NCSCA School Counselor Time Analysis Questionnaire (SCTAQ ... Delegate Assemb…School Counselor...
Transcript of NCSCA School Counselor Time Analysis Questionnaire (SCTAQ ... Delegate Assemb…School Counselor...
NCSCA School Counselor
Time Analysis Questionnaire (SCTAQ) Results
Presented during
2015 NCSCA Delegate Assembly
November 11, 2015
Background
• It was not clear if school counselors in North Carolina were
able to shed the role of “testing coordinator” in order to
implement comprehensive school counseling programs as
outlined in G.S. §115C-316.1.
• It was not clear the extent to which roles of counselors were
able to be implemented in schools to provide 80% direct
services and 20% indirect services to students, which left
NCSCA unable to report to members the current state and future of advocacy of the role of counselors in NC.
To support NCSCA’s Strategic Plan and Legislative Agenda to protect time
spent in direct services to students
• NCSCA released the SCTAQ to assess current status
of duties and time that school counselor spend
preforming the professional direct and indirect
services
Method
• Administered a statewide survey to a little over 4,100
members/contacts in NCSCA’s database to determine
current status of 80/20 implementation of duties and
counselor’s use of time in their professional duties
• 10.85% response rate (low) WHICH IS WHY WE NEED TO
BUILD SUPPORT FOR ADVOCACY
Section I - Demographics
Level
Region
Years of Experience
Setting
8
198
117123
0
50
100
150
200
250
Primary Elementary Middle High
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School Level
SCTAQ Participation by Level
2014-2015 Regional Map
83
109
52
23
35
43 41
58
2
0
20
40
60
80
100
120
Capital Central Eastern Western Northeast Northwest Southeast Southwest Unknown
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NCSCA Membership Regions
SCTAQ Participation by Region
31
108
100
88
47
72
0
20
40
60
80
100
120
0 - 1 year 2 - 5 years 6 - 10 years 11 - 15 years 16 - 20 years 21+ years
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Years of School Counselor Experience
SCTAQ Participation by
Years of Experience
232
85
129
0
50
100
150
200
250
Rural Urban Suburban
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Setting
SCTAQ Participation by Setting
Section II – Professional School
Counselor Duties
• Frequency rate of appropriate and inappropriate
duties performed
Section III – Use of time
Delivery of direct and indirect services
Section IV – Role Perception
• School Counselor and Principal about the ASCA
National Model
Time regions spent delivering direct and indirect services
Findings
• In all 8 NC educational regions, majority of counselors are developing & maintaining a CSCP;
• In all 8 regions, counselors have shed their duties as testing coordinators;
• Increase in administering standardized tests.
• Results concluded that majority of counselors in all
regions feel they are routinely and frequently
developing and maintaining a comprehensive
school counseling program. All regions also noted
that school counselor are rarely and never
coordinating standardized testing programs,
however all counties represent that counselors
routinely and frequently administer standardized
test to students.
Findings continued. . .
• 97.78% counselors believe they are familiar with a comprehensive school counseling program
• 2.22% do not believe they are familiar with a comprehensive school counseling program
• 57.32% believe their principal/evaluating assistant principal is familiar with a comprehensive school counseling program
• 42.68% believe their principal/evaluating assistant principal is not familiar with a comprehensive school counseling program
Findings continued. . .
Plan of Action
• Results will be used to plan future advocacy efforts for the profession and NC School Counselors specially in the area of
guiding communication and support for school counselors to
provide services as outlined in GS 115-C.316.1
• The questionnaire results will be an ongoing message and
frame working effort to target North Carolina administrators to
change their attitudes about the appropriate use of the
school counselor role and agree with NCSCA vision that all NC public school counselors will be afforded the opportunity to
implement comprehensive school counseling programs as outlined by ASCA and North Carolina G.S. §115C-316.1
Recommendations
• Establish/maintain your professional identity
• Collaborate
• Advertise
• Assert your professional pride
• Set program accountability
ADVOCACY is never over! – Dr. Norm Gysbers