and events can be color-coded, and it can be printed or imported into one’s own personal Google calendar or shared with others. If all schools in a district use the calendar, parents can view multiple calendars on one page and change the view settings to compare schedules for their children in different grades. What started out as a daunting task has evolved into a set of guidance calendars that fit the needs of our school community. Although each school has unique needs, with a little organization, creativity, and marketing, any calendar can be a wonderful organizational tool for showcasing what we do and for linking community to school. ■
A Sample Guidance Calendar Month
• October 8 Progress Reports Issued ........ All • October 9 SAT Testing .................... 11, 12 • October 16 PSAT Testing .................. 10, 11 • October 18-22 Individual Sr. Meetings ......... 12
MA MODEL MATTERS: Forming a Web of Support By ELIZABETH REED School Counselor, Monson High School
ccording to the Massachusetts Model, an advisory council is an integrative piece of a comprehensive school counseling program. With all of the other meetings that are on a school counselorâ€™s schedule, the idea of an additional one can seem exhausting. (I would be lying if I said the thought did not cross my mind.) However, once you organize and begin partnering with your advisory council, it is much more manageable than it seems. This year Monson Public Schools decided to initiate its own advisory council. At our first department meeting of the year, we had a brainstorming session on the purpose of the council and who we would like to invite. We wanted to use the council to ensure that we were providing all possible services to our students and doing it effectively. Because we are a small district, we decided to involve all three of our schools (elementary, middle and high school). Larger districts may elect to form a separate council for each building. Between four counselors, a career facilitator, and the social worker, we came up with a list of thirty people. These included students, faculty, administration, parents, and community representatives from the local pediatrician to law enforcement. We sent out invitations and were surprised by the amount of interest. Step one was complete! We planned to meet five times throughout the year, with an introductory meeting and a wrap-up (focusing each one in between on a different school level). The first meeting took place in October. It was empowering to have all the players sitting around the table brainstorming about how to help our students. We learned that the local pediatrician was concerned about tobacco use, which turned into a discussion with the police about drug trends in our area. The teachers mentioned that it would be helpful to have a homework club, since we do not have any study periods. This led into a discussion about how local organizations could help. There were so many ideas floating around that we reconsidered our direction for future meetings. We decided to focus each meeting on a theme and discuss how that would impact each of the schools, and what we could do to streng-
then support. We had our second meeting about a month ago and focused on substance use/ abuse awareness. The police department gave a very compelling presentation and then led a brainstorming session on what we could do to improve our services. A subcommittee was formed to organize a presentation for the parents and to find
an effective way for conveying the message to the students at each school. We have a diverse group of people working on this initiative, and it would not have happened if we did not get everyone together to discuss all sides of the issue. Although the task of getting together another council may seem daunting, it is well worth the outcome. â–
THE INTERN’S TALE: “Put Me In, Coach. I’m Ready.” By PAMELA BURKE Master’s Student in School Counseling, Bridgewater State University
can’t tell you how excited I was driving to my practicum site the first day. I felt like a kid who spent years learning the fundamentals of basketball, and this was my first chance to play in a game. School counseling is certainly not a game, but the years spent learning about theory and fundamentals were finally going to be put into practice.
Like any team, the relationships and collaborative nature of the players will make a difference in what that group is able to accomplish. “Collaboration and Teaming” is one of the four themes in both the American School Counseling Association (ASCA) and Massachusetts School Counseling Association (MASCA) models. Many people working toward
one common goal can accomplish far more than an individual striving alone to accomplish that goal. In basketball a child first learns about the positions and what is required when playing those positions. Professional School Counselors (PSCs) work to understand the role that all parties play in contributing to a student’s education. That is an important part of the training process and an important piece in the field. I was able to spend my first day meeting staff, teachers, administrators, and students. I sat in on classes and talked with staff to begin to understand their role in the school. Understanding the positions of a basketball team does not mean that you’ll be able to play together. A PSC needs to know how to build relationships and partnerships within the school and community. One of the first “assignments” I was given at my school was to participate in a study skills series for freshmen. The structure of the series was already in place with nine different topics and presenters from different departments. This study skills series lets everyone shine in their area of expertise while working collaboratively toward one common goal. Anyone who follows basketball knows about “stats.” Those statistics help the players and coaches understand what they are doing right and what they can do differently to improve. Understanding the importance of an evidence-based school counseling program, I asked my supervisor if she would like me to collect, analyze, and present data from the study skills series. This would allow the counseling department to demonstrate the program and the contributions of all parties to stakeholders in the school system. At the end of the day, I reflected on my first day; and although I spent a lot of time “on the bench” observing and learning, I left with a deeper understanding of the roles all parties play in contributing to a student’s education. I began building relationships and partnerships within the school, and I plan on using my leadership and advocacy skills to create collaborative relationships that will enhance learning for all students. ■ COUNSELOR’S NOTEBOOK
THE INTERN’S TALE: Tasks That Hinder Guidance Counselors By VIOLA GNONG Master’s Student in Counseling, Salem State University
uidance counselors are trained to promote student success and welfare by offering support services to students, but there can be a large gap between what they are trained to do versus what they actually do. Many guidance counselors spend half or most of their days carrying out administrative tasks. If guidance counselors are spending their time performing these tasks, they certainly are not spending eighty percent of their time with students, as ASCA recommends. Activities such as making perfunctory changes to documents, creating absentee lists, calling the homes of students on absentee lists, and spending an hour or more a day on lunch duty hinder counselors’ ability to support students. In the article “Why Guidance Counseling Needs to Change” (2010), Johnson wrote that “public schools often seem to assume that counselors can juggle a whole roster of duties and still effectively assist hundreds of students in planning their futures.” Counselors are supposed to provide beneficial and much-needed opportunities for student success through personal and group counseling, developmental guidance seminars, and classroom / group guidance activities. The counselors at my practicum site, however, do not have the time to provide these necessary services. They carry out far too many administrative tasks. My classmates have found this to be true as well. This may offer some insight into the Bill & Melinda Gates Foundation research finding that many adults are not impressed with their high school guidance counselors. (Griffin, “High School Counselors Take It on the Chin,” 2010) While completing my practicum, I have been able to see how much students in urban settings need their guidance counselors. Students require academic, college/ vocational guidance, personal counseling, someone to advocate for them, and much more. For example, a student living in a motel with his family needed information on resources such as bus transportation to attend school. A guidance counselor at my practicum site provided the student and his family with the needed resources as well as counseling services.
Similar situations come up quite frequently, and it is important that guidance counselors have the time to use their specialized skill-set. Guidance counselors’ services are necessary, and their skills should be fully used. Performing timeconsuming administrative tasks should not account for the majority of a guidance counselor’s work. When they do, students lose out.
School counselors, thus, must advocate for themselves. They must demonstrate the importance of their role in schools. They can do so by informing school personnel, students, and parents of the services they offer, by documenting services, and by providing a data-driven program. (Wittmer & Clark, “Managing your School Counseling Program: K-12 Developmental Strategies,” 2007) ■
MASCA TRIBUTES 2010-2011 Charles Brovelli Nominator: NECA Guidance Vocational and Educational Specialist for the Massachusetts Department of Education. Community college and junior college instructor. President of MCDA. Long-term, loyal treasurer of NECA. MASCA Membership Coordinator and Directory Editor for 15 years. Strong interest and tireless supporter of veterans’ affairs. Serves on many professional organization committees. Ed Bryant, NCC Nominator: MASCA MASCA Life Trustee, Executive Director, President, Armed Services Liaison. Cofounder: NECA. President: NECA (2), NSGDA (10), MCDA (multiple), Ipswich Rotary Club, Massachusetts Reserve Officers Association. Commander: Boxford American Legion (3), Local U.S. Coast Guard Auxiliary Unit (2). U.S. Naval Academy admissions (25). Ipswich VFW
Judge Advocate. Originator: Academies/ ROTC Night.
Michelle Burke Nominator: NECA Beverly High School counselor (1994-present); Department Co-facilitator (2009 to present); Gay Straight Alliance advisor (1998 to present). Beverly Teachers Association: secretary, negotiating team (4). High school softball coach: Beverly (19962002, 2009-present), Danvers (2003-2005). Counselor, Project RAP, Peabody (19881994). NECA: Governing Board (1997present), Corresponding Secretary, President (3). Current MASCA President-Elect. Sally Ann Connolly Nominator: NECA Counselor retired from North Shore Technical High School. High school teacher and community college assistant professor. Published writer and author of 3 books. President of Northeast Counselors
Association. Long-term, contributing member of MASCA’s Public Relations Committee, Conference Committee, and Governing Board. MASCA Counselor’s Notebook Editor, 1995-present.
Robert Consolmagno Nominator: WCPGA It is a pleasure for the Worcester County Personnel and Guidance Association to honor our longtime WCPGA member and former president, Robert Consolmagno. Bob was Director of Guidance, benefiting the children of Worcester, and actively served on the MASCA Conference Committee. Bob, thanks for everything! Barbara Coutinho Nominator: NECA Counselor since 1971. Director at Triton and Sparhawk. Recipient, MASCA Outstanding Leadership Award 1991 and 2004. Long-time PR Committee member. Editor, nationally recognized Public Relations Handbook. Two-term president of NECA and NSGD. MASCA Conference and Registration committees. Active in many local and regional professional organizations. Enthusiastic, tireless. Mary Dunn, Ph.D. Nominator: NECA Dr. Dunn, Director of Transfer Admissions at Salem State University, has 25 years of experience in college admissions. Included are positions at Fisher College; Regis College (Director of Undergraduate Admissions), and UMass Boston (Director of Transfer Admissions). To her many professional activities, Mary brings a special warmth, dedication, and enthusiasm. Ronald Fredrickson, Ph.D. Nominator: FHGA Counselor Educator (UMass Amherst), Visionary, Mentor, Colleague, Gentleman, Friend. Organizational co-founder of Franklin Hampshire Guidance Association. Partner in establishment of MASCA. Modeled and expected highest quality standards as educator and in life. Professionally dedicated to students, school counseling profession, school practitioners, and colleagues. Believer in career education for ALL students.
MASCA TRIBUTES 2010-2011 Richard Gaudette Nominator: WCPGA The WCPGA, currently starting our 76th year as an organization, thanks Richard Gaudette, former Director of Guidance for the Spencer Schools for his service to the WCPGA and MASCA. Dick was honored last spring with a stirring tribute by a former student, recognizing his profound impact on her life choices.
Mary Lou Retelle Nominator: NECA Esteemed former VP for Enrollment Management at Merrimack College. For more than 25 years she provided a home base for NECA and served on its Executive Board; hosted other MASCA affiliates and committees; and served as exhibitor/ sponsor at MASCA conference events. Student-centered, counselor-supportive, and much-admired administrator.
James Stafford Nominator: NECA Retired as a counselor from both Chelsea High School and Austin Prep. Former MASCA Treasurer. Long-serving Executive Board member of NECA and North Shore Guidance Directors Association (Treasurer, 20 years). Ski coach, still going strong. A child advocate, he combines counseling and athletic expertise to establish rapport with troubled youth.
Judith Josephs, Ed.D., J.D. Nominator: NECA Tireless counselor educator at Salem State University. Attorney and recipient of Greater Lynn Technical School Award. Outstanding member of Lynn Tech for 38 years. Encourages graduate students to join professional organizations, resulting in new members for MASCA. Loyal member of MASCA and NECA.
Oscar Krichmar Nominator: MASCA Counselor retired from Lexington Public Schools. Esteemed founding member of MASCA. Co-Chair, original MSCA By-Laws Committee. First, elected President-Elect. As President, devoted his annual conference entirely to elementary counseling. School-College Relations Committee Chair. Counselor’s Notebook Editor (26 years). Contributing member of MASCA’s Governing Board since its inception. MASCA Life Trustee.
Helen O’Donnell Nominators: Maria, Joan, Lyndsie, Kara and Tara Fitchburg State University’s Professor O’Donnell is a caring, action-oriented, and knowledgeable professional. She enthusiastically shares her school counseling expertise and MA Model knowledge with her students. Through interactive lectures, modeling, and a genuine positive regard for all, Helen effectively and effortlessly improves student educational experiences at Fitchburg State University. APRIL 2011
Building 21 st Century Academic and Employability Skills
ED’S VIEWS By ED BRYANT, NCC MASCA Life Trustee
y thanks to “producers” Ron Miller and Joe Fitzgerald for their video interview experience and lunch at the Danversport Yacht Club. The video is being made for MASCA’s 50th Birthday Celebration at the conference this month. A little bit of history: As the new guidance director at Masconomet Regional High School in the early ’60s, my idea for bonding was to visit the Job Corps on Cape Cod near Wellfleet. My Coast Guard friend lent me his 37-foot sloop, and the only navigational equipment we took along was my father’s box compass. We motored out of Marblehead Harbor, and then set the sails for our voyage that Columbus Day Weekend. My two female counselor-sailors wanted to visit the Job Corps, and the males — Peter, Herb, Gerry and Bill — seemed ex-
ED BRYANT MASCA Life Trustee cited. Pete had brought his fishing pole, and we had a large pan of beef stew and other foods. We towed a small skiff, and just as we entered the bay, an enormous squall hit. Down went the sails. We tried to anchor in order to ride out the storm, and we started taking on water. As cap-
tain, I decided that we should haul anchor and sail in on the jib. Bill, a Navy veteran, could not pull the anchor, so we had to cut it. Beef stew floated on the deck along with more salty excitements. The good Lord and my father’s compass guided us to Wellfleet in the storm. Our engine had stalled, we were wet, and as soon as we docked, Peter, Herb, and Gerry took off like birds. Bill stayed with the skipper. Although we never did see the Job Corps, we did “bond.” I hope that the rise in gas prices won’t keep you from attending the MASCA conference. I look forward to celebrating MASCA’s 50th Birthday with you. Thought for the day: “Challenge is a dragon with a gift in its mouth. Tame the dragon and the gift is yours.” (Noela Evans) ■
Happy 50th Birthday, MASCA!
Fairleigh Dickinson hosts BCGA
Shown with Andrew Ippolito, Director of Undergraduate Admissions and Marketing (center) are Berkshire County Guidance Association co-presidents, Stephanie Shafiroff and Peter Anderson.
Honor Your School Counselor “Tributes” A MASCA 50th Birthday Promotion Did a school counselor encourage you to accomplish your goals and follow your dreams? Did a school counselor you know make a positive difference in the lives of students? Do you want to express your appreciation to that counselor? Here is your chance to pay tribute. Sign up and post your tribute at www.masca.org. Tributes are accepted through June, and they will be posted on MASCA’s website. Submissions are welcome from all residents, school systems, MASCA affiliates, students, past graduates, families, administrators, and others. To get started, click on the 50th Birthday School Counseling Tributes link on the homepage. Price per tribute: $50
For more information, e-mail firstname.lastname@example.org. 14
College Fair scheduled he Boston National College Fair will be held on Tuesday, April 12 from 9:00 a.m. – 12:00 p.m. and 6:00 p.m. – 9:00 p.m. and on Wednesday, April 13 from 9:00 a.m. – 12:00 p.m. at the Boston Convention and Exhibition Center in Boston, Massachusetts (new location). Sponsored by the National Association for College Admission Counseling (NACAC) and hosted by the New England Association for College Admission Counseling (NEACAC), this event is free and open to the public. At this time, over 325 colleges from all over the country and overseas have registered to attend. New this year for Boston: Requesting information from multiple colleges/ universities at the Boston National College Fair is much easier. Students who register and bring their bar-coded printout with them to the Fair will not have to fill out information cards onsite. Although registration will be available onsite, students can avoid long lines by registering online before arriving. To register in advance, students should go to www.gotomyncf.com. If you have any questions, e-mail Jeanne Aversa at email@example.com. ■
Institute seeks presenters
hrough its Diversity Challenge conference, the Institute for the Study and Promotion of Race and Culture addresses a racial or cultural issue that could benefit from a pragmatic, scholarly, or grassroots focus. This year’s conference— Diversity Challenge: Intersections of Race or Culture and Gender or Sexual Orientation — examines intersecting identities from multiple frameworks. The two-day conference is scheduled for October at Boston College. Included are panel discussions/symposia, workshops, structured discussions, a poster session, and individual presentations by invited experts and selected guests that include educators, administrators, researchers, mental health professionals, and community organizations. If you would like to present, check the Call for Proposals at http://www.bc.edu/ schools/lsoe/isprc/dc.html. More information and pre-registration will also be available on the website. Direct inquiries to firstname.lastname@example.org. ■ 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 2011 Spring Conference and 50th Birthday Celebration
April 10 -12, 2011 Crowne Plaza Boston North Shore, Danvers GREAT PROGRAMS • GREAT PRICES • GREAT SPEAKERS Graduate Student Events • Exciting Exhibits • MA Model Showcase MASCA Awards and Tributes • Birthday Reception Sunday afternoon keynoter: Dr. Norm Gysbers Monday morning keynoter: Dr. Barbara Reinhold, career coach and counselor Monday 50th Birthday Luncheon Speaker: Lt. Gov. Timothy Murray Tuesday morning keynoter: Dr. Richard T. Lapan, Ph.D., Professor, UMass Amherst, MASCA Research and Evaluation Committee Chair Tuesday luncheon keynoter: Keith Westrich, Director of Career & College Readiness, Massachusetts Department of Elementary & Secondary Education
For more details and to register, go to www.masca.org. Inquiries: Helen O’Donnell, Conference Chair, email@example.com
Published on Mar 31, 2011
The April 2011 edition of the Counselor's Notebook, the official periodical of the Massachusetts School Counselors Association.