r.~-.i:~=i l ~r

ca Alr~owan

Pnnapal Eduracon 01(rcer, Student Wellare and Canceling

Gu'dance and Carueling SwHCes

Deparenent of EduaDat QuerrnsJand

Ap~1 1990

Student Services into the '90s

Why student services in schools

" what are appropriate student outcomes for student services?

" what services should be provided to achieve these outcomes?

" can these outcomes be achieved?P

- how can the services be effectively delivered?

" where does career education fit?

Col McCowanDepartment of EducationQueensland, April 1990

Col McCowan 4/90

Student Services

Outline

1 .

Student perspectives .

2.

Educational perspectives .

3.

Contextual perspectives .4.

Student services" intentions" purpose

" Queensland version .

5 .

School welfare, guidance and counselling programs" differentiated responsibilities

" distinguishing features, e.g . guidance counsellors .

6 . Cautions.

7.

School requirements.

8.

Extension, coordination .9.

Central level" quality assurance" resourcing"

policy advice" advocacy .

10 . Career education - an example.

1 . Student perspectives

" pain and joy

2. Educational perspectives

strategic plan

senior schooling

Beare and Millican summary

Guidance tutoring

- links to learning

- cognitive and affective

- affective development

The Department of Education, Queensland

MISSION STATEMENT AND BELIEFS

Mission "

Quality Education -- The Key to a Quality Life

We believe in :

The Worth of the individual

Relationships built on care, trust and respect among all membersof the education community

Educational partnerships charaoterised by par~ticipative planningand decision-making

Lifelong learning that empowers all individuals, supportsfamilies and enrich es society

Developing visionary leadership, professionalism and efficientoperations

Excellence in teaching, leadership, administation anti supportingservices

Enriching educational environments through quality resources andsupport

Maximising potential

Being accountable

Providing for special needs as a matter of equity

The !fission of Senior Schooling ~ Qld,

The Department of Education is committed to the following :

Quality. High quality senior schooling will be achieved by anadequately and flexibly resourced, innovative, relevant andcomprehensive program taking place in a caring environmentwhich encourages students to be responsible and autonomouslearners .

.' Success . All students will engage in successful learningexperiences .

Partnerships . Senior schooling will be most successful for studentswhen worthwhile partnerships are forged between students, teachers,parents and community .

Responsiveness . Taking account of our heritages, senior schoolingwill act to provide a balanced response to the present and futureneeds of individuals and of society .

Access . All students will have access to quality learning programsappropriate to their ci rcumstances, abilities and aspirations .

The Mission of Senior Schooling is to develop confident, self-directed, knowledgea.~rle people who are morally and sociallyresponsible, employable, capable of enjoying life and preparedfor futher learning .

Summary of skills requiredThe summaries of the views which emerged from the six sectors demonstratethat there is a strong core of skills which were commonly listed for those stu-dents completing public education . While the terminology used by the vari-ous sectors varies, the common intent is clear.

All the sectors saw the necessity for personal competence in the processes oflearning and in interaction with others.

These included attributes such as :

" skills in critical thinking and analysis" proficiency in oral and written language communication" competency with numerical concepts and their application" an acceptable level of scientific and technological knowledge" ability to work with others

" skills in creativity and in personal application" skills in decision-making and leadership

" having a positive attitude to learning, work and society .

(Beare and Millican, 1989)

Guidance Tutoring

LINK TO LEARNING" Schools are about student learning .

" The aims of the Review of School Based Assessment refer to :- communication

- development- ability

- values- knowledge

- relationships- application

- becoming a mature adult" To enhance student learning we must simultaneously focus on:

Cognitive development

and

Affective development- achievement

- self worth- mastery

- reduce blockages

These must be complementary rather than competitive, e.g . effectof temporary peer rejection on capacity to learn .

All of the above takes place in a rapidly changing social context

AFFECTIVE DEVELOPMENTAffective development itself" Must take account of:Adolescent development tasks & Critical incidents in schools

e.g . - Independence

e.g. - Induction- Autonomy

- Experience- Intimacy

- Selection- Transition

" Which determinesIssues Approaches Timing(What) (How)

(When)e.g. - needs

e.g. - promote self-reliance

e.g. - Year levels- themes

- individuals

- terms- group

- crisis

3. Contextual Perspective

EDUCATION CONTEXT

futuresjobs

how tophysical

independenceself reliancerelationships

moneyacademic

welfare

productivity, change, haves/have nots

student needsstudent concerns

student rightssocial justice

social, economic, political pressures

schoolofferings

andpersonnel

global issues

business & industryhigher educationfurther educationparents

nuclear war, environmental disaster's, rampant technology

Ref: Evans and Poole 1987, Eckersley 1988, Beare and Millican 1988, Sweet 1987, Cummings 1989,Burdekin 1989 .

labour marketdemand and outcomescompetetivenessattitudesstandardsproblem solvingcreativitycomplianceliteracynumeracy

ColILfcCowan 4,90

4 .

Student Services

"

your

intentions

"

purpose

f"

Queensland version

Your intentions :

What do you think are the major purposes of student services?

Choose any four of the following statements and rank them in order of priority

for you (1 to 4) . Add any statements you think are missing .

Student services exist to :1 . C] Support students .2 .

3 .

4 .

5 .

6.

7. L-~8 .

9 .

na

10 . ~~

11 .~~

12.

13 .

14.

15. [_16 . ~~

17 .n18.

19 .

20.

21 .

22 .

23 .

a

Extend the range of expertise in schools .

Provide a focus on student needs.

Support teachers .

Provide a system of specialisation .

Help students understand themselves.

Take responsibility for special needs .Help maximise learning .

Ensure student needs are met.

Provide a system of dealing with problems .Reduce blockages to learning .

Develop specific programs for general use .

Provide inservice to teachers .

Act as a referral source for teachers .

Advocate for students .

Link into community resources .Help students in difficulty.

Act as a conscience for the system.

Identify school and student needs.Help students deal with their futures .

Col McCowan 4190

5 .

Guidance, counselling and welfare functions(Queensland, 1990)

Differentiated responsibilities

Advocacy

Counselling, Individual(special needs)

f

(personal,, behavioural)Assessment

Counselling, Individual(psycho-educational, psycho-social)

(educational, career)

Placement

Counselling, Structural(classroom-agency)

(family group)

Casework(program management)

Behaviour Mana ement(individual-familyBehaviour Management(classroom-school)Information Provision(retrieval, strategies)

Networking(people programs, resources)

Research(needs analyses, evaluation)

Resource Development(classroom, specialist)

Operating levels

1 . Initial

2. Basic

Consultancy, Personnel(individual full staff)

Consultancy Programs(curriculum, relationships etc.)

Consultancy System(whole school, statewide)Change Agent(classroom-systemic)

3 . Advanced

4 . Teaching

8ColMcCowan "~90

6

Cautions - need to take into account:" cohesion inside each student

" cohesion inside school

" cohesion within community

" proactive - reactive

" structured, synchronised sequenced

students as active learners

schooling versus student needs

accepting responsibility

overstretching .

7

School/curriculum/individual requirements

7

Community involvement and support

6

School

Ex eriences

+ ~ Events

_~ ~-1 (~=-=1 [~-~1 C5

~

-_--~

Subject areas___._

__-_

_ .

Support~ ~~ o u v--__ -____ _---.__ _-___4I

Intentional times

structuresr____.__.__. . .

3

~-_ ~ ~ _- ._~ ~- J

L _

~

Individual teachers

School policy and commitment

2

~~ ~ ~ ~__~ ~_ _~

Active learners

1 .

Aschool policy backed by a commitment to inservice training and provision ofadequate time and resources .

2 .

Use of the adult learning model, experiencing sharing, analysing, generalisingand applying .

3 .

The provision of assistance, review and support for individual students byeach teacher.

4 .

The continuing thread of regular tutorial sessions of intentional input and skilldevelopment .

5 .

The

use of other areas of the curriculum to explore ideas, situations andrelevant information .

6 .

The provision of practical experience within the school and outside the schoolvia projects etc in order for students to text, develop and apply in real or simu-lated situations .

7.

Support and involvement by the total school community and the community atlarge.

8.

A hierarchical structure of designated responsibility and support based ontraining and expertise .

ColMcCowan 4190

8

Extension, coordination

Cluster/district

9 Centralleve~

" quality assurance

" "~resourcing

" policy advice

" advocacy.

1 0

Career Education : An example

DEFINITIONS

~1.2t?f.6:Z~Y: "" .. . . .

. .

. . . s . .r .:: . ~ :' .t . .

. . . . . . . . . . . . . . . . .

. . .. . . . . . . - i {. b''~.tois:P'::'li:L;~;$~4+'i445Ui

`yA.

"Careereducation should be seen as an integral part of the educational pro-gram, integrated andpermeating the primary and secondary school experi-ence in every discipline, linked to student developmental needs, andseekingto equip students with those necessary cognitive and affective capabilitiessuch as developing a positive self-concept, understanding the decision mak-ing process and acquiring knowledge and skills in occupations and work set-

P

tings, which will aid them in successfully coping with those major career deci-sions, broadly viewed, which they are likely to face both in the short and longterm. "

Prof. Maurie Balson

B.

"Career Education aims to prepare all students to make career decisionsbased on what they know about themselves and the world of work. " GeyeHart

C.

"Career education is concerned with the development of skills, attitudes andunderstanding which will help students live and work in the adult world. "Geoff Cooksey

Co! McCowan2d9

12,..

A MODEL - INDIVIDUAL/CONTEXUAL

~

a~lR.siL:t:o3a::cF:ai;~;~ ";i::,: .,~:. ;;:c:>.:>;r >.ai%::isC.vs:~>?Ft,

;.isX;iGio.~rE~2r.~Gif~47:ats:a;~

~ "- . . . . . . .

. : .

.

. .

Individual-basuttheoriuExample char-acteristicswhich influenceare:" differentialability

" motivations" cognitivestyles

" develop-mental stage

These two groups of theories inAucncr all CGC acttvttybut each seems to have more tnflurncr ott parttcutar tastes

SELFAWARENESS

Clnderstandfnge.g . interests,

wt:aknessesSkillse.g .

self evaluation

Attitudese.g. tolerance,

positives

TASKS

DECISION LEARNING

Attitudese.g.

flexibility, confidence

Attitudese.g .

willingness, balanro

OPPORTUNITYAWARLNESS

Understandinge.g . requirements,

varietySktYlsc.g .

where to IUUk,how to look

Attitudc~e.g . realistic,

prepared tocheck out

TRANSITION LEARNING

Understandinge.g.

dm model, implicationsSkillse.g .

dm process consultation

Understandinge.g .

awareness, change to lifestyleSkills

_e.g.

techniques, relatinb to adults

Contrxtual-based theories

Examplccharac-tcristics whichinfluence arc :" ambitionrrtlcctinbitttluencta

" faintlypatterns

" economicdimat~

" theunc .~ pucted

Col McCowan 2"U9

SUMMARY OF SALIENT CHARACTERISTICSOF CEC

It is an integral rather than an extraneous part of a school's function . Its per-spective is far wider that that associated with the process of job/career selec-tion and it will frequently be the measure of the direct or indirect relevance ofmuch of the school's curriculum to pupils' future lives.It is inevitably a shared process - not the proprietary function of a specialisedgroup of advisers or teachers . It involves active participation from all teachingstaff, parents, support services, industry and commerce as well as from pu-pils. Such participation needs the most assiduous cultivation by the school .Its object is to enable students to make the fullest use of their learning experi-ences in and out of school in order to choose their future work areas appropri-ately and to be aware of the wide range of implications such choice may carryfor their lives. It can, and should be a source of motivation and purpose for allthe student's studies.Its content is complex -ranging from self-knowledge and self-assessment tohighly detailed information about particular careers or specific jobs .

There isno single or simple method of conveying this content to students. However,the active participation of students in experiences, whether simulated or real,which will enable them to feel their way towards the complexity which awaitsthem, is vital. Information alone is never enough . This is an area ripe forextensive curriculum development .The environment, organisation and attitudes of the school itself inescapablyform part of the student's `work experience' for the formative years of his orher life . Coherence between these and the ideals of careers educationseems logical and necessary, particulary in the later years of secondaryschooling . Such coherence has sometimes been noticeable lacking .It is a continuous process, helping students towards, and sustaining themafter, big moments of decision. As such it will be influential in shaping thecycle of the school year and the evolving curriculum patterns of the schoolitself .It is neither an exclusive noran all-embracing concept. It exists alongside thepersonal and academic aspects of education to form a trio of overlappingconcepts . Its function and its overlap with the other two will change as thenature and significance of employment changes within our developing soci-ety. Ironically, one of its major functions over the next decade may be to as-sist young people to cope constructively with alternative options such as fu-ture unemployment .

G. Cooksey 1979Note: The definition listed earlier and the salient features listed here are both built on the core assumption offacilitation of good decision making. This seems congruent with the broad aim of any school . Proficiency andunderstanding of good decision making will help students benefit as extensively as possible from their schoolexperiences formally and informally .

Col McCowdn 2-U9