OSCT0110

FOCUS: Guidance – Evolving Roles and Responsibilities

WINTER 2010

OSCATODAY

FOCUS ON POST SECONDARY Whatever Happened to Post-Mail?

FOCUS ON GUIDANCE e-Tools: Supporting Student Learning and Development CAREER TRACKS Freedom Writers: The Answer to My Future ONTARIO SCHOOL COUNSELLORS’ ASSOCIATION

ASSOCIATION DES CONSEILLÈRES ET DES CONSEILLERS D’ORIENTATION SCOLAIRE DE L’ONTARIO

INFLUENCE STARTS HERE Find out how at UWindsor’s March 5th Open House

Make your mark at University – and on the world – through our progressive programs and personal approach to education.

Find out more at our March 5 Spring Open House. Register online at www.uwindsor.ca/ springopenhouse “The University of Windsor has given me the opportunity as a graduate student to do cutting-edge cancer research that is recognized at an international level.”

Carly Griffin, Biochemistry PhD Candidate Winner of the $105,000 Frederick Banting and Charles Best Doctoral Award from the Canadian Institutes of Health Research, and a fellowship from the Canadian Breast Cancer Foundation

www.uwindsor.ca/beinfluential

Study in Boston, USA at Bunker Hill Community College Why Choose BHCC? We Offer: Transfer opportunities BHCC offers transfer opportunities to top universities throughout the USA.

Affordable two-year college education Dedicated faculty and small classes Individualized attention Outstanding academic programs BHCC has a strong English as a Second Language Program, and offers 70 Associate degree programs and concentrations in such areas as: Business Programs Biotechnology • Engineering • •

Visual and Media Art Programs Culinary Arts • Nursing •

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website: www.bhcc.mass.edu e-mail: international@bhcc.mass.edu phone: 617-228-2460 fax: 617-228-2442

Why settle for a job, when they can have a career?

Would you like a CGA to speak to your students? Would you like a free video about CGAs? Would you like supplementary accounting curriculum?

Contact Elly Barandeh at ebarandeh@cga-ontario.org for more information.

We see more than numbers.

LEADERSHIP

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MANAGING RISK

OSCATODAY Published December 2009/OSC-T0110/9510

Ontario School Counsellors’ Association/Association des conseillères et des conseillers d’orientation scolaire de l’Ontario Executive President Jacquie Latham Simcoe County D.S.B. Vice-President, Professional Development Marilyn MacLennan Halton D.S.B. Vice-President, Communication Muriel Rampersad Ottawa-Carleton D.S.B. Vice-President, Legislation Anne McIlroy Toronto D.S.B. Directors (November 2006 – 2009) Lynn Humphrey Retired from Superior-Greenstone D.S.B. Edie Kaus Peel D.S.B. Bonnie White Toronto D.S.B. Directors (November 2007 – 2010) Jennifer Boston Peel D.S.B. Guy Chenier CSCD des Grandes Rivières Steve Kearns Limestone D.S.B. Directors (November 2008 – 2011) Joanne Brown York Region D.S.B.

OSCA TODAY Ontario School Counsellors’ Association/Association des conseillères et des conseillers d’orientation scolaire de l’Ontario OSCA Today is the official magazine of the Ontario School Counsellors’ Association. It strives to act as a communication mechanism between the OSCA Board of Directors and the OSCA membership in the elementary and secondary schools of Ontario. OSCA Today also attempts to provide an opportunity for the professional development of school counsellors by the inclusion of articles of professional interest in terms of subject matter and/or related materials.

Authors wishing to submit material should be guided by the format and style of the present issue. Submissions must be made electronically. Tables and figures should be referred to in text and should clarify rather than repeat textual information.

The following kinds of material are especially solicited: counselling strategies and tips, innovative programs, books and media reviews, curriculum ideas, convention addresses and workshops, computer software reviews, bibliographies and counselling humour. We are striving to provide our readers with a variety of interesting articles, particularly in the areas of elementary counselling, cooperative education and student success. Articles and advertisements do not necessarily reflect the policies of OSCA. All correspondence and manuscripts should be sent to the OSCA office. There is no guarantee that articles will be used. Material not used will be returned only if accompanied by a self-addressed, stamped envelope.

Lynn Humphrey is coordinating editor of OSCA Today for the Ontario School Counsellors’ Association.

Please feel free to contact her with any requests or concerns at osca@bellnet.ca.

Members of OSCA are welcome to reproduce pages of OSCA Today to use in classrooms or with colleagues, giving credit to the source.

Published by

Kelly Denomme Durham Catholic D.S.B. Serge Plante CSC du Nouvel-Ontario Executive Director Marc Verhoeve Executive Secretary Rosalind MacQuarrie Conference Planner Blessed Events/Heidi Wilker

Naylor (Canada), Inc. 100 Sutherland Avenue Winnipeg, MB R2W 3C7 Tel.: (800) 665-2456 • Fax: (204) 949-9092 www.naylor.com Canadian Publications Mail Product Sales Agreement #40064978 Postage Paid at Winnipeg.

Publisher: Robert Phillips

FROM THE BOARD President’s Blog . . . . . . . . . . . . . . . . . . . . . . . .7 Upcoming Events . . . . . . . . . . . . . . . . . . . . . .8

RESOURCE Book Review: Quest for Happiness By Bride Doyle . . . . . . . .9

COUNSELLORS’ TOOLBOX The Ontario Student Record (OSR) Fact Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

ELEMENTARY CORNER Guiding Life: A Life Skills Program for the Young and the Restless . . . . . . . . . . . . 13

FOCUS ON POST SECONDARY Whatever Happened to Post-Mail? . . . . . . . . 15 Nowhere to Hide: A Transparent Admissions Process . . . . . . . . . 17

OSCA ANNUAL CONFERENCE REPORT Catch the Energy: Tools for Success Recap . . . . . . . . . . . . . . . . 19 OSCA Awards Banquet Winners . . . . . . . . . .20

FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES Using Data in Your Guidance Program . . . . .23 Restoring the Peace with Restorative Process in Schools . . . . . . . . . . . .25 The Counselling Role of Student Success . . . .27 Differentiated Instruction: Develop a Love for Learning . . . . . . . . . . . . .29 eINFO: A Powerful Search Tool. . . . . . . . . . . 31 e-Tools: Supporting Student Learning and Development . . . . . . . . . . . . . .33 L’évolution du rôle et des responsabilités du conseiller en orientation . . . . . . . . . . . . . .35

Editor: Suzy A. Richardson

CAREER TRACKS

Executive Assistant/Conference Registrar Gregory Braund

Project Manager: Kim Davies Book Leader: Tracy Goltsman

Freedom Writers: The Answer to My Future . . . . . . . . . . . . . . . 37

Layout: Naylor, LLC

LEGISLATION SPOT

Executive Assistant/IT Ken Wigfield

Advertising Art: Gregg Paris Marketing & Research: Zach Swick

Where to Turn: Putting Your Ethical Guidelines Into Practice . . . . . . . . . . .40

Advertising Sales Leader: Tracy Goltsman

Advertisers’ Index/Advertiser.com . . . . . . . . . 41

Executive Assistant/Accounting Lori Welbourn Ontario School Counsellors’ Association/ Association des conseillères et des conseillers d’orientation scolaire de l’Ontario 960 Nichols Boulevard Bridgenorth, ON K0L 1H0 Ph.: 705-292-6723 Fax: 705-292-0316 osca@bellnet.ca

Sales Representatives: Blair Van Camp, Brenda Ezinicki, Lana Taylor, Mark Hawkins, Wayne Jury Postmaster: Send change of Canadian address to: Naylor (Canada), Inc. Distribution Dept.

100 Sutherland Avenue Winnipeg, MB R2W 3C7

OSCA Today • Winter 2010 • www.osca.ca

**The deadline for submissions to OSCA Today Spring is March. 1, 2010. Manuscripts must be sent to Rosalind MacQuarrie at osca@bellnet.ca.

Please do not format your work.

5

I want to see the world.

In one exciting place.

Study in Halifax, on the stunning east coast of Canada.

*

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Saint Mary’s is a modern, urban university in Halifax, Nova Scotia, just a short flight from New York or Toronto. A truly international school, with 1,000 of its 6,500 full-time students from outside Canada, Saint Mary’s is ranked among the top 10 primarily undergraduate universities in Canada, and offers: s

More than 40 majors in Arts, Business and Science

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Affordable tuition, with over 40% of new students receiving merit scholarships

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Opportunities for co-op education and studies abroad

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One-on-one advising with professors so you’re always on the right track

Halifax is a cosmopolitan port city with an explosive music scene, over 450 great restaurants, and lively nightlife.

Yet, incredibly, the scenic Nova Scotia countryside is only a twenty-minute drive away.

To learn more about studying at Saint Mary’s University, visit smu.ca today. See inside for more details on the Saint Mary’s University experience. * Photo: Nova Scotia Tourism and Culture

Halifax, Nova Scotia, Canada s www.smu.ca

FROM THE BOARD

President’s Blog

A Farewell and a Thank You

By Jacquie Latham

I

have had a very rewarding two years as president of OSCA. I have been able to work with some phenomenal people, make great connections, learn a tremendous amount and have some really good laughs—tiara not withstanding.

This is the best time and most exciting time to be in education in Ontario. The possibilities are endless, and as you know, the many hats we wear is endless as well.

The work of guidance counsellors is important, and it is ever-changing but perhaps more quickly now than ever.

We still perform the basic functions we always have, but in order to keep up with the changes in education, the work force, the economy and the future of jobs, we have to re-examine our practices and processes. We must positively examine what is really necessary for us to do, what we can reallocate, and what we can give away, so that we make our time and resources more effective and pertinent.

THIS IS THE BEST TIME AND MOST EXCITING TIME TO BE IN EDUCATION IN ONTARIO. THE POSSIBILITIES ARE ENDLESS, AND AS YOU KNOW, THE MANY HATS WE WEAR IS ENDLESS AS WELL OSCA Today • Winter 2010 • www.osca.ca

The guidance toolkit has been a huge success.

Guidance counsellors from all over Ontario have graciously shared their best practices and resources, in the hope of helping guidance counsellors energize their curriculum and improve upon their everyday agendas.

Learn from your colleagues and continue to share; we have great strength and wealth in this province.

It has been a real growth period for me, being president of OSCA. Just as I thought my career might be winding down, it started up again and with a fury. I have gained new learning, new friends, and I have seen tons of new programs and resources to offer you and your students. If you get the chance to be part of the OSCA team, don’t hesitate; it is the best PD ever.

Thanks again for all your support; I have had a wonderful time meeting all of you across the province, sharing your stories and hearing your needs. Nothing has gone unnoticed, unshared or undocumented.

As always, OSCA Today is a professional journal with articles written by very talented teacher counsellors and other partners. The articles relate to current concerns and developments in the field of guidance and career education as well as the suggestions you make to us.

We are always listening.

OSCA is here to support and represent you. Make sure you communicate with us and help OSCA to be responsive to the concerns of guidance counsellors across Ontario.

Take care and remember, OSCA Rules!

7

Autism Ontario provides a variety of services for families.

L'Autisme Ontario fournit une variété de services aux familles.

The Realize Community Potential Program offers a variety of community supports and resources to parents of children with Autism Spectrum Disorder.

Le programme « Réalisons le potentiel de la communauté » offre une diversité d'aides et de ressources communautaires aux parents d'enfants atteints de troubles du spectre autistique.

The program is available in the Durham Region, London, Niagara Region, Ottawa, Thunder Bay,York Region and Windsor Chapters. We also provide services in French to francophone families across the province.

Visit: www.autismontario.com/rcp

Le programme est offert dans les secteurs suivants : région de Durham, du Niagara, de York ; London, Ottawa, Thunder Bay et Windsor. Nous desservons aussi les familles francophones de toute la province.

Visitez le...www.autismontario.com/rcp

ABACUS is a free service for parents seeking ABA services. To access information on how to select and monitor ABA services, and to search listings of ABA providers with experience in autism in your area, visit: www.abacuslist.ca

ABACUS est un service gratuit destiné aux parents à la recherche de services ACA. Pour obtenir des renseignements sur la méthode de sélection et la supervision des services ACA, et pour consulter la liste des fournisseurs de services ACA avec expérience en autisme de votre région, visitez le... www.abacuslist.ca/francais

OSCA Board Meetings January 13-16, 2010 and March 3-6, 2010 Doubletree by Hilton Toronto Airport Hotel OSCA Guidance Part 1 Additional Qualifications Course Begins January 22, 2010

TM

Ensemble pour l'autisme : Les bénéfices appuient directement les programmes locaux ou provinciaux d'Autisme Ontario, ce qui permet la recherche sur les TSA, l'information du public et l'aide en faveur des familles.

Visitez le...www.togetherforautism.ca

416-246-9592 www.autismontario.com 447702_Austin.indd 1

For complete details, refer to the OSCA website: www.osca.ca/calendar

Happy New Year!

L’AIDE AUX PARENTS

Together for Autism: Proceeds directly support Autism Ontario’s local and province-wide programs for ASD research, public education, and family supports.

Visit: www.togetherforautism.ca

Upcoming Events

9/25/09 5:22:50 PM

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SAINT PAUL UNIVERSITY

CANNEXUS 2010 CERIC, the Canadian Education and Research Institute for Counselling, presents Cannexus 2010—a National Career Development Conference designed to promote the exchange of information and explore innovative approaches in the areas of career counselling and career development.

January 25-27, 2010 The Westin, Ottawa, Ontario.

OSCA Spring Pathways Conference Wednesday, April 7, 2010 Wilfrid Laurier University $100 for OSCA members $125 for non-members Save the date!!

Spaces are limited.

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OSCA • Winter 2010 • www.osca.ca 10:04:11Today AM

RESOURCE

Book Review:

Quest for Happiness

By Bride Doyle

Q

uest for Happiness: Handling Difficult Relationships Using the FTA Approach is a book that is an easy read if one simply wants to read an interesting self-help guide and then put it on the shelf.

If one is reading a self-help guide because of a desire or need to help oneself or to help others, Quest for Happiness is a resource that requires much hard work.

The FTA Approach is an acronym for the actions or work that is required in this book. In order to help oneself or to get help from someone else, the individual who wishes to change their life must get in touch with their situation by following the three actions represented by FTA: Feel, Think, Act. This resource is divided sequentially into the three sections.

change the feeling? How will the plan influence the relationship with that person with whom there is a difficult relationship? Is one prepared to face the possible consequences? For example, if a person determines that there is no solution to the problems one is experiencing in a marriage, is that person prepared to end the relationship? If the relationship ends, one must think about how that will influence their current situation. Is it the best action for everyone? Should everyone be considered or should the happiness of the troubled individual be the major consideration? Whatever the situation, there needs to be a great deal of thought put into the plan of action that will be taken. Once the thought process has been completed, the most difficult part begins.

T

Act Feel In order to help oneself, one must first think about how one feels in difficult situations—whether the difficult relationships be with a spouse, child, another family member, friend or co-worker. What are the feelings that one is experiencing—anger, frustration, loneliness, depression, hopelessness?

It is hard work to honestly answer questions to pinpoint your exact feelings. Once the feeling has been identified, one must be prepared to take the next step in the process.

The consequences have been considered in relation to various actions. Now the action must be carried out. The action could be deciding to leave a relationship, working on improving communication with a co-worker, or changing a method of discipline with a child.

In order for any change to occur in difficult relationships, action must be taken. There is no alternative.

Whatever the action may be, it will take courage, careful thought and planning.

Ideally, the end result in carrying out the decided plan of action will lead to an improved sense of well-being, improved self-esteem, and ultimately, it will lead to a happier person.

This book is laid out in a sequential order. Each chapter asks probing questions to guide the troubled person and a place to record answers.

F A

Think

After determining how one feels, one must be prepared to think about what can be done about those feelings. Is it OK to do nothing—and will that help? What is the plan of action going to be if the desire is to

OSCA Today • Winter 2010 • www.osca.ca

At the end of each chapter, there is a relaxation technique to use to become more self-aware and to develop a mind-set to put one more in tune with their feelings, how they might deal with those feelings, and then the development of an action plan to carry out.

This book is definitely a useful resource for adults—either those who are attempting to help themselves or for counsellors of adults to help guide their clients along in their counselling sessions. It could also be used by school guidance counsellors. The school counsellor must know the student with whom they are working and have an understanding of how hard the student is willing to work to overcome the difficulties that are making them unhappy.

All humans strive for self-esteem and happiness in life. Quest for Happiness: Handling Difficult Relationships Using the FTA Approach is a good guide book in the quest for happiness if a person feels they are not experiencing happiness in their life. This book will help determine what they are feeling. It will then take them on the journey of determining what the action must be to overcome a negative feeling or to achieve a positive feeling.

And, most importantly of all, the book helps an individual develop a plan of action to achieve the happiness they are seeking.

By Muriel Rampersad OSCA Vice-President, Communications Head of Student Services, Cairine Wilson SS, OCDSB

9

Not your average university.

Not your average students.

Things are different at Huron. They have been since 1863. We have small classes where professors know students by name, and hundreds of courses and programs to challenge and fuel the mind. At work or at play, students are part of a community at Huron –

Bishop’s professors want you to think t TNBMM t TVQQPSUJWF t FOHBHJOH

a community where different views and attitudes are not only appreciated, but encouraged.

START HERE. GO ANYWHERE. WWW.HURONUC.CA/GUIDANCE

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OSCA Today • Winter 2010 •7/18/08 www.osca.ca 2:45:34 PM

COUNSELLORS’ TOOLBOX

OSR

www.tdsb.on.ca

FACT SHEET

Frequently Asked Questions 1.

Can I send the OSR outside the province?

No. Only copies of material in the OSR can be sent, and then only upon receipt of a signed release from the parent, or the student over the age of 18.

2.

Can I send the OSR to private schools?

Yes, provided they are recognized by the Ministry of Education. (See the MOE web site). To verify if a school is recognized, have the school include that information with their request for the OSR, or contact the Ministry of Education.

3.

Do I store the Office Index Card in the OSR? No. The Office Index Card must be stored separately and must remain in the school for 55 years after the student retires. It is never forwarded with an OSR.

4.

A parent wants to see a student’s OSR. Does he/she have the right?

Yes. In the absence of a court order forbidding access, either parent (of a child under the age of 18) has the right to see the OSR. Viewing should be done in the presence of a school official.

5.

A student wants to see his/her OSR. Does he/she have the right?

Yes. Any student at any age has the right, again in the presence of a school official.

6.

A police constable wants to see the OSR of a student. Can he/she view the OSR? Unless the constable has a court order or a signed release from the parent or student, access would be denied.

7.

What information must be kept in the OSR and for how long?

Report cards, documentation file, the original IPRC decision and the OST must be kept for 5 years after retirement. The principal can do an annual review to remove material not conducive to the education of the student. The folder, and the OST, must be kept for 55 years, either in hard-copy or in an electronic or filmed version.

8.

An agency phones to find out what schools the student attended. Can I provide that information?

Such information should only be provided upon receipt of a signed release from the parent or student over the age of 18. Central board personnel can inform an agency which school would hold the OSR if the student is a current student.

9.

An employment agency or employer wants verification of graduation. Can I provide this?

Information can be provided upon receipt of a signed release from the parent or student over the age of 18.

10. What compulsory credits must a student obtain after entering an Ontario school in grades 10, 11, or 12?

Requirements are listed in Appendix 8, Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

11. When does an OSR leave the school?

• An OSR can be sent to another school in Ontario.

• An OSR can accompany a school official to an IPRC meeting.

• An OSR can be presented at a court hearing upon receipt of a court order. The original and a copy can be taken to court and the copy, stamped and signed by a board official, should be offered fi rst. A judge may require that the original be entered into evidence.

• An OSR cannot be sent out of the province, and it should never be taken home by a staff member.

OSCA Today • Winter 2010 • www.osca.ca

11

Sustainability = a better business future.

Will you be leading the way?

Sure, sustainable business benefits the environment and our community.

But it’s also one of the few ways companies can guarantee their own growth. There’s global demand for those in the field, and with that, a world of opportunity.

Aquinas offers the first (and only) degree of its kind in the United States – a Bachelor of Science in Sustainable Business. While the business world is unpredictable, having a degree in sustainable business is a bright idea. To learn more, visit www.aquinas.edu/sb.

AQ also offers international student scholarships up to $12,000 for qualified admitted students. Explore further at www.aquinas.edu/ undergraduate/international_students.html.

616 632-2900 www.aquinas.edu 1607 Robinson Road, SE Grand Rapids, Michigan 49506-1799

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You’re ready

to be challenged.

To grow.

To learn.

To lead.

Through invigorating classroom discussions that encourage you to really think – about what you know and what you believe.

Through compassionate professors who will mentor you and guide you – but who will never suggest they know what’s best for your life.

Through an empowering education that will help you discover your power – and will give you the courage to choose to be a leader, wherever you go in life.

Now that’s bold.

www.brescia.uwo.ca

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AM

ELEMENTARY CORNER

GUIDING LIFE:

A Life Skills Program for the Young and the Restless

By Josie Efthymiadis

The Life Skills Program at Kane Middle School began in September 2004 with a primary concern for helping students with social and emotional difficulties. The goal is to facilitate a successful transition to high school.

I

t seemed natural to integrate the particular social skill needs that were—and still are—present in the school community with authentic practice through drama.

Kane’s Life Skills Program was designed to promote students’ overall wellness, provide knowledge and understanding to avoid high-risk situations and strengthen resilience by enhancing protective factors in order to successfully navigate stressful life situations.

Initially, the key components were selected based on the specific issues present in the school community, from administration and issues that teachers felt were of prime importance. These include antibullying, conflict resolution, learning skills, goal setting, gang violence, healthy living, and career awareness.

Over the years, as a result of much reflection, discussions and research, Life Skills at Kane Middle School has evolved into a program that is more succinct and reflective of the continuum of adolescent development.

At the beginning of the school year, it is important to construct psychological security within each individual homeroom class by developing inclusion, positive communication, and mutual respect.

Teaching a unit on anti-bullying is essential in any school setting, especially with the various interesting characters that present themselves in a middle school. It is important that students get the message in September—they should know what bullying is and why it is not an

acceptable form of peer interaction.

Providing students with stories about bullying facilitates discussion and it can be used as inspiration for skits the students create and perform.

From about mid-October to November, the program shifts its focus to developing a sense of control—or internal locus of control—through discussions about emotions, or anger, puberty, and the importance of taking responsibility for one’s own actions.

Two key components in this second unit are inner dialogue that leads to emotions and conflict resolution.

Role play is an effective teaching strategy; students are never short of inspiration and find it easy to identify various types of conflict that occur in life. What requires scaffolding, however, is teaching how to positively deal with conflict, the different strategies that can be used, and the benefits of resolving differences in a peaceful manner.

Developing a sense of academic and social support is another significant component to Kane’s Life Skills Program. Through class discussions and role play, students learn about social behaviors necessary for teamwork, how to provide emotional support, and ways to access emotional support from team members.

Goal setting and career awareness makes up the fourth component of the Life Skills Program. Time is taken to discuss the types of goals that can be set in school, how to set and achieve goals, and the importance of goal setting.

OSCA Today • Winter 2010 • www.osca.ca

Role play is an effective teaching strategy used in the Life Skills Program at Kane Middle School.

Many of the activities conducted during the months of February and April consist of paper-and-pencil tasks such as completing a multipleintelligence survey, developing educational goals, and implementing career awareness activities such as the Real Game, which is now available online.

In the final months of school, prior knowledge is reviewed and improved when students apply their skills to solve school and social issues through social problem solving. By returning to role play, students are given the opportunity to enhance anger management and emotional awareness.

The first four years of the program have demonstrated success; there was a notable decline in suspensions, and many students could be seen and heard implementing strategies that were taught in the Life Skills class.

However, that is not to say that all the lessons were well received. This author can fondly remember instances where some students were adamant that the skills being taught in class could not 13

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be applied to their daily lives—one young lady in particular stated “You can talk it out as much as possible, but sometimes you just gotta slap it out.”

This reaction is to be expected. Teaching some students to peacefully and diplomatically deal with conflict can be challenging when they have been implementing strategies that are the complete opposite, involving aggressive confrontation and violence.

Adapting new strategies is difficult as it requires changing and creating new neural connections in the varying adolescent brain. It is important for teachers and guidance counsellors to be persistent and deliver consistent messages to the individuals faced with this challenge.

These students will be successful, and will at some point implement the strategies that are so laboriously instructed.

For example, by June of the same school year, the student quoted above admitted that she had finally learned to control her anger.

Enhancing students’ protective factors by providing them with the emotional tools to develop important life skills is one element to success; the second is the dedication of educational professionals that administer the curriculum.

Implementation of the Life Skills Program at Kane Middle School continues to be a success as a result of conscientious and talented staff, supportive administration and its committed and ever helpful itinerant guidance counsellor.

7/24/09 10:46:50 AM

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OSCA Today • Winter 2010 • 9/8/09 www.osca.ca 9:15:38 AM

FOCUS ON POST-SECONDARY

Whatever Happened to Post-Mail?

The Role of Guidance Counsellors in Helping Students and Parents Navigate University Applicant Communication for a Multi-Media Generation

F

rom the university perspective, the transition from high school to university begins as soon as a student submits their application. It is from this moment forward that a student begins a personal relationship with each university they apply to, and becomes responsible for following instructions, meeting deadlines and being proactive in contacting the university in the event of any issues or concerns.

While today’s parents are as keen as ever to ensure that an important letter or critical deadline isn’t missed, unless they are privy to e-mail passwords and portal log-ins, many parents are dismayed at how difficult it can be to know exactly what is going on with their son or daughter’s application.

Thinking back, we might recall our own experience of waking up in the morning to find university correspondence carefully sitting—unopened—on our breakfast plate. These days however, universities rely heavily on web-based communication in place of traditional post-mail. E–mail and self-serve portals are now the norm. Unless a student tells their parents they’ve received a communication, or shares their passwords and log-in information, parents may find themselves out of the loop.

Relying on whatever tidbits their child chooses to share with them makes it harder for parents to keep track of how things are going. Plus, advocating for their child as they have always done, well-meaning parents who contact a university directly may find staff unable to release information to them, or discuss their child’s application without authorization from the applicant—regardless of age or who is paying the tuition.

Applications are considered confidential—a combination of university policy and FIPPA, Ontario’s Freedom of Information and Privacy Act. So, along with school assignments, parttime jobs, sports and friends, university applicants bear full personal responsibility for staying on top of university communications, following through on requirements and offer conditions, meeting deadlines and being pro-active in seeking further advice if an admissions issue arises.

The consequences of not staying up-to-date and following instructions in a timely manner can be devastating. For example, if the deadline to confirm acceptance of an Offer of Admission is missed, there is no guarantee that the university will have space to accept a late confirmation. For those who find themselves suddenly out-of-luck or on a wait list, the harsh reality of needing to look into alternative programs or universities is very difficult to accept.

OSCA Today • Winter 2010 • www.osca.ca

Another example: If an Offer states that admission is conditional pending a final mark of 70% in a Grade 12 U Math and the student falls shy with a final mark of 68%, it is risky to assume that this is close enough; that the university won’t follow through with rescinding the Offer.

Not all students are comfortable advising their parents that their admission may be at risk, but since a student will know their final marks before the universities do, they need to be pro-active in seeking guidance. Perhaps summer school is a possibility; perhaps there is an error in the grade as reported. But whatever the case, the sooner a student seeks expert guidance, the better.

Thankfully, for most applicants, the admission process is straight-forward. There are however, some steps that counsellors can encourage students and their parents to take to ensure things go smoothly: • Ensure the e-mail address provided on the OUAC application form is valid throughout the application process, and if it changes, ensure that it is amended via the OUAC as soon as possible.

• Ensure SPAM filters are set to accept e-mail from the universities to which they have applied.

• Keep a check-list of important dates and to-do items for follow-up; admissions communications are often time sensitive.

• Read all correspondence carefully, the Offer of Admission in particular, to ensure terms, conditions and procedures are fully understood.

• Check that the grades reported to the OUAC are the same as the grades received in the final grade report issued by the school, and act immediately to resolve any discrepancies.

• Going away for the weekend, to camp, or on a family vacation requires planning. Confirm access to the internet to stay informed, and leave someone you trust in charge of opening any post-mail that might arrive in your absence.

• For absences where this is impossible, ensure someone you trust is acting on your behalf and provide the universities with authorization for that individual to have access to your information, and to permit the university to share application details.

• In all cases, contact the university right away for clarification when something is not clear or not fully understood.

While individual universities are at different stages in the development of their non-paper based communication with 15

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Guidance counsellors are still in the unique position of being able to personally inform students and their parents about how to navigate the university admission process. Counsellors can also empower parents with some key questions they should be asking at home and point them to university web sites dedicated to providing parentfriendly information about the admissions process that, letâ&#x20AC;&#x2122;s face it, might be difficult to get directly from their child.

While technology advances and processes evolve, the role of the Guidance Counsellor in making the university application process a successful and positive experience, as it ought to be, is more important than ever.

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FOCUS ON POST-SECONDARY

Nowhere to Hide:

A Transparent Admissions Process

P

onzi schemes, market crashes and social media have changed the way we think and feel about corporations and organizations. We have entered a new age of transparency—one that post-secondary institutions need to embrace or suffer the consequences.

How students shop for, pursue and purchase post-secondary education has started to make a radical shift.

If you think about purchasing an undergraduate credential in terms of purchasing a new car, you can see many similarities in consumer behaviour. We have all shopped online for that new vehicle, picked our favourite interior and exterior colour and the burst-your-eardrums sound system, and then abandoned the purchase when the site requested our name and contact information.

We have all read consumer reports and blogs and watched YouTube videos—both corporate and consumer produced—looking for that tidbit of information that will assure us this vehicle purchase is the perfect choice.

At heart, we are all secret shoppers.

Web and social media tools have allowed secret shoppers to research an institution without ever making a personal inquiry. Students will read reviews of the institution on Facebook, student blogs, ratemyprofessor.com and other related web sites all before hitting a college or university’s corporate web site. Do you know what your ‘hot’ rating would be on ratemyprofessor. com? The world of citizen journalists has greatly impacted the way in which prospective students research postsecondary education.

The trend for transparency does not stop once a student applies.

Applicants and parents expect to be able to understand and rationalize the admissions process. While this may appear to be a given, for those who work in admission offices across the country, they know that the complexity of faculty demands, diverse applicant pools and operational demands often lead to the much-loved statement “It all depends.”

There are many positives to creating a transparent admissions process. For example, applicants who have a clear expectation of how the admission process will unfold and a reasonable sense of the admission decision are more likely to complete the process. A colleague of mine has applied for graduate school. She is well-educated and well-versed in the inner workings of post-secondary education. She has submitted all of her documentation to the “black box” of admissions and has received no feedback regarding her application.

The lack of transparency surrounding the process, compounded by the lack of communication regarding her application, has tempted her to abandon the process and the institution all together—and these are the feelings of someone who is fairly informed and persistent when it comes to admission.

By being transparent, postsecondary institutions are more likely to attract applicants who are best suited to their programs. From an administration perspective, this means processing fewer applications to achieve a stronger first-year class

OSCA Today • Winter 2010 • www.osca.ca

who is more likely to persist and graduate from the institution—a goodnews story for everyone.

And most importantly, for those who provide advising to prospective students, a transparent process allows an advisor to be completely honest about the possibility of admission to a particular institution.

It allows advisors to create a realistic path for students and secondary stakeholders, such as parents.

Realistic expectations mean less disappointment and the opportunity for a student to build educational success and self-confidence.

Surprisingly, there are some downsides to the push to be fully transparent. Many programs at institutions factor secondary requirements, such as portfolios and auditions, into the admissions decision. These requirements are linked to programs where major components of the learning are related to a student’s talent and aptitude for the craft. These requirements are designed to do just that.

Unfortunately, it is these types of requirements that can cloud the transparency picture. Although evaluated to a marking rubric, creativity can often fall outside of a standard grid. There is no precise formula for a student to follow, which can make explaining exactly what is needed a difficult task.

It is unlikely that post-secondary institutions will eliminate secondary requirements. These requirements lend themselves to the quality of the college or university program. In addition, secondary requirements require additional research by the applicant into 17

their chosen field, making an applicant more informed of the professional demands. This additional research can lead to a better fit between the student and the program.

Finally, post-secondary institutions attract a diverse pool of applicants with diverse credentials and experiences.

It is realistic that all applicants will be held to the same standard, however it unrealistic that all applicants will possess identical admission requirements. Publically funded institutions, even those with the highest and oldest of ivory towers, need to provide a route for access to students from all regional and demographic sectors.

For example, high school graduation requirements vary from provinceto-province, students graduate from different versions of the Ontario curriculum and students arrive with their foreign credentials hoping to gain a Canadian education. It is for these reasons that sometimes “it depends” really is the most accurate answer.

We have only seen the tip of the transparency iceberg. This trend will continue and permeate more deeply into everything we do. All educational professionals need to be conscious of the impact this trend will have on both secondary and post-secondary education. The need to simplify, clearly communicate and present the “real picture” has never been more important to the future of education.

By Barbara Riach Associate Registrar, Humber College

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ANNUAL CONFERENCE REPORT

Catch the Energy: Tools for Success OSCA 2009 Conference Report

Award Winners

Conference Recap: You do the Math

By Marilyn MacLennan, Conference Chair

Catch + Energy + Tools = OSCA 2009 Conference 500 delegates + 70 excellent workshops + 3 inspiring keynote speakers = Tonnes of ENERGY

T

he conference ended with Doug Bolger challenging us not to lose the energy we gained from each other, the speakers, the workshops. He had us walking, stopping, sharing and laughing. This was a perfect ending to a high-energy conference.

It all began with the entertaining Paul Daly whose energy was infectious.

He gave us tools for helping students understand the requirements and demands of apprenticeships. We heard about Paul and his 52 best friends—the team of trades people who build houses. Two workshop times followed with inspiring options for learning.

We celebrated the hard work of guidance and career educators at the Awards Banquet on Sunday night. It is always energizing to learn about the innovative programs and resources that our colleagues create. Each year, there are awards not presented because there are no nominees. Take this challenge: read the awards’ criteria and nominate your colleagues.

Many rose to the occasion at the “Tools of the Trade” social in the Terrace Room after the banquet with most coming as chefs and construction workers. Once again, the raffle of many donated items raised money for CARSO.

OSCA Today • Winter 2010 • www.osca.ca

The costumes, the people, and the jazz all made for a great time. At lunch on Monday, the new CARSO awards for students at risk were announced.

With great fanfare by Gregory Braund on the trumpet, the criteria for the Anthony DiLena Pathways Awards was introduced.

Tony DiLena, past president of OSCA who is passionate about supporting students at risk, assisted the other past presidents and the OSCA Board in collecting “toonies for tomorrow” as introduced by Rosalind McQuarrie. With the donations at lunch and money from the raffle, $1530 was collected for the awards. Well done, everyone!

Professor Robert Solomon enlightened us with his 20 Common Legal Myths in educational counselling.

From his vast experience with issues that relate to counselling and the law, he helped us understand the relationship between the law and Board Policy, requirements for consent in providing counselling, issues around negligence, and access to records. Who would have thought law would be so entertaining?

Then TOOL KIT TIME—what a wonderful resource for guidance and career educators in Ontario! Energizing music was played as the green-shirted Katimavik students delivered the tool kit binders to the delegates—both in French and English.

Jacquie Latham, OSCA President, Tony DiLena and Shirley Roque from the Ministry of Education introduced the tool kit with comments about the collaboration between OSCA and the Ministry.

The resources in the tool kit were demonstrated by three groups of contributors: secondary English; secondary Francophone; and elementary. Talk about excitement and energy. The tool kit launch was a celebration of the many excellent shared resources created by people who use them.

19

After more excellent workshops, OSCA members were invited to the Annual General Meeting of the Board. After the usual review of financial statements and other business, nominations for Board and Executive positions were taken.

The executive positions were acclaimed as such: President, Marilyn MacLennan; Vice President of Professional Development, Joanne Brown; Vice President of Communication, Anne McIlroy; and past president Jacquie Latham, Vice President of Legislation. We heard from the seven nominees for the three positions available on the Board—all passionate, committed, qualified, and experienced candidates.

We cannot have a professional and energetic conference such as this without the sponsors and exhibitors.

Our Platinum sponsor was the Certified General Accountants’ Association. Our Gold sponsors were Huron University College from the University of Western Ontario, The Ministry of Education, the Canadian Forces Recruitment Centre and the Certified Management Accountants. Silver Sponsors were the Ontario College Application Services, The University of Guelph and Guelph/ Humber, Memorial University of Newfoundland, the University of Ottawa, the Ontario Business Partnership and the Insurance Institute of Canada.

For many years, these organizations have demonstrated their support of the valuable professional development offered at the annual OSCA conference. We thank them for their commitment to Guidance and Career Education in Ontario.

A conference like this must be a team effort. The planning began in January with the Conference Advisory Committee.

Many decisions, emails, conference calls and to-do lists by the CAC and the Conference Management team resulted in one of the best OSCA conferences ever.

But what do we do with it all? “Let’s ENERGIZE education together.” As Doug Bolger reminded us, it takes all of us to maintain the energy, to not be defeated by the naysayers, to keep the vision, and to energize others.

20

OSCA 2009 Awards Banquet Winners

By Joanne Brown, Chair of OSCA PD Committee

A

nother extremely successful year for OSCA was capped off at the Awards Banquet at the Annual Conference. This wonderful celebration gave OSCA and its members the opportunity to honour those from across the province who have made outstanding contributions to Guidance and Career Education in Ontario. Guidance Counsellors, educators, community partners, family members and friends of the honourees came together to celebrate the accomplishments of our colleagues.

The first award of the evening was the Olive Diefenbaker Award of Merit.

The award is presented to retiring members of OSCA in recognition of long and dedicated service to Guidance and Counselling in the Province of Ontario.

The recipients of the Olive Diefenbaker Award are honoured in their own school community when they retire, and they are also recognized at the banquet. This year’s 11 recipients included: Monique Picard Dubuc, Nancy Wilson, Christine Foy, John Nixon, Hilary McLeod, Mary Bateman, Briar Collins, Leigh Ives, Robin West, Karen Machmer, and Tafflyn Welch.

The second award was the Certificate of Appreciation which recognizes the significant contribution of community partners to Guidance and Career Education in Ontario. This year’s recipient was Peter Dorfman, Former Provincial Coordinator for Settlement Workers in Schools. During his years with the Settlement Workers in Schools program, Peter was instrumental in establishing the program as a key resource to teachers, guidance counsellors and parents, particularly those who are newcomers to the Ontario education system. He has developed, produced and distributed newsletters, brochures, videos, teacher materials, parent guides, bookmarks, posters and countless other resources in many languages to support the success of students and the engagement of parents.

Next was the Career Education Citation, which recognizes individuals, groups, or associations who have created, contributed to, or delivered career education material of high quality and considerable value to students. This year’s winners were Lisa Galay, Erin Robbins, and Moira Chisholm of the Halton District School Board. While teaching courses and acting as part time or full time counsellors in their secondary schools, Lisa, Erin and Moira worked with Christine German, HDSB Pathways Coordinator, to develop, and then revise the Halton Board’s Pathway Planners for secondary and intermediate students. In addition, the three have created curriculum resources for teachers to support the use of the Pathway Planners, and they have delivered inservice on the resources for over 60 intermediate teachers.

The fourth award of the evening was the Career/Lifeskills Resources Award for Excellence in Career Education.

This award recognizes an OSCA member who has contributed significantly to the development, implementation, and/or delivery of career development programs. The recipient this year was Joan Timmings, of the Peel District School Board. A former OSCA Director and President, Joan has, over her many years in the Guidance community, been involved in many initiatives related to supporting career development programs, and most recently has co-authored the new Career Studies textbook “Work Smart Strategies for Career Success.” Brad Whitehorne, of Career/Lifeskills Resources Inc. presented the award to Joan.

The Daryl L. Cook Peer Helping Award recognizes a school’s exemplary peer helping program. The St. Thomas More Catholic Secondary School Peer Helping program, in the Hamilton Wentworth Catholic District School Board, was honoured for its Prefect Program, orchestrated by Guidance Counsellor Cathy McSweeny and assisted by teachers Clara Bolton and Angela Finn;

OSCA Today • Winter 2010 • www.osca.ca

its Peer Leadership course, instructed by teacher Rebecca Pereira; and its Peer Helping Co-op Program, led by Co-op teacher Diana Cuncic. These innovative programs allow and encourage students to help one another in various ways.

Lorna McPherson, Jane Coughlan, and Sharon Aitken of the Toronto District School Board were the recipients of the Elmer Huff Award for Media Resources. This award recognizes an OSCA member who has made a significant publishing contribution to Guidance and Career Education in Ontario. Together, the three developed and published “Credit Recovery Course for Career Studies (GLC 2O)”, a resource that has been implemented by Student Success Teachers across TDSB with great enthusiasm and success. Many students across the TDSB have been able to recover their Career Studies credit with the help of this valuable resource.

The Howard R. Beattie Award for Professional Contribution, which recognizes an OSCA member who has created new and beneficial ideas for professional use, was received by Lisa McGuckin of the Toronto Catholic District School Board. Lisa has worked in the guidance community of the TDCSB for many years and has supported teachers, counsellors, parents and principals with such initiatives as transition guides for parents and students, a credit recovery manual for teachers, the “Take Our Kids To High School Event Planner”, and “Fast Forward Principals’ Guide: How to implement a school to work transition program.”

The next award was the Russ Seltzer Award for Contribution to Counsellor Education in Ontario. This award recognizes a significant contribution to counsellor education programs in Ontario. This year the recipient was Martin Himelson of the Toronto District School Board. For the last 7 years, Martin has taught the Guidance Additional Qualification courses for OISE, and worked to design and deliver the on-line version of the course. In addition, Martin has worked tirelessly in his current position to provide both elementary teachers and secondary counsellors with support and training in such areas as transitions, bullying prevention and intervention, peer mediation, student success and more.

The final award of the evening was the Phil Hedges Award which recognizes the contributions to Guidance and Career Education by dedicated counsellors in Ontario. Although this award can be presented in all six areas of the province, a nomination was only submitted from the Barrie Region. James Patrick (Pat) Brennan has been with the Durham Catholic District School Board for 40 years and continues to be enthusiastic about his role as a guidance counsellor.

His vast and varied experience helps in

encouraging others to be involved and actively contribute to Guidance initiatives.

The Awards Banquet provided a wonderful way to end the first day of the 2009 OSCA conference. Those attending were reminded of the amazing work that guidance counsellors are doing around the province to support student success. Next year, make it a priority to nominate one of your own colleagues for an award that will acknowledge their hard work and contribution to Guidance in Ontario!

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FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

Using Data in Your Guidance Program

By Jacquie Latham, OSCA President

W

hat is data? How can guidance counsellors use it to develop program? What difference will it make? Why would a guidance counsellor need to look at data? All good questions.

You probably are using data more often than you think. Examining what is available and what we do makes our program transparent and accountable and definitively shows how much counsellors accomplish.

First as short background, there are four types of data that fall into two major categories including quantitative and qualitative information. Quantitative data includes outcome data—the hard numbers, such as grades, failure rates, EQAO results, portfolios, police contacts, suspension and absenteeism rates.

Demographic data is also quantitative and includes community census information, ethnicity, languages, socioeconomic status, numbers of special education or IEP students, age, gender, education levels, employment prospects—and it can include community resources and how many students are bussed.

Qualitative data involves softer evidence. There are two main contributors to this category.

Process data is information from school improvement plans, policies and processes and what changes might be needed here, timetabling, student grouping, how community services are accessed, and how student leaders are chosen.

The other type of data is perceptual—what people believe, their perceptions, including surveys

about students, school and community needs, school safety, community opinions, and student happiness. As you look at these descriptions, it becomes easier to see that much of this information crosses a counsellor’s desk all the time.

We are always looking at how we can help our students academically, personally, emotionally and socially.

On a one-to-one basis, we use qualitative data all the time. We listen to the students’ concerns and needs, and that drives our answers and the options we present. But the big question is how we use some of the other data to develop personal and department SMART goals, to develop our guidance program over the long term.

So what kind of data is available to counsellors? Some of this data may be kept with your administrators.

Your student success can also share data as you develop your goals for guidance programming and guidance curriculum development. This list is by no means exhaustive, but will give you a few guidelines and a place to start.

I think one of the key places to start is your school transition information. What are the students coming from grade 8 like? This data can include both qualitative and quantitative information. Are they ELL (English Language Learners) students, new immigrants, what are their learning styles, academic needs and co-curricular choices? For example, if a grade 8 survey shows that many of your students are visual learners, will that impact how you deliver your guidance workshops. If many of the

OSCA Today • Winter 2010 • www.osca.ca

students are interested in cooking, can a cooking club be started? Or perhaps you need to develop a study skills seminar based on the grade 8 teachers’ comments.

A plan for September start-up might include a survey, talking to their teachers, and perhaps attending a Grade 8 parent night.

It is interesting to keep statistics on parent communication for a few years. How many parents have night jobs or work shifts? What was the parents’ school experience? Are they reluctant to come into the school?

How best can these parents be reached?

Perhaps a lunch-time event, or newsletters placed where parents shop or visit might have a bigger impact. When we know some of this information, it can help us to be more creative and use some out-ofthe-box thinking in developing our communication plans.

Traditionally, guidance counsellors have always looked at graduation rates, credit accumulation rates, timetabling, and other indicators of success. What guidance counsellors understand is that you cannot look at these numbers without looking at the whole student.

What are the contributing factors to these results? Is there high absenteeism due to disengagement, family or personal issues, or mental health concerns? How many of our students are affected? Each of these factors can present us with a challenge. But it can also present us with an opportunity to define what kind of classes or programs might better serve our population, or what kinds of community partners or 233

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agencies we need to become more familiar with.

Do we need to find a way to get community help into the school on a regular basis? Do our students need more information about how to pursue help themselves; what can happen to widen this flow of information? What other ways and means can we use to help our students earn credits, when regular day school isn’t working?

We are fortunate that today we have a few more tools in our repertoire. With Prior Learning Assessment and Recognition (PLAR), e-Learning, extended Co-op, and alternative timetabling and a variety of Learning-to-18 initiatives, we can show students ways to be successful that will reflect their needs.

How can all this make a difference on a larger scale? Looking at all this kind of data can help guidance departments and school improvement teams develop SMART goals that are easily defined. This kind of data use can give us long-term planning tools, helping our guidance departments to move forward, addressing the needs of our population in a concrete manner.

It is not new, or even scary; it is just another way to make sure we develop a vision for our schools as we sometimes scramble on a day-to-day basis to meet the needs of individual students. Our time is precious, and it is important work that passes the way of the guidance office. We need to make sure that our time and resources are used to the best of our ability.

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FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

Restoring the Peace with Restorative Process in Schools

J

ill and Sylvia (fictional names) are in grade 11. One day, Jill approached Sylvia just after school when she was alone in the hall and said to her “I saw you talking with my boyfriend. I would watch my back walking home if I were you. And stay far away from him.” Sylvia was frightened by this encounter and told the story to her best friend, Kelly. Kelly then, worried for her friend’s safety, spoke to the School Counsellor.

Interpersonal conflicts between students, as well as between students and staff members in schools, are an ongoing challenge for School Administrators in day-to-day life at every school. Counsellors report there is a cycle of recurring incidents followed by subsequent progressively increasing punishments and suspensions. This can create a revolving door that leaves everyone frustrated—staff, students, parents and administration. That is why Administrators and School Counsellors are continuing to look at new and additional strategies for engaging students and staff in problem-solving for keeping the peace.

Over the past few years, there has been a growing interest in the use of Restorative Processes to help resolve behaviour and interpersonal conflicts in the schools, in keeping with the trend toward more active early intervention and on-site resolution. Restorative Process, which was virtually unknown to most only a decade ago, has now entered into the field in mainstream programming, particularly as Restorative Justice in relation to youth in conflict with the law, and as Restorative Conferencing for students who have breached school rules, regulations and policies.

Restorative Process is an overall

term. It captures the concept of an individual or group of students identified as having caused some harm through their behaviour, coming into a conference led by a skilled facilitator, with those who have been harmed. Their purpose in meeting is for the student to take responsibility for the incident, discuss what has happened and look for ways to repair the harm and restore the relationship to a point where the parties can function on an ongoing basis.

While a great deal of these interventions originated as Restorative Justice programs in juvenile justice management, the larger application of the same protocol is now being used as a regular response to incidents of inappropriate or unacceptable behaviour in all aspects of student and school community life. These include attendance, respect issues and even assaults. With the growth of these programs, School Counsellors are able to play an increasing role as catalysts for proactive and positive change in the school environment through interpersonal conflict resolution.

Restorative responses are possibly not very different than what is informally being done to resolve some conflicts in schools, because they are such natural ways of responding to wrongdoing while providing opportunity for learning and change.

For example, in the situation outlined above between Jill and Sylvia, perhaps it would be the normal course for a staff person to call both of these students together to discuss what happened, the reason for the dispute and what harm was done, discuss how the behaviour is not acceptable, and why, and get some assurance from the student responsible that it will not be repeated.

OSCA Today • Winter 2010 • www.osca.ca

Restorative Process is a semiformalized version of this informal approach. School Counsellors or other selected staff and students are trained to facilitate restorative conference discussions along these same guidelines and are also trained how to administer a Restorative Conference program for the entire school community.

The community members learn, through a brief overview assembly and with written information, that there is this additional program available, including where and how to access the services, usually through contacting a School Counsellor.

Experience shows that students who use the program become the best ambassadors for promoting others to go to a Restorative Conference as opposed to waiting for a more traditional response of punishment. Restorative Process is not meant to replace other disciplinary strategies, but rather as an additional strategy that may be used when appropriate, and may help to intervene in a cycle of conflict so that the issues will be resolved quickly and effectively.

Staff members who take advantage of the Restorative Process program are usually pleased with the result because they have a chance to really explain their concerns with a student’s behaviour and its impact in a calm, quiet, non-punitive setting—and they get from the student the kind of commitment to positive change they are seeking.

The addition of a formalized Restorative Conference program into the school has been shown to have a significant positive impact on the culture, and interpersonal environment of the school community. The program builds the confidence of the entire community to be able to manage difficult behaviour 25

and disciplinary situations that arise, based on a resilience model where most students demonstrate they have the commitment and interest to be able to resolve disputes.

In studies of schools that have integrated Restorative Processes, results show a distinct drop in the number of incidents related to breaches of school discipline, as well as a reduction in the number of suspensions. The positive potential of Restorative Processes led the Toronto

District Catholic School Board to implement training for selected staff in all of its high schools last spring through PACT, an organization that specializes in providing Restorative Programs to schools and communities.

School counsellors are front and centre in being able to promote and integrate a Restorative Process into the existing models of school response to inappropriate behaviour by training to become Restorative Conference Facilitators and by providing an address

for students to come to proactively.

The School Counsellor is in the natural position as an ongoing contact person with broad relationships across the school community to lead such a program. The skill set used in Restorative Processes are very similar to counselling skills and include active listening, focusing and empowering problem solving. I would predict in the near future that you will see Restorative Processes becoming a common part of every school’s response strategy, and School Counsellors will lead the way to this future.

For more information about Restorative Process in Schools, visit www.pactprogram.ca. For more reading about the topic, pick up a copy of Restorative Juvenile Justice: Repairing the Harm of Youth Crime by Gordon Bazemore and Lode Walgrave.

Barbara Benoliel, Ph.D, is the President of Preferred Solutions, and a Restorative Process trainer for PACT in Toronto.

For more information, visit www.preferresolutionsinc.com.

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OSCA 452063_Ontario.indd 1 9/21/09 7:10:34 PM Today • Winter

2010 • www.osca.ca 11/5/09 9:31:49 AM

FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

The Counselling Role of Student Success

By Glenda Galliford

T

he guidance team’s role in student success is that of a hub of information on a wheel focused on each student’s needs. It is our specific goal to make connections of information and pathways to all the players focused on student success: the student, teachers, parents, and administration.

The opportunity to know a student is revealed in the discussions that counsellors have with students. These discussions—stemming from opportunities to plan with a student through the option planning stages for next year, reviewing performance of current grades at midterm reporting periods, or intervening when teachers are concerned about student behavior or performance—are the moments of revelation when someone connects with a student to find what drives them.

While student success may be a group of individuals who work together to help students, the ultimate student success is the internal motivation that directs each student’s learning.

The guidance counsellor is an important member of the student success team who can share the story of that student’s needs or difficulties with a team of teachers and administration who can help direct their learning. While at times students seem to careen out of control, the counsellor is often the one who can help put on the brakes to find key bits of information that, previously unknown, can set a new course and redirect a student on a clear path with fewer bumps in the road.

Sometimes the solution is a combination of classroom strategies and timetabling needs along with appropriate leveling of courses. Other times, it is the counsellor who can open the door of possibility for a student through alternative programming opportunities.

While introducing the multitude of options like specialist high skills majors, specialty coops, dual credits, alternative learning sites, e-learning, and unconventional classroom opportunities, students and parents are often relieved to know that their child is an individual who can make it work in a system that seems very rigid. The barriers that have existed in the past are easily overcome when the counsellor can help a student create a path for themselves that seems realistic and attainable.

Students have dreams, but the pathway described seems impossible. Many students are under the pressure of parents to follow one educational path that continues to lead them through failure, frustration and rejection to a path they are not interested in OSCA Today • Winter 2010 • www.osca.ca

or a destination that they feel is unattainable. The guidance counsellor on the student success team is often the person who can reach out to the student to provide them with an alternate route to the same dream.

Finding the motivation that intrigues each student is the key to student success. We have all experienced that student who was a ‘trouble-maker,’ the one who spent more time in the office than in the classroom, or who made questionable choices that only ended up in their being sent home and not to class. These are the exciting stories of student success as it is never surprising to the counsellor that, upon finding the piece of the puzzle that clicks to complete a picture, how easy it is for the student to set the path straight and see the wheel turn at double-time to reach their goal.

The guidance counsellor on the student success team also has the opportunity to demonstrate to other staff members how a variety of tools can help a student succeed.

Counsellors are often the people with connections to various services in the community that can help a student with community involvement hours, part-time jobs, networking connections as well as services that provide social and/or emotional support.

While counselling will always encompass the individual needs of the student, the complexity of student problems often requires more support than counsellors can provide.

Being able to help the student recognize needs and who can support those needs is a stabilizing first step toward success.

However, the counsellor is not always the first contact.

The guidance counsellor provides a wealth of knowledge and direction that can help staff support students who have made connections with individuals other than a counsellor. Making these connections with staff is critical in the process of student success as it leads to a greater understanding between colleagues of the evolving nature of student success and the variety of opportunities that may be helpful both to students and staff.

Student success does not begin and end with the student and their marks. The guidance counsellor, administration and other members of staff contribute to the success of each individual through the continuing communication between school and home. We care and guide students down the often-rocky road of adolescence and education hoping that success means a student becomes a constructive contributing member of the community.

27

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FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

Differentiated Instruction:

Develop a Love for Learning

By Muriel Rampersad

What Is It?

What Does A Teacher Do?

Differentiated instruction is a teaching methodology whereby teachers adapt their classroom instructional methodologies to meet the needs of various learning styles in the classroom.

In the book Handbook on Differentiated Instruction for Middle and High Schools, Sheryn Spencer Northey writes: “Differentiation of instruction means tailoring instruction to meet the various needs of students … We use strategies that adjust the content we teach, the process in which we teach it and the products we ask students to give us so that we can determine their achievement in learning a concept or skill.”1 Another definition of differentiated instruction is “effective instruction that is responsive to students’ readiness, interests and learning preferences. By attending … to a learner’s readiness, interests and learning preferences, we increase the likelihood that students will be able to build new learning through connection to existing knowledge and preferred ways of working and that they will be engaged in their learning.”2 Differentiation is fair and, most importantly, required. Despite this, differentiation is often difficult for teachers to implement.

In order for teachers to effectively meet the various needs of students, the successful classroom teacher must first get to know the students in the classroom. At what stages are various individuals in terms of cognitive development, psychosocial development, physical development and emotional development?

It is also imperative to be aware of students who have been identified with exceptionalities. What is the learning style of a specific individual?

In order for a teacher to be successful in accommodating the learning preference of students, it is important to first recognize one’s own learning preferences.

If a classroom teacher is not aware of how he or she best learns, it would be difficult for that individual to understand how best to effectively offer a learning environment that meets the needs of a variety of students and learning preferences.

As classroom teachers, we all know how busy and active a classroom of students can be. In this setting, getting to know one’s students can be a challenge. There are many different tools available to help with that task—some more formal than others. There are many learning style inventories available such as the Myers-Briggs Type Indicator, the Kiersey Temperament Sorter, the Multiple Intelligences Indicators, Emotional Intelligence Indicators, Right Brain/Left Brain Dominance and more.

Perhaps one of the easiest tools to use to determine under what conditions students learn best is the administration of a Learning Preferences Checklist.

This checklist can address conditions such as the noise level under which a student prefers to work—quiet or

What Does it Help Accomplish?

When instructional strategies are suited to a student’s learning style, the student is much more likely to feel engaged and be successful in achieving the expected learning outcomes. Perhaps one of the biggest advantages of differentiating instruction is that it enables students to feel affirmed, challenged and successful in their learning.

OSCA Today • Winter 2010 • www.osca.ca

listening to background music; the light and temperature in a study area—harsh light or dimmer light and warm or cold; the time of day—the “wakefulness” of the teenage brain as opposed to a younger student at certain times of the day; the motivation factor of the student—how interested are they in the concept or skill? the classroom arrangement—rows, circles, group seating, tables; presentation style; and social factors—group work or individual.

Developmental factors are very significant in getting to know the learning styles and preferences and/or stages of a group as well. It is important for a teacher to recognize where his/her students are developmentally.

Once the learning preferences of students have been determined, the classroom teacher can effectively meet those needs in offering choice to students: “Choice makes the young adolescent’s desire for control and freedom possible—without the struggle.

Choice builds confidence and fosters independence. Choice tells students their interests are important and allows them to demonstrate responsibility.” (Hume).

All choices need to satisfy the same expectation, take roughly the same amount of time and be equally respectful of all learners. It is important that all choices are assessed using the same criteria.3 In introducing concepts to students, teachers must first determine where their students are at in terms of knowledge of the concept or skill that is being presented. This is often explored by discovering, through various activities, students’ prior knowledge of the concept or skill.

Differentiation should be based on a student’s readiness to learn a concept or skill and should also 29

consider the prior knowledge of the student with the specific concept or skill that is being taught.

One method to present a new desired skill to students would be the use of a four-step process: 1. Modeling: The teacher shows the students what to do.

2. Collaborating: The teacher shows the students what to do but the students are involved in helping where they can.

3. Releasing of Responsibility: The teacher allows the student to

demonstrate the skill but provides assistance where required.

4. Independence: The student demonstrates the skill by his or herself.

One of the barriers to the provision of differentiated instruction in a classroom is the mistaken belief that differentiation means teaching everything in at least three different ways. In the busy classroom of today, this would not be practical. The differences between a differentiated classroom and the onesize-fits-all classroom are not dramatic.

Chart 1 10 Quick and Easy Differentiation Strategies

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There are subtle steps and hints provided to address the needs of various students. A teacher who presents a concept that is matched to a student’s cognitive ability and personal interests is differentiating for that student. During a classroom discussion where a teacher offers a challenging question that pushes the thinking of a more advanced student, differentiation is being offered.

The strategies can be simple and easy. They should not be complicated.

See Chart 1 for a list of strategies that could be used as a starting point.

1. Adjust the pacing of instruction.

Provide extra time to complete tasks.

2. Build in extra practice.

3. Provide auditory cues (e.g., routine instructions, transition music).

4. Provide visual cues (e.g., anchor charts, use of colour and font to highlight information).

5. Use graphic organizers to help students organize their thinking.

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6. Build in Movement (e.g., transitions, koosh balls, dramatic responses).

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8. Vary materials. Match text to readers.

9. Provide choice.

10. Start working as a team to identify the resources necessary to support all student needs.

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According to the Ministry of Education, “A wide variety of research studies point to differentiated instruction as a manageable, creative, practical and proactive response to the quest for enhanced student engagement and achievement in the face of significant student diversity.” 4 Engage your students through differentiated instruction and reap the rewards of watching your students discover new and creative ways to solve problems, achieve success, and develop a love of learning.

1

w w w . s h e r i d a n i n s t i t u t e . c a 30 404436_Sheridan.indd 1

Sheryn Spencer Northey: “Handbook on Differentiated Instruction for Middle and High Schools,” 2Ministry of Education (Ontario): “Reach Every Student Through Differentiated Instruction,” 3 Ibid., 4 Ibid.

OSCA 12/15/08 8:45:14 PM

Today • Winter 2010 • www.osca.ca

FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

eINFO: A Powerful Search Tool The web site, www.electronicinfo.ca, provides a valuable resource for guidance counsellors and students navigating the university application process

By Deanna Underwood

A

pplying to university can be an overwhelming task—for students and guidance counsellors alike. With so many options available and so much information to sort through, researching universities and programs can be timeconsuming and confusing.

That’s why eINFO is such a valuable resource for guidance counsellors—it compiles an extensive amount of information about Ontario universities into one, easily searchable online location. In addition, users can be confident that the information on the site is valid, because it is updated regularly by the universities themselves, and it is managed by the Ontario Universities’ Application Centre. eINFO is an excellent place to start the university research process.

Below you will find some of the useful information and tools available on eINFO, and tips on how you can best use the site.

Finding University Program Information Using eINFO, quickly and easily find details about university program availability and requirements. All firstyear entry programs available to Ontario secondary school students are listed on this web site. The two main program search tools on eINFO are the Program Wizard and the Areas of Study Chart.

Program Wizard Allows users to perform searches based on keywords or search criteria such as grade range or co-op availability.

Quickly see all programs offered by a particular university by searching for the university’s name. This tool is useful when looking for a specific subject area or university—most useful when students know what or where they want to study and also useful for students looking for

programs with specific features.

Areas of Study Chart Useful for students unsure of the subject they want to study, this chart takes longer to use than the Program Wizard, but provides a full list of subject categories in which Ontario’s universities offer programs. Students can scroll through the list of subject categories and select those in which they are interested—at one or all universities—creating a customized chart of programs.

Whichever tool you use, you can select specific programs to compare against each other or you can proceed to a ‘Program Details’ page that outlines information including prerequisites, additional admission criteria, past grade requirements, past enrolment and more for one specific program. At any point, you can save your selections and return

later—a helpful tool when consulting with students over a number of visits.

Even though eINFO data is supplied and updated by university representatives, it is not the definitive source of information about university admissions. For the most up-to-date information, consult the universities directly.

Finding University Admission Procedures In the “Important Information” section of eINFO, find a wealth of universityspecific details. Under the “Offers of Admission” link, find the following information about each university: • Basic requirements for admission.

• How the university will treat failed and repeated courses—a new feature this year.

• Timing and process for admission decisions, including early and conditional offers.

• Links to detailed information.

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OSCA Today • Winter 2010 • www.osca.ca 446915_University.indd

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All universities are required to supply this information for the web site, so you can click through and compare policies at each institution.

While it is always best to check with the university directly about admission policies, this section provides an excellent overview and starting point.

Further Information and Next Steps Once a student has an idea of the subject they want to study or the university they want to attend, the next step is often to undertake

additional comparative research, determine additional requirements, visit the universities or contact them directly. eINFO provides this information all in one place at the â&#x20AC;&#x153;Important Informationâ&#x20AC;? section which gives the user the following information: â&#x20AC;˘ Scholarships available through each university. â&#x20AC;˘ Campus visit dates and registration information. â&#x20AC;˘ Residence and meal plan details. â&#x20AC;˘ Full university contact information.

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â&#x20AC;˘ Additional language test requirements for students whose first language is not English. â&#x20AC;˘ Policies about International Baccalaureate and Advanced Placement qualifications.

In addition, if you have a student intent on becoming a doctor, lawyer, dentist, or another profession, you can find information about â&#x20AC;&#x153;Professional Programsâ&#x20AC;? and other â&#x20AC;&#x153;Programs Requiring Prior University Study.â&#x20AC;? Also, within â&#x20AC;&#x153;Important Information,â&#x20AC;? there are helpful informational sections about financial support for university, the application process, and important deadlines.

A Printed Version of All University Information For counselling sessions away from the computer, download a PDF from eINFO that contains the same information as the web site, including the â&#x20AC;&#x153;Areas of Study Chart,â&#x20AC;? in a printable format. You can print the whole PDF or sections. This PDF is updated regularly along with the web site and updates are tracked on eINFOâ&#x20AC;&#x2122;s â&#x20AC;&#x2DC;Addendaâ&#x20AC;&#x2122; page so you can see changes since your last log-in.

Instructional Resources For a visual overview of how best to use eINFO, access an instructional video on the eINFO homepage that can be used for personal or in-class tutorials. The video shows the main tools of the site and how to perform a successful search.

With all Ontario university information combined in one easily searchable location and monitored by the Ontario Universitiesâ&#x20AC;&#x2122; Application Centre, eINFO provides a valuable resource for guidance counsellors and students navigating the university application process. Its accessible search and comparison tools make eINFO a launching point for researching Ontario universities and will help counsellors guide students through the many options offered.

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32 449645_UOIT.indd 1

OSCA 10/1/09 2:32:10 PM

By Deanna Underwood Manager, Communications Ontario Universitiesâ&#x20AC;&#x2122; Application Centre

Today â&#x20AC;˘ Winter 2010 â&#x20AC;˘ www.osca.ca

FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

e-Tools:

Supporting Student Learning and Development

By Gail Shotlander

S

tudents today have been raised in an e-world where their social, informational and educational needs have evolved to include (and some may argue, to depend upon) electronic tools. As the role of the guidance and career counsellor evolves, it is important to responsibly guide students, parents and teachers to available e-tools.

The Ontario Educational Resource Bank (OERB) e-Learning Ontario, http://resources.elearningontario. ca, hosts more than 17,000 resources written by qualified teachers to support the Ontario curriculum. There is a high degree of interactivity within the engaging resources to support a variety of learning styles.

Resources can be found through key word searches or by “drilling down” through a course, its strands, or specific expectations. The OERB is accessible from home or school, by teacher, parent or student. Schools can distribute their board-based login/password within their school community.

Learning is not bound by location, time or peer judgement. Resources are helpful in supporting ongoing learning, for remediation and for enrichment. Students can access the OERB as self-advocating learners, as directed by a teacher, or through the support of a parent.

The OERB supports two “Choices into Action” areas: student development and career development. A quick search found the following resources: 72+ in GLS10, 119+ in GLC20, 22+ in GLD20, 14+ in GPP30, 91+ in GWL30, 38+ in GLN40, 20+ for keyword “job preparation,” 61+ for keyword “resume,” 498+ for keyword “career,” 18+ for keyword “goal setting.”

Gail Shotlander showing the tools in the OERB.

OSCA Today • Winter 2010 • www.osca.ca

What Can Counsellors Do? • Provide, post or distribute the OERB resource access login/ password to students and parents. These can be obtained from the board District e-Learning Contact (DelC).

• Model the use of the OERB by embedding learning resources from the OERB into lessons.

• Since all teachers have a role in delivering a comprehensive guidance and career guidance program, guide colleagues to the rich resources of the OERB. • Guide students in their own self-directed learning by having the student use the OERB. • Encourage students to explore the resources at home.

• Talk to the DelC to arrange for a presentation to staff on how to use the OERB. • Consider presentations on the use of the OERB with parent groups.

Learning Management System (LMS) Online Courses e-Learning Ontario hosts 118 online courses including GLS10, GLC20 and GWL30. While the content from these courses has been deconstructed into the OERB in individualized units or exercises, the LMS provides a whole learning environment.

This teacher-mediated environment contains complete lessons, assignment drop-boxes, student tracking utilities and assessment/evaluation tools. Interactive features help engage the student and include chat rooms, threaded discussion boards, blogs, and whiteboards. For many boards, online courses provide options which would otherwise be unavailable to students.

Students who are separated by time and space from their teacher can register for online courses—especially important when illness, high-level sports, travel, or alternative educational environments draws the student away from the physical building that school is normally associated with.

For small schools, online courses offer credits students may need for post-secondary pathways but which schools may not logistically be able to offer. Self-motivated students who demonstrate computer and learning skills necessary for academic success are most likely to be successful in the online classroom.

Counsellors can advocate for students by having a greater toolkit of options that support the students’ learning by knowing the board’s procedures and policies regarding registering in online courses; and by considering alternative course delivery models for students unable to meet their educational objectives within the standard classroom.

33

Blended e-Learning When students attend class physically, and also use a Learning Management System (LMS) to support learning, the model of blended e-learning emerges. e-Learning Ontario is running a number of pilot programs using blended e-learning throughout the province in September 2010.

Some boards, such as Peel District School Board, offer blended e-learning through a separate LMS. If your board is participating in a blended model, guidance and career counsellors may

R G E FO COLLE

find opportunities to support both student learning and to collaboratively work with their colleagues.

Blended e-learning allows access to the same tools as a credit-based LMS course. Students complete assignments in print or multimedia formats, and work with their peers virtually rather than through meeting physically.

Students have opportunities to demonstrate interpersonal development as they interact with others in an e-environment. Student growth and development is supported by the ability

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to maintain an e-portfolio, which helps in the self-monitoring of learning and goal-setting.

Since most schools offer access to technology outside of the classroom (e.g. library lab), students can engage in an e-environment, even if the technology does not exist at home.

Blended e-learning supports student career development by learning necessary e-skills; it bridges the socio-economic gap that exists within communities by giving school-based access to e-technology, opening opportunities for life-skill development.

Teachers are afforded the opportunity to plan and deliver curriculum in collaborative teams without being bound by meeting time or location. A single blended e-learning environment may host a number of classes taught by a single teacher or a group of educators. The organization of the environment allows each class to work independently or collaboratively depending on the settings applied.

Teachers can jointly share the creation of curriculum resources and align their delivery with colleagues. New teachers can be offered environments that have been populated by experienced teachers, allowing them more time to master instructional practices versus curriculum development.

Impacting Today’s Learners for Tomorrow’s Demands As the role of guidance and career counsellors evolve, the theme of providing students opportunity to be successful in school, the workplace and their daily lives has not changed. As educators, we encourage our students to be confident, motivated, and to be more effective learners.

We support students as they enter our educational system and help them prepare for post-secondary transition. E-learning helps to marry these themes and goals with the emerging technologies of the 21st century, providing students with the necessary tools.

E-learning: It engages. It is current.

It can be collaborative. And, it is worth exploring!

OSCA 5/21/09 6:43:14 PM

Today • Winter 2010 • www.osca.ca

FOCUS ON GUIDANCE – EVOLVING ROLES AND RESPONSIBILITIES

L’évolution du rôle et des responsabilités du conseiller en orientation

Ê

tre conseiller en orientation, c’est avant tout accompagner l’élève dans son développement global. Qu’il s’agisse d’une question d’un cœur bouleversé, d’une tête confuse ou d’un corps grandissant, le conseiller doit être là pour écouter la question sans porter de jugement, puis, selon la circonstance, aider l’élève à mieux comprendre, s’accepter et accepter l’autre, se défendre, s’informer ou faire des choix éclairés.

Les documents ministériels Des Choix qui mènent à l’action et Les Écoles secondaires de l’Ontario dictent la politique de l’orientation depuis 1999.

Afin d’accompagner l’élève dans son cheminement personnel, le conseiller facilitera la connaissance de soi par l’entremise d’entretiens personnels, de discussions ou d’ateliers de groupe, d’activités d’exploration et de testing d’intérêts. Dans son développement interpersonnel, le conseiller aidera l’élève à faire la part des choses afin qu’il puisse analyser une situation efficacement et peser l’impact de diverses réactions.

Dans son développement professionnel, l’accès à un conseiller permettra à l’élève de mieux naviguer dans un monde qui évolue rapidement.

Puisque tout programme doit tenir compte de nouvelles approches et ressources et évoluer au même rythme que les besoins changeants de sa clientèle, le rôle et les responsabilités du conseiller en orientation ont évolué dans les derniers dix ans.

Depuis 10 ans…

La Stratégie visant la réussite des élèves permet aux élèves de la 7e à la 12e année d’adapter leur éducation en fonction de leurs forces, de leurs

objectifs et de leurs intérêts. Par conséquent, la venue de nombreux programmes à l’intention des élèves qui veulent faire un apprentissage, entrer sur le marché du travail ou suivre des études universitaires ou collégiales a multiplié le nombre d’itinéraires d’études possibles.

Cette gamme de choix nous permet de mieux répondre aux besoins des élèves quoiqu’elle augmente considérablement la complexité du casse-tête qu’on appelle communément horaire-maître.

En étant l’«expert» des itinéraires d’études, nous sommes appelés à participer à divers comités, tels que le comité de la réussite et le comité directeur de la MHS. Notre expertise est essentielle au bon fonctionnement de ces comités.

Puisque cette stratégie vise aussi à soutenir l’élève dans ses moments de transition, nous devons participer à l’élaboration de profils individuels et d’emplois du temps personnalisés ainsi qu’être à l’affût des carrières émergentes et capable de guider l’élève dans ses choix face une multitude d’information.

Devant cette responsabilité grandissante, nous devons connaître la panoplie d’inventaires d’intérêts et de ressources maintenant disponible en français et prendre le temps de les analyser en fonction de la clientèle cible.

La venue des 7e et 8e années dans les écoles secondaires a introduit une transition supplémentaire sur laquelle nous devons veiller.

De plus, le profil démographique changeant du Canada augmente l’importance que nous devons accorder à l’accueil et à l’accompagnement des élèves nouveaux arrivants et de leurs familles. Cet accueil est souvent l’élément clé dans la réussite de l’élève dans son nouveau milieu.

OSCA Today • Winter 2010 • www.osca.ca

La Stratégie visant la réussite des élèves met la table pour que les conseils scolaires oeuvrent davantage dans un contexte d’imputabilité. Là où les données sont au cœur de toute décision, nous jouons un plus grand rôle à titre de gestionnaire. Le suivi des élèves repose de plus en plus sur des statistiques, ce qui influence notre prise de décisions ainsi que le temps accordé à la rédaction et à l’analyse de rapports.

Par conséquent, devant une multitude de responsabilités, nous devons varier nos stratégies et incorporer plus d’activités de groupe (p. ex., activité orientante, administration du GROP en groupe) afin de répondre à un plus grand nombre d’élèves ayant des besoins de plus en plus divergents.

Néanmoins, que l’on parle de la Majeure haute spécialisation, des cours offerts par Apprentissage électronique Ontario, des cours à double reconnaissance de crédit, des politiques régissant l’exigence en matière de compétences linguistiques etc., nous demeurons les gardiens des changements des politiques ministérielles touchant l’obtention du DÉSO et la gestion du DSO. Ce rôle est des plus importants lorsqu’on tient compte des nombreux changements au niveau des cadres des écoles. Servant souvent de mémoire corporative, nous devons être en mesure de tenir compte du passé et du présent d’une école tout en étant visionnaire dans l’élaboration de notre programme d’orientation.

Depuis toujours…

Malgré les nouveautés des 10 dernières années, nous demeurons un guide auprès des élèves, une personne-ressource au sein de l’école 35

et un gestionnaire du programme d’orientation de l’école.

Le focus de notre travail est avant tout d’accompagner l’élève dans l’établissement d’objectifs d’études et de carrière. Pour ce faire, nous continuons à jouer un rôle de premier plan dans : les transitions que vit l’élève durant son parcours secondaire : de la 6e à la 7e, de la 8e à la 9e, de la 12e au marché du travail ou aux études postsecondaires; • la connaissance de soi (p. ex., administration de tests d’intérêts);

• le développement d’itinéraires d’études personnalisés; • le respect des exigences du DÉSO; • l’évaluation des dossiers; • le discernement quant à l’information à considérer (p. ex., tirer l’information de sites Internet fiables); • le développement des techniques de recherche d’emploi et des compétences de vie; • l’accueil et l’intégration des nouveaux arrivants.

L’orientation professionnelle et scolaire ne relève pas uniquement

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des conseillers en orientation et c’est pourquoi nous continuons à veiller à l’élaboration et la mise en œuvre d’un programme d’orientation qui s’intègre aux diverses matières.

Quant à nos collègues, nous sommes toujours une source d’information tant au sujet du profil d’un élève qu’en matière de tendances du marché et des programmes postsecondaires.

Plus particulièrement, l’appui accordé par les conseillers en orientation dans le cadre des cours d’orientation et formation au cheminement de carrière est indispensable.

La collaboration est la pierre angulaire du travail de tout conseiller en orientation.

Que ce soit avec la direction, l’enseignant pour la réussite, l’enseignant-ressource, l’enseignant responsable de l’éducation coopérative, le coordonnateur MHS, le travailleur social, un autre intervenant, un membre de la communauté ou un parent, le conseiller demeure le point repère pour tous. Nous sommes des agents de liaison naturels. Souvent, les conseillers en orientation sont la porte d’entrée et le centre de communication d’une école; le centre nerveux d’une école en quelque sorte!

Maintenant…

Nos pratiques doivent être le reflet d’une vision partagée du rôle de l’orientation. C’est pourquoi il est essentiel de créer et d’entretenir la communication et la collaboration au sein de notre équipe. Chacun veut guider l’élève dans son cheminement; il s’agit maintenant d’être ouverts aux diverses façons de guider, inclusifs de partenaires variés et prêts à faire l’orientation autrement dans un monde en changement.

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OSCA 9/21/09 7:23:12 PM

Marie-Josée Pouliotte Conseillère pédagogique responsable de l’orientation Conseil des écoles publiques de l’Est de l’Ontario (CEPEO) et Nathalie Néron Conseillère pédagogique responsable de l’orientation Conseil des écoles catholiques du Centre-Est (CECCE) Today • Winter 2010 • www.osca.ca

CAREER TRACKS

Freedom Writers:

The Answer to My Future

O

ne of the struggles high school students have today is understanding how their learning in school relates to life beyond high school. Schools are starting to offer programming that helps students identify their potential career.

The Freedom Writers Interdisciplinary program at Fletcher’s Meadow Secondary School helped me clarify my future career goals.

My name is Shawna Lerra, I am 16-years old, and I am currently enrolled in the Freedom Writers Interdisciplinary Grade 12 Program at Fletcher’s Meadow Secondary School.

This is my second year in the program, and I have greatly benefitted from it in several ways.

Before joining Freedom Writers, like most of the students in the program, I had difficulties with attending my classes. One of the main reasons was my lack of motivation towards my education. Also, the negative friends I was surrounded by discouraged me from attending my classes, and I engaged in illegal activities. The older crowd of students I surrounded myself with made me believe that what I was doing was okay. I was confused with what I wanted to do in post-secondary, which made attending class seem like an insignificant part of my life.

The Freedom Writers Program is interdisciplinary; this means you have two teachers—Charlene Cook and

Robin Meehan—for the entire day. You are also surrounded by the same group of peers throughout the school day, and because of these circumstances, skipping is no longer an option.

This program gives students an opportunity to earn four credits in a semester without taking four individual courses because the content from each

FREEDOM WRITERS HAS TAUGHT ME THAT LIFE IS FULL OF PEAKS AND VALLEYS, AND TRYING TIMES ARE NO TIME TO QUIT TRYING

course is blended so we can see the connections between course materials.

Because the courses are integrated, the work load is lessened, which gives students more time to complete tasks and assignments.

Students who join the class understand that it is an all-or-nothing opportunity, meaning you either earn all four credits or none. This motivates the students to succeed.

The Freedom Writers program also provides a positive and nonjudgmental learning environment which allows students to genuinely express themselves. One of the ways we do that is by journaling everyday about our personal lives.

The teachers push us to strive for success and have high expectations for us to achieve. The program also helps each student realize that we all have common qualities, which creates a

Help Your Students Succeed Funded by the Ministry of Education, the Independent Learning Centre (ILC) offers teachers, counsellors and administrators viable options to help their students complete the O.S.S.D.

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family-like bond. Because of this bond, the students in the course encourage one another to go to class, finish all work, and succeed in the program.

As a way to teach the class the importance of leadership skills and communication, the teachers involve students in many activities that allow us to reach out to our community. For instance, our class mentored students at McCrimmon Middle School during my first year with the program. We went on to produce a play to teach the McCrimmon students about how

to handle the problems faced by youth throughout their high-school years. We also became ”All-Star” reading buddies to students at Brisdale Elementary School. This taught us a lot about contributing to our community. These experiences were something I truly enjoyed because it allowed me to work with various age groups.

In the second semester of my first year in Freedom Writers, the class was required to create a post-secondary slide show as our final evaluation unit.

what at will you On the road less traveled, you will find a unique university experience, perfect for 21st-century explorers. Memorial University of Newfoundland is a comprehensive university featuring four campuses, shaped by our North Atlantic location. Memorial is the largest university in Atlantic Canada, offering more than 100 diverse undergraduate and graduate programs. We also have incredibly affordable tuition. To find out what you can become, take a virtual tour online.

The assignment required us to choose and research two different occupations and the post-secondary education required to follow each career path.

After doing a great deal of research, I found that I was very interested in becoming a Psychologist.

Since discovering the profession I am interested in, not only do I find myself motivated to attend class, but also to work toward achieving higher marks that will allow me to pursue the post-secondary training necessary.

This year, “Introduction to Anthropology, Psychology, Sociology” is part of our program. For students with similar interests as me, this course offers a better outlook into these fields.

Because the program is more handson than typical classes, we gain a more thorough understanding of the theories and concepts involved in this course. Since I am in the same class all day with the same two teachers, it allows me to receive more assistance, therefore improving my understanding.

Ultimately, the extra help leads to better marks.

Fletcher’s Meadow Secondary School has found that the Freedom Writers Interdisciplinary Program has had a great success rate. Because the program has expanded, a new program, Freedom Artists, has been developed. The Freedom Artists gives artistic students, who aren’t comfortable taking dramatic arts, an opportunity to benefit and succeed as we have.

Freedom Writers has taught me that life is full of peaks and valleys, and trying times are no time to quit trying. The Freedom Writers Interdisciplinary Program has encouraged me to look much further into my post-secondary education and the career path that I hope to pursue.

It has also helped me understand that I have a future worth pursuing.

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OSCA 11/29/07 4:00:19 PM

By Shawna Lerra and Mia Milosevska Freedom Writers Students Fletcher’s Meadow Secondary School Brampton Ontario Today • Winter 2010 • www.osca.ca

LEGISLATION SPOT

Where to Turn: Putting your Ethical Guidelines into Practice Dear OSCA Member: WE WANT TO HEAR FROM YOU! In our ongoing effort to support your needs as a teacher counsellor, we are eager to hear from you. Each publication of OSCA Today addresses a question posed by the readership regarding an ethical dilemma in counselling. Past articles have dealt with issues related to:

✔ ✔ ✔

✔ Peer mediation ✔ Post secondary counselling

Confidentiality O.S.R. maintenance and use Bullying

Q: What is your ethical dilemma? Does it pertain to any of the following?

• Professional Competence and Conduct • Counsellor-Counsellee Relationships

• Privacy and Information Management • Measurement and Evaluation • Child Abuse • Cyber-Bullying • Age-Based Legal Milestones • Working with Community Partners • Other…

A:

Look to the upcoming issues of OSCA Today for guidance.

Editor’s Note: Each Column will respond to the questions that you have sent to OSCA related to ethical dilemmas. To submit your questions for a future column, e-mail them to osca@bellnet.ca.

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ADVERTISERS’ INDEX /ADVERTISER.COM /ADVERTISER.COM APPLIED ARTS & TECHNOLOGY COLLEGES Medix School .................................................. 14 www.medixschool.ca ASSOCIATIONS Ontario Civil Construction Careers Institute ..... 41 www.occci.ca Ontario Forestry Association............................ 26 www.oforest.ca Ontario General Contractors Association.......... 18 www.ogca.org AUTISM SPECTRUM DISORDERS Autism Ontario .................................................. 8 www.autismontario.ca

Georgian College ............................................ 40 www.georgianc.on.ca/guidance/ Humber College ....................... inside back cover www.business.humber.ca/ce Landmark College ........................................... 34 www.landmark.edu Lasalle College ............................................... 36 www.lasallecollege.com Loyalist College .............................................. 16 www.loyalistcollege.com Northern Alberta Institute of Technology .......... 28 www.nait.ca

Sheridan College............................................. 30 www.sheridaninstitute.ca UOIT ............................................................... 32 www.uoit.ca CONFERENCES CERIC ............................................................. 28 www.cannexus.ca CULINARY ART SCHOOLS Le Cordon Bleu Paris....................................... 39 www.lcbottawa.com

BEAUTY & HAIRDRESSING SCHOOLS Gina’s College of Advanced Aesthetics ............ 40 www.ginascollege.com CERTIFIED GENERAL ACCOUNTANTS C.G.A. of Ontario ............................................... 4 www.cga-ontario.org COLLEGES Aquinas College .............................................. 12 www.aquinas.edu/sb Boreal College ................................................ 26 www.borealc.on.ca Bunker Hill Community College ......................... 3 www.bhcc.mass.edu Centennial College .......................................... 41 www.centennialcollege.ca Durham College .............................................. 24 www.durhamcollege.ca Fanshawe College........................................... 18 www.fanshawec.ca

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ADVERTISERS’ INDEX /ADVERTISER.COM /ADVERTISER.COM DENTAL HYGIENE PROGRAMS Canadian Institute of Dental Hygiene Inc. ........ 28 www.cidh.on.ca Dental Hygiene Degree Program ..................... 12 www.dentistry.ubc.ca/hygiene/ E-LEARNING AMDEC (Avon Maitland District Education Centre) ........................................ 18 www.amdec.ca EDUCATION CENTRES Global TESOL College ...................................... 42 www.globaltesol.com

FRENCH LANGUAGE COLLEGE OF APPLIED ARTS & TECHNOLOGY La Cite collegiale ............................................ 41 www.lacitecollegiale.com INSTITUTES FOR THE ARTS Harris Institute For The Arts ............................. 24 www.harrisinstitute.com LEARNING CENTERS Independent Learning Centre .......................... 37 www.ilc.org TUTORING SERVICES TorontoTutors.com .......................................... 16 www.torontotutors.com

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TUTORING SERVICES - MATH Math Advantage.............................................. 24 www.themathadvantage.ca UNIVERSITIES Bishop’s University – Quebec Universities Systems .................................... 10 www.ubishops.ca Brescia University College ............................... 12 www.brescia.uwo.ca Brock University..................... outside back cover www.brocku.ca Concordia University ....................................... 42 www.concordia.ca D’Youville College ........................................... 14 www.dyc.edu Huron University College ................................. 10 www.huronuc.ca Kemptville Campus c/o University of Guelph ... 20 www.kemptvillec.uoguelph.ca Memorial University of Newfoundland ............. 38 www.mun.ca Redeemer University College .......................... 10 www.redeemer.ca Saint Mary’s University ..................................... 6 www.smu.ca Saint Paul University ......................................... 8 www.ustpaul.ca University of Guelph – Humber........................ 22 www.admission.uoguelph.ca University of Ottawa........................................ 31 www.uottawa.ca University of Windsor ............... inside front cover www.prospectives.uwindsor.ca Yorkville Education .......................................... 42 www.yorkvilleu.ca UNIVERSITY COLLEGES Tyndale University College + Seminary ........... 28 www.tyndale.ca UNIVERSITY PARTNERSHIPS Georgian College ............................................ 40 www.georgianc.on.ca/guidance/

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Just ask undergraduate student Justine Moller, whose passion for media led her to Brockâ&#x20AC;&#x2122;s interdisciplinary Communications, Popular Culture and Film degree program, one of the few in Canada. Where viral videos and online blogs are considered required reading. And television counts for homework. (Continued @ brocku.ca or visit us on campus in St. Catharines, Niagara, Ontario.)