By Jessica Descartes, MASCA 2024 -2025 Board Chair and Director of
We have made it to December. I hope that the past few months have been good to you and yours.
As we approach the holiday season and prepare to ring in 2025, I am thinking about the opportunities and challenges this time of year brings. The holiday season is a time of joy and celebration for many; however, for others, it can bring anxiety, stress, or a range of different emotions. As school counselor educators, we have a goal to support and share resources that help navigate these feelings, both during the holiday season and as we prepare for the new year. We also need to be sure that we are taking care of ourselves. With that, here are some tips that can help us and our students through this time.
• Identify your tribe through the season - The end of the year often brings mixed emotions. Some may be excited about time off, family gatherings, and holiday traditions,
while others may feel anxious, overwhelmed, or disconnected. Many find the holidays to be a time when expectations (either personal or others’ expectations) can feel especially heavy. As we move into the holidays, it is important to be intentional about placing yourself in an environment that is supportive and understanding.
• Acknowledge how you/others feel - The holidays can be particularly challenging for those who may experience isolation or family stress or grief. It is important to acknowledge these feelings and encourage open conversations about mental health. Within our communities, we should remind each other that feelings and emotions, whether positive or negative, are valid. If you, your students or colleagues are feeling overwhelmed or anxious, all should know that they are not alone, and that seeking support is always an option.
• Prioritize self care - Sometimes, things get crazy busy and you find
yourself balancing many commitments during this time. Stress can easily build up during the holiday season. We should prioritize selfcare and establish healthy routines to manage time and energy. Simple techniques such as deep breathing, mindfulness, and setting aside time for relaxation can make a significant difference. Finding the correct balance and setting realistic expectations will help reduce the feelings of being overwhelmed.
• Set New Goals - As we transition from the holiday break into the new year, it is an ideal time to reflect on achievements, set goals, and look ahead with optimism. The new year gives us a fresh start—a chance to renew our commitment to personal growth. You may not have January resolutions quite yet, but take the time to engage in meaningful self-reflection. Setting clear, achievable goals helps to stay focused and motivated.
• Reconnect and rebuild routines - Coming back from the holiday break can sometimes feel daunting, especially after time away from work/school. We need to take our time in transitioning back to our routines so that we are able to go full steam ahead.
The first half of the year is almost over, but I truly hope you embrace what is to come. I am wishing you a peaceful holiday season, and a wonderful start to your new year. Take time to reflect, recharge, and get ready for another year of making a difference!
Student Services, Tech Boston Academy,
Jessica Descartes
Governing Board
Chair
Jessica Descartes
School Counselor
Tech Boston Academy
Assistant Chair
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
Board Members
Mindy Cripps
Director of School Counseling
Billerica High School
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Andrea Encarnacao
School Counselor
Boston Latin School
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Rani Gould
School Counselor
The Academy at Kiley Middle School
Cory McGann
School Counseling Department Head
Ashland High School
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School Committees
Conference Committee
Ali Robidoux
School Adjustment Counselor
Apponequet Regional High School
Ethics Committee
Mindy Cripps
Guidance Director
Billerican High School
Fiscal Oversight Committee
John Crocker
Director of School Mental Health & Behavioral Services
Methuen Public Schools
Government Relations & Advocacy Committee
Juliette Coatsworth
School Counselor
Foxborough Regional Charter School
Fran Frederick
School Adjustment Counselor
Belchertown High School
Inclusion, Diversity, Equity & Access Com-
mittee - Currently vacant
MA Model Committee
Dave Elsner
School Counseling Coordinator
Medway Public Schools
Cynthia Esielionis
School Counselor
Ayer Shirley Regional Middle School
Member Services Committee
Renee Considine
School Counselor
Minnechaug Regional High School
Jacob Beaudoin
School Counselor
Rise Academy, Lawrence
Lori Ford
School Counselor
The Edgartown School, Martha’s Vineyard
MASCA 2024-25 DIRECTORY
Professional Development Committee
Position currently vacant
Professional Recognition Committee
Dina Sibilia
School Counselor
West Springfield High School
Tama Lang
School Counselor
Litwin Elementary School, Chicopee
Publicity Committee
Chris Soverow
Retired School Counselor
Easthampton High School
Research and Evaluation Committee
Tim Poynton
Professor
UMASS Boston
Strategic Planning Committee
Position currently vacant
Technology Committee
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Ad Hoc Committee on School Counselor
Gaps
Olivia Hull
School Adjustment Counselor
Maynard High School
Jennifer McGuire
College & Career Information Coordinator
New Bedford Public Schools
Appointed Positions
Executive Director & Membership Coor-
dinator
Bob Bardwell
School Counseling Department Head
Framingham Public Schools
Secretary
Julia Cahill-O’Shea
School Counselor
Hamilton- Wenham Regional High School
Counselors Notebook Editor & Webmaster
Jean Atwater-Williams
IT Consultant
BizTech Associates
Mentoring Coordinator
Maryanne Margiotta
Career Facilitator
Southwick Regional High School
Program Evaluation Coordinator
Karen Marie Harrington
Diversity Fellows
Josh Bordes
School Counselor
East Boston High School
Josselyn Guzman
School Counselor
Lynn Vocational Technical Institute
Roz Riggins-DesRuisseux
School Counselor
Snowden International School, Boston
Liaisons
Affiliate Liaison
Christine Weissman
Family & Community Engagement Counselor
Ware Jr.-Sr. High School
Counselor
Megan Krell
Educator Liaison
Associate Professor
Fitchburg State University
DESE Liaison
Lisa Harney
MA Dept of Elem & Sec Education
Emerging Leader Liaison
Cory McGann
School Counseling Department Head
Ashland High School
Graduate Student Liaisons
Evelyn (Xiya) Chen
Graduate Student
Boston College
Rachel Flagg
Graduate Student
Assumption University
Julia Nathanson
Graduate Student
Boston University
Social Media Liaison
Jessica Almedia
School Counselor
Quinn Middle School, Hudson
Emerging Leaders
Chase Grogan
Student Development Counselor
Community Academy of Science and Health
Luz Mederos Dorleans
School Counselor
Boston Latin Academy
Colin Moge
School Counselor
West Springfield High School
Cheryl Ray-Bass
School Counselor
Rebecca Johnson Elementary School, Springfield
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
Courtney Royal
School Counselor
Gloucester High School
Special Interest Group (SIG) Leaders
Counseling Directors
Meg Clougherty
School Counseling Program Director
Boston Latin School
Carol Cohen
Supervisor of Guidance (6-12)
Marlborough Public Schools
Elementary
Lori Ford
School Counselor
Martha’s Vineyard
Megan McShane
School Counselor
St Columbkille Partnership School
Maura Ricardi
School Adjustment Counselor
East Street School, Ludlow
MultiLingual Learners
Raffaella Almeida
Bilingual School Counselor
Barnstable High School
Olivia Hull
School Adjustment Counselor
Maynard High School
Heidys Mendez
School Counselor
Woburn High School
Middle Level
Dena Coffey
School Counselor
Pickering Middle School, Lynn
Jackie Saunders
School Counselor
Gibbs School, Arlington
Tim Stonecipher
School Counselor
Pike School, Andover
Retirees
Helen O’Donnell
Retired School Counselor
Anne Thidemann French
Retired School Adjustment Counselor
School Adjustment Counselors/ School Social Worker
Nychele Clark
School Adjustment Counselor
Gardner High School
Kate Niedel
Retired School Adjustment Counselor
Anne Thidemann French
Retired School Adjustment Counselor
Secondary
Karen McCrillis
School Counselor
Gardner High School
Leanne Soulard
School Counselor
Franklin High School
Rachael Weinhold
School Counselor
Winchendon High School
Urban
Rani Gould
School Counselor
The Academy at Kiley Middle School
Gisele Rojas
Director of Student Support Services
Holyoke Public Schools
Vocational/Technical
Annie McCarthy
School Counselor
Franklin County Technical School
Maryrose O’Neil
School Counselor
Tantasqua Regional High School
Lauren Robillard
School Counselor
Bay Path Regional Vocational Technical
High School
Affinity Group Leaders
Counselors of Color
Jessica Descartes
School Counselor
Tech Boston Academy
Andrea Encarnacao
School Counselor
Boston Latin School
Aaron Spencer
School Counselor
Nashoba Valley Technical High School
LGBTQ+
Mindy Cripps
Director of School Counseling
Billerica High School
Jessica Almeida
School Counselor
Quinn Middle School, Hudson
MASCA Offers Microcrendentials
By Bob Bardwell, MASCA Executive Director and School Counseling Department Head, Framingham Public Schools
Did you see last month that MASCA unveiled its latest new member offering – the microcredential - Navigating the Grey: MASCA’s Legal & Ethical Monthly Symposium? Hopefully you did. So far 35 of your colleagues have signed up for this new and exciting professional development adventure.
So why is this a big deal and worthy of my monthly column? It is noteworthy because MASCA is yet again providing our members a new, innovative, unique and relevant school counseling professional development experience.
What is a microcredential you ask? A microcredential is a short, specialized credential that demonstrates a person’s skills in a specific area. Micro-credentials are designed to be more flexible and time-efficient competency-based recognitions that allow an educator to demonstrate mastery in a particular area. They are personalized (typically based on your interests and career goals; gaps in your skills; and the specific needs of your students, school, and district), flexible (you can participate when it’s convenient for you, alone or with your peers) and performance based (typically awarded based on demonstrated mastery of the subject matter, not just for showing up).
Microcredentials are also a fairly current phenomena in the professional development world. This means that MASCA is both forward thinking and progressive. You will find many institutions of higher education as well as other professional organizations now provide microcredentials in addition to traditional degree and certificate programs. We believe that MASCA is one of the first (and perhaps only) state school counselor association to provide this type of PD offering.
Robert Bardwell
Executive Director, MASCA
The Legal and Ethical Monthly Symposium is our first foray into this new world of PD but will certainly not be the last. We expect that there will be additional legal and ethical opportunities as well as in other areas such as adolescent school based mental health, special education and 504’s or college admission counseling. Obviously, these will neither be all at the same time nor offered every year so it will give members an opportunity to test the waters about which microcredentials they want. A member who completes multiple trainings will then be eligible to receive a digital badge which shows a dedication and commitment to that particular subject.
Many thanks to Ali Robidoux (past Professional Development Chair), Mindy Cripps (Ethics Committee Chair) and John Crocker and Amanda Ugrinow (new Professional Development Co-Chairs). For it not for their willingness to embrace this new PD format and excitement to lead MASCA into this new adventure, it would not be happening. Also, kudos and deep appreciation to the entire Ethics Committee for stepping up to work with Mindy and make this dream come a reality.
What are the next microcredentials that will be launched? That is a great question and one that we don’t have any concrete answers just yet. We are going to first assess the success of our first microcredential offering and then decide what makes the most sense. If you have any suggestions or ideas about future microcredential offerings or wish to be part of the Professional Development Committee that will be tasked with these decisions, please reach out to either John, Amanda or me. Being on the Committee does not require you to lead or participate in any of the microcredential offerings, but you certainly could be if you wish.
We hope that even if you don’t participate in any of the microcredential offerings that the mere fact that your state school counselor association is paving the way and providing exciting, relevant and timely professional development to our members should make you feel proud. It is just one more reason to support MASCA through your membership dues and participation in our events. This helps to make us one of the top school counselor associations in the country (okay, I might just be a bit biased, but I do think it is true).
PS: In case you missed the information about the first Ethics November 26 Symposium meeting from 11:00-12:00 noon, do not fear. Each month the zoom meetings will be recorded and available for registered members to go back and review at a more convenient time. In addition to participating in (or watching the recordings) there will be other learning requirements that will not only allow members to earn the 10 PDPs that are being offered but to also earn the first MASCA microcredential.
Craig Aarons-Martin
Sara Alkevicius
Kyana Alvarado
Linda Aveyard
Ryan Beck
Tara Bent
Gianna Bizzarro
Paula Brault
David Breglio
Stacie Brimmage
Brendan Callanan
Julia Carpenter
Emma Carpenter
Julie Case
Diane Celona
Rachel Chavier
Ashley Chenier
Jules Cleophat
David Cohen
Erin Coombs
Christina Costello Cioffi
Dawn Cronin
sharon cruz
Leigh Curtis-Pare
Justine Dasho
Katie DiNardo
Welcome to our Newest Members!
The following have joined MASCA in the last month:
Jennifer Donahue
Megan Dougherty
Elisabeth Drinkwater
Jennifer Fitzgerald
Jack Fitzgerald
Tatiana Flores
Giselle Flores-Doherty
Kelly Flynn
Michelle Gaffney
Jacinda Gittens
Jennifer Giusto
Bethanie Grant
Bethany Hadley
Lee Hanscom
Samantha Hilton
Shauna Hoffey
Mitch Hughes
Mike Janicki
Rachel Jansen
Junie Joseph
Heidi Jurasz
Kerri Knorring
Marilyn Kusek
Nicole LaRoche
Shannon Lazarovich
Jennifer Lee-Feinberg
April Leman
Jeffrey Lemler
Xhesika Llacaj
Justin Lohwater
Alaina Lyman
Kaitlyn Mackinnon
John Maher
Theresa Manela
Meghann Marcella
Ashley Martins
Raquel Mateo
Liane McCorvey
Meghan McElaney
Margaret Mullaney
Sean Mulvey
Erika Mulvey
Isabel Navarro
Jemilee Neely
Jamie Pacheco
Brenda Palmisano
Amy Peck
Samantha Pindara
Melissa Potter
Brian Prehna
Lindsay Redman
Georgia Rex
If you know any of these new members, please extend a warm welcome and greeting.
Eric Robinson
Carol Robison
Paige Rountree
Rosemary Ruiz
Jennifer Russell
Amanda Saltmarsh
Ashley Nicole Santos
Emily Scoledge
Amy Sellers-Bey
David Serrano
Cicily Shaw
Anthony Simmons
Andrew Skrocki
Sean Stevenson
Nicole Swagger
Carissa Turenne
Jon Tuttle
Kimberly Tynan
Victoria Tynan
Mariah Waite
Bertha Weche
Amanda Weeman
Corey Wharton
Brandon Williams
Suzanne Williams
Emmett-Lewis Witherspoon
We are happy you have joined us!
The Holiday Season: A Time of Joy and Generosity
by Josselyn Guzman, MASCA Diversity Fellow and School Counselor,Lynn Vocational Technical Institute
As December rolls in, many people around the world look forward to the festive atmosphere of the holiday season. The holidays are a time for reflection, family gatherings, gift-giving, and traditions that bring joy and warmth to countless communities. Yet, alongside the celebration and cheer, December also brings with it challenges such as inflation and economic strain, which have far-reaching consequences for many households. During these financial pressures, December also features International Volunteering Day, a day dedicated to honoring the contributions of volunteers around the world.
For many, the holiday season represents a time of joy, family, and cultural celebration. December is filled with traditions that encourage togetherness and generosity. Now, all of this is amazing, but as school counselors, we also think of the students and families we are aware of dealing with financial hardships. At my high school, we host our annual SkillsUSA chapter toy drive where these toys will help fulfill the Christmas wish list of over 75 children that will be joining SkillsUSA at the annual Christmas party. I enjoy seeing how high school students organize this event to put smiles on children’s faces during this time of year. Now, Lynn Tech students are gaining volunteering hours, however, the opportunity to see the generosity of giving will always be the biggest lesson of their lives.
International Volunteering Day serves as a reminder that, even in times of economic difficulty, there is an enduring spirit of generosity and compassion in the world. Whether organizing food drives, offering educational tutoring, or providing mental health support, volunteers help create a buffer for those most affected by economic hardships. Despite their own personal and financial struggles, volunteers give their time selflessly, illustrating the power of human solidarity in challenging times. On a broader scale, International Volunteering Day highlights the importance
of volunteerism in addressing systemic issues. Volunteer organizations often provide a vital support network that fills critical gaps in healthcare, education, and social services. As inflation drives more people to seek help, volunteers stand on the front lines, offering compassion and practical assistance to those in need.
Another school community effort at my high school is organized by the community service club where they fundraise money with bake sales, car washes, and raffles to purchase gift cards and gift them to students and families. To see how many of our students put in all their effort, time, and compassion into this work is inspiring and humbling as an educator. Volunteering is one of the most direct ways people can give back to their communities and make a meaningful difference in the lives of others, especially during times of economic hardship. By participating in volunteer activities or donating to charities during the holiday season, individuals can help alleviate some of the burdens created by inflation and ensure that those who are most vulnerable are not left behind in the rush of holiday commercialization.
As December ushers in the festive mood of the holidays, it also brings economic challenges that affect people worldwide. Inflation is real. In response, International Volunteering Day serves as a powerful reminder of the importance of giving—whether through time, resources, or kindness.
MASCA Members honored by Bridgewater State University
On Thursday, November 21, Ruth Carrigan and Carrie Kulick-Clark were recognized by the Bridgewater State University Alumni Association’s Spotlight on Excellence program.
Ruth Carrigan was named the recipient of the Dr. Marilyn White Barry Professional Achievement Award. Since becoming a MASCA member back in the mid 1980s, Ruth has worked tirelessly on behalf of students and school counselors across the state. Ruth served as MASCA VP Post-Secondary (while working in college admissions), VP Administrators, President-Elect, President, Past President, PD Chair, and MASCA Conference Chair. Ruth received the MASCA Presidential Award in 1992 and MASCA Leadership Awards in both 2008 and 2020. Ruth was also an active leader in the South Shore Guidance Association for more than two decades. After spending 26 years as a high school counselor/director, Ruth retired in June as Director of School Counseling at Whitman-Hanson Regional High School. Ruth is currently working as an Admissions Reader for Babson College in Wellesley.
Carrie Kulick-Clark was named as the 2024 recipient of the Dr. George A. Wygand Award for Outstanding Service to the Bridgewater Alumni Association. This award is presented to a distinguished alumnus/na who demonstrates generosity and places a high priority on services to create a legacy for future generations of alumni.
Carrie, a two-time BAA President, has expanded the Bear Essentials Professional Clothing Closet for Bridgewater students, partnered for two successful HerStory events celebrating alumnae, students and community women, and joined forces with the Bridgewater Senior Center for “Dress A Girl Around the World.” Carrie is also a longtime officer of South Shore Guidance Association (SSGA) and a member of MASCA. Carrie retired from Braintree High School in 2021after a long career as a dedicated school counselor. Carrie currently works as a Practicum Supervisor for the School Counseling Program at Merrimack College.
Congratulations, Ruth and Carrie!
December Question of the Month:
What will you be doing to celebrate the holidays or recharge and rejuvenate?
Jessica Descartes, Director of Student Services, TechBoston Academy - Quality Time with family & close friends.
Jessica Almeida, School Counselor, Quinn Middle School in HudsonMy December break will be filled with friends and family time, eating lots of good food, and hours spent being a couch potato. I will be reading so many books and watching so many movies! I have no big expectations for this break other than to give my mind and body a chance to recharge for the new year with my middle schoolers.
Andrea Encarnacao, School Counselor, Boston Latin School - This December vacation, I will be traveling to Costa Rica to recharge and rejuvenate with 16 members of my family ages 8 years old-79 years old.
Anthony Simmons, Counselor, Atlantis Charter School - Spending time with my wife and kids. Really getting back to making self care a priority and hosting family from out of town. It will be a very eventful break. Not sure it will be restful!
Ruth Price, School Counselor, Rockport Middle High School - Celebrating my dad’s 80th birthday and the holidays with my Welsh Family in Abergavenny, Wales.
Mary Carter, Director of Guidance, South Shore Charter Public SchoolSpending a week in London with family.
Jennifer Pinhal, School Counselor, New Bedford High School - Spending time with my husband and daughter and most likely playing dress up pretend for hours. I love to bake and look forward to the house smelling like sweet treats.
Ann Marie Flanagan, School Counselor, Tantasqua Regional High School - Spending as much time with my family as possible, sharing traditions, enjoying food, relaxing, and being thankful and grateful for everyone and everything. :)
Lori Ford, School Counselor, The Edgartown School - I will be spending time with friends and family. I love to have a staycation during this time because many people have time off and I have found it to be a good time to catch up.
Dee Cullen, Student Support Teacher, St. Mary’s Westfield - Spending more time with family and friends, reading, walks in Christmas lighted neighborhoods and reflecting on my many blessings which carry me through trials!
Thank you to all who participated in this month’s QOTM. Are you ready for the January QOTM? Do you believe in New Year’s Resolutions and if so, what are your resolutions for the coming year? Just fill out this form no later than Friday, December 19 to be considered for the January 2025 CN.
As witnesses and first responders to the youth mental health crisis, school personnel are an important liaison between students and families and the behavioral health services system. The Behavioral Health Help Line (BHHL) is a new tool for the toolboxes of such professionals, whether used by school personnel with or on behalf of students and families. TheBHHL is available 24/7/365 by phone/text/chat, has no health insurance requirements, provides interpretation in 200+languages, and connects anyone in the Commonwealth with treatment or resources for mental health, substance use,and health-related social needs. From a routine question to a behavioral health crisis, the BHHL can help. Find more information or connect directly with the BHHL here: Massachusetts Behavioral Health Help Line (masshelpline.com). Order free posters for your schools in many languages here: Behavioral Health: Massachusetts Health PromotionClearinghouse (state.ma.us). Please reach out with any questions or presentation requests to Eneida.m.anjos@mass.gov
The Ethical Edge - Standing in the Middle: Supporting All Students Before, During, and After Presidential Elections
By Kelly Albrecht, School Counselor, Somerville High School and Mindy Cripps, Director of School Counseling, Billerica Public Schools
Presidential elections represent pivotal moments in our nation’s civic life, with far-reaching implications for education policy, school funding, and the overall climate within our educational institutions. As these electoral cycles and the transfer of power unfolds, they create unique challenges and opportunities for school counselors who must navigate increasingly complex political discussions while maintaining their professional integrity. The heightened emotional climate is particularly palpable within school environments, as students arrive having absorbed political discussions at home, through social media, and via news outlets, often carrying with them anxiety, confusion, or strong opinions that reflect their family’s political views. These emotions can manifest in various ways: increased tension between peers, difficulty concentrating on academics, or feelings of marginalization based on political beliefs. As school counselors, we witness firsthand how national political discourse can impact student well-being and the overall school climate, making our role in maintaining a neutral, supportive environment more crucial than ever.
In today’s politically divided climate, the school counselor’s commitment to neutrality serves as a cornerstone of ethical practice and professional responsibility. The American School Counselor Association (ASCA) Ethical Standards emphasize our obligation to serve all students equitably, requiring us to set aside personal political beliefs to maintain an unbiased, welcoming space for every student. This professional neutrality is not merely a passive stance but an active commitment to fostering an environment where students can process their thoughts and feelings about political events without fear of judgment or bias. Our ability to serve as trusted resources depends heavily on this commitment to impartiality, as it creates safe spaces where students from all political backgrounds feel comfortable seeking guidance and support. This trust-building ap-
proach allows us to focus on our primary mission: supporting students’ academic, social-emotional, and career development while helping them develop critical thinking skills to navigate complex political discussions independently. Rather than influencing students’ political views, our role is to equip them with the tools to think critically, respect diverse perspectives, and engage in constructive dialogue during these challenging times.
Do students and families sometimes ask who you voted for or what you think about a political topic? Responding to students and parents about political questions is challenging. The question may pop up in an informal setting and when you least expect it. Taking a minute to pause before responding is always a good rule of thumb. As a school counselor, it is important to set clear boundaries and be mindful of how we modulate our reactions. It is appropriate to deflect any conversation and reiterate your role in the school community. One response may be, “I am unable to share who I voted for because my role as a school counselor is to support all students regardless of political beliefs” or “I want to ensure this is a safe space for all students and therefore it is important for me to be neutral in a work setting.” Political questions can create feelings that can impact how we bring ourselves. Encourage students to be informed and educated citizens by asking thoughtful questions. Teach them how to engage in meaningful and respectful dialogue to seek understanding. This might mean how to actively listen even if there is disagreement or how to ask questions to seek understanding. In this digital age and world of peer pressure, it is easy to believe one side of the story.
As we look towards Inauguration Day in January, we may need to support students who are upset in the following days and weeks to follow. Students on both sides may have strong feelings as Inauguration Day draws near. School counselors must focus on how to best
support all students’ social-emotional well being without sharing political beliefs. Neutrality is important because our role is to support all students, regardless of their beliefs. Providing support for disappointing news or anxiety of the future will be needed. Validate that it is okay to sit in the feeling and that it will take time to process. Encourage students to practice self-care which might look like surrounding themselves with supportive peers, journaling, or practicing gratitude. Encourage students to connect in spaces that offer supportive open dialogue. Remind them that they always have a role in our political process and if they are of age to vote. This might look like volunteering in their backyards, participating in a protest, or writing to local politicians. Students can be agents of change within their school community, and civic engagement is a powerful tool.
As we navigate through presidential election seasons and Inauguration Days, school counselors play an invaluable role in creating stable, supportive environments where all students can process their thoughts, feelings, and concerns. Our commitment to neutrality isn’t just about maintaining professional boundaries—it’s about empowering students to develop their own informed perspectives and engage meaningfully in civic life. By modeling respectful dialogue, encouraging critical thinking, and providing emotional support without political bias, we help students build the resilience and skills they need to participate thoughtfully in democracy. Whether supporting students through election outcomes, facilitating respectful discussions, or encouraging civic engagement, our neutral stance enables us to fulfill our most important mission: ensuring every student feels heard, supported, and equipped to engage constructively in our democratic process, regardless of their political views or background.
The Ethical Edge is a column brought to you by the MASCA Ethics Committee.
Partnership Between School Counselor and School Librarian
By Christine Weissman, MASCA Affiliate Liaison and Family & Community Engagement Counselor, Ware Jr.-Sr. High School
The American School Counselor Association created the ASCA National Model, which includes four major themes: leadership, advocacy, collaboration, and systemic change. An essential role of the school counselor is collaboration.
I have had the unique opportunity to work my school’s library setting this year. School counselors and school librarians have similar roles related to facilitating student academic and social emotional learning, growth, creativity, sense of belonging, and community. There are many ways school counselors can collaborate with their school librarians.
School counselors can use bibliotherapy - the use of literature to help students deal with psychological, social, and emotional issues. It can be an engaging approach that facilitates self-awareness, fosters emotional wellness, and allows students to gain new perspectives. When students can identify with a character outside themselves, it can provide a safe psychological distance from their problem, creating more room for growth and learning. Librarians have incredible power to put the right books in readers hands at the right times. Shelves should reflect all kinds of experiences, backgrounds, and topics, providing readers with the opportunity to see themselves and others on the pages of a book.
School counselors can work with their school librarians to coordinate on student topics such as anger, anxiety, depression, self-esteem, perfectionism, OCD, bullying, grief and loss, trauma, divorce, social media literacy, smoking, vaping, addiction, mindfulness, self-compassion, and mental health. Students looking for more assistance would benefit from community resources along with theme book displays. For those that are tech savvy, QR codes can be affixed to book covers. For example, if there is a character who struggles with depression, students can find
a link to resources about depression by following the code on the cover.
Since school counselors need creative strategies to reach multiple students in meaningful ways, help students feel seen, and connect to a community of peers, bibliotherapy can fulfill the need of varying levels of vulnerability. A student may choose to read without intervention, or discuss it with their counselor.
Bibliotherapy is not intended to be a substitute for professional mental health care, but it can be a valuable addition to a student’s support system, providing them with a safe and non-threatening way to explore their feelings. The collaboration can extend to book collection development, providing resources, and hosting book clubs, or groups with therapeutic themes. By partnering together, counselors and librarians can create a supportive environment that promotes mental health and well-being for all students.
Other areas of collaboration relate to college and career development and civic and community engagement. Librarians can help integrate technology, activities, and resources, aligning stu-
dent interests with career opportunities to ensure that a career and college-going culture is promoted within the school climate. Students who feel supported, empowered, knowledgeable, and motivated are more likely to attend post-secondary schooling and are more prepared for their future careers.
Another aspect of helping students to prepare for life after high school is by providing resources and information related to civic engagement and leadership roles within their community. Librarians can help facilitate student conversations, promote volunteerism, and expand their outreach to underserved populations. For example, during the presidential elections, books and resources related to voting rights and election processes would be a great display to have in the library. This could coincide with a mock election and lessons with the civics teacher as well. There are endless ways to support student voices within the library community through collaborations with teachers, counselors, and other school staff.
These are just some of the ways school counselors can collaborate with their school librarians to utilize library space and resources for school-wide interventions and supports. Working together to align curriculums and programs can only help to improve the school culture and climate. If you haven’t already, I encourage you to get creative together!!
Resources:
The American School Counselor Association National Model
Bibliotherapy in School and the Role of School Librarians
School Librarian and Counselor BookCentered Program to Address Student Mental Health
American Association of School Librarians
Is it time to answer the question of "Who's coming to Dinner?"
By Kerri-Lynn Ciulla & John S. Steere - MASCA Ethics Committee Members
With the upcoming holidays, many of us may be thinking about the people we are wanting to invite to our houses for dinner parties or general social gatherings that are traditional during the holiday season. This can be a difficult situation for the host as figuring out who will make the invite list is one that could potentially be fraught with challenges. For example, one invitee or multiple people can send the conversation or gathering into a place where feelings are hurt and the group doesn’t enjoy the time together. Furthermore, if what is served or the conversation is not pleasing, people may not see the value in future get-togethers.
Section 504 of the Rehabilitation ACT of 1973 is one of the major pieces of legislation that influences a school counselors day to day functioning. Whether it is advocating for a student to receive accommodations or monitoring how a student’s current accommodations are being implemented by teachers, this piece of legislation is well known by practicing school counselors. However, is much attention paid to the 504 team that determines eligibility? Furthermore, does ethics play a part in that group?
It was in 1965 that Bruce Tuckman published his work regarding Group Development and its stages of Forming, Storming, Norming, Performing and later Adjourning. When using the Tuckman model and applying it to 504 teams, it presents a very interesting view of how and why these teams operate as they do. Furthermore, from an ethical lens, it gives an even more interesting thought of how they impact the work of school counselors.
Just like a host picks the right guests for a balanced party, school counselors must include all relevant stakeholders—such as parents, teachers, and specialists—in 504 meetings to provide comprehensive support for the student. Counselors aim to create a collaborative and supportive atmosphere during these meetings, much like setting a positive vibe for a party. This involves encouraging open communication and aligning on shared goals. While advocating for students’ needs, counselors must remain objective, considering all perspectives, especially when there are differing opinions on appropriate accommodations. Maintaining professional boundaries while building trust with students and families is essen-
tial. For instance, if your supervisor is part of the 504 team, it might lead to an awkward or uncomfortable power dynamic during the meeting. Counselors might find themselves in a dual role, advocating for the student while also determining if they receive the necessary accommodations. Each role involves distinct ethical and logistical challenges. There are also times when legal requirements for 504 plans may conflict with what a counselor believes is ethically best for the student. In each case, counselors must navigate these conflicts carefully, relying on ethical guidelines, clear communication, and collaboration with the 504 team to ensure that decisions are made in the student’s best interest.
Whether preparing for your next holiday dinner or preparing for your next 504 meeting, who comes to the table and how that table is set is just as important of a detail as the actual dinner itself. School Counselors should aim to be a morally strong and an ethically contributing part of this dinner party, just don’t forget to bring the can of cranberry sauce!
Digital Media and Lynn Community Television's "History of Success"
By Judith Josephs, Ed.D.
I have always believed that School Counselors must make an effort to know the community resources that exist for students to gain opportunities. In my many years in school counseling at Lynn Tech High School, I had a television show entitled Learning for Life. There were always three people on the show -- a student, a teacher, and a representative of the organization helping students such as a business or college.
Why is Digital Media important today? The following articles with embedded videos from my tv show “History of Success” encompass the use of Digital Media in a helpful manner for students and School Counselors. Digital media which includes direct interviews with leaders and students. is helpful in the School Counseling field to train, educate, and entertain as well as inspire. Embedded in the media are often photos of labs and medical equipment as well as professional work environments. Digital media introduces more personalized content. It builds community and social interaction and offers important levels of communication.
Digital technology increases the boundaries of available information. Digital media is a form of media using electronic devices for distribution such as this article sent with embedded videos. This article is distributed electronically through the internet. The benefits of digital media make all our lives more enjoyable and productive. The difference between traditional media and digital media is the method of communication. In this article, the author embeds videos in the field of counseling education.
An example of personalized content occurs in my Video Number 1. Rudy Pena, a North Shore Community College student, tells his story on video describing how, as an older student, he was very nervous trying to select a major. He felt that he may
choose wrong and would be stuck in a job that he did not like. The video embedded in this MASCA article is very personalized. The audience can see and hear the feelings of the student in a way that print could not develop. The embedded video offers a real, personalized method of understanding about how students feel about the recent changes affecting community college students today.
Rudy Pena stated that he was very nervous when he applied online. He did not know what program he should take. “Should I take a chance?” was the question he constantly asked himself. He was driven to get back into education because of free college. His doubts involved financial issues and the fact that he was much older than most students. He also did not want to make a mistake and choose the wrong course.
Instead of thinking what could go wrong, think about what could go right. Positive thinking is important. “Every rejection is a redirection,” states Rudy.
Rudy stresses doing it for yourself, always be yourself, dream big, reach for the stars, nobody can take the education from you. If you choose wrong, it is merely a career setback. Learn from mistakes. Keep options open. Break out of the box.
In Video #1 printed information is offered from North Shore Community College (NSCC) President William Heineman and Rudy Pena, a student in Early Childhood Education, highlighting the historical
“Free College for All” Mass Education law passed on July 29, 2024.
“No tuition, no fees, no age limit, and no income limit” as stated by the Association of Mass Community Colleges is emphasized. Rudy Pena, a student at NSCC and President Heineman NSCC focus on this historic law allowing students to attend 15 community colleges free if they have no bachelor’s degree, a high school diploma, and have been a resident of Massachusetts for one year.
“Come and talk to us.” emphasizes President Heineman, North Shore Community College (NSCC). Use northshore.edu to learn about programs offered and make an application to the college. There has been a 19% increase at NSCC this year. The program is a “last dollar” program. This program means that you must apply for all eligible financial programs first. President Heineman also emphasizes open enrollment, flexible scheduling, and different types of support for students.
Some of the obstacles are that you are not eligible if you are a new resident; but, come in any way. NSCC offers GED classes and other sources to connect with a student. Students still must follow the application process. They sometimes think they do not have to do anything. Students must choose a major, register for classes, take placement process testing in English and Math skills in order to be placed in the right classes.
President Heineman highlights unseen costs. At NSCC there is strong support in connecting students to community help with housing assistance, SNAP Program, Food Pantry on each campus, Farmers Program, and Open-Door Organization. He is talking to donors about these unseen challenges and is working to free college tuition scholarships to other needed support.
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He also promotes the idea that all future jobs will require something beyond high school such as short-term training, certificate programs, or degrees.
His vision for NSCC is to help every student consistently and equitably improve their lives, help students achieve a mindset change, and believe that they can do it.
In video Number 2, North Shore Community College Associate Professor Alexander Lawson is interviewed. He is the Program Coordinator of the Licensed Practical Nursing Simulation Labs Program.
An example of personalized content exists in Video Number 2 highlighting advanced technology pictures that are involved in a simulation lab. The latest equipment in a college that simulates all the activities of a hospital is shown by pictures. The hospital simulation is built on the campus of North Shore Community College in Danvers.
This simulation includes twelve health majors. Until the reader sees the pictures, they could not imagine the possibility of learning with the latest equipment in video education. Actors are hired to portray sick people and allow students to work on them while a video camera is taping the scene for students to learn how they could improve. Much of the equipment is new and very impressive.
The Henderson-Bertolon Center for Excellence at the Danvers North Shore Community College had an official opening on June, 2024, but students began using the facility in January, 2024. Many pictures of the rooms and simulation professionals are
shown during the show. The video within this show depicts students working in the simulation labs and showing how helpful the high-tech simulation rooms are for real life clinical situations.
The largest donation l.7 million dollars was given to create the Center for Excellence offering state-of-the -art simulation labs and advanced technology.
Many programs are offered at the Simulation Center such as the following:
Registered Nurse RN, LPN Practical Nursing, Emergency Response, Respiratory Therapy, Surgical Technology, Radiologic Technology, Medical Assistant, Substance Addiction, Criminal Justice, Occupational Therapy Assistant, Human Services, Physical Therapy Assistant, Fire and Safety Protection.
The Simulation Rooms include Respiratory Care, Labor Delivery, Pediatric, two Medical and Surgical Outpatient Rooms, Medical Rooms, Supply Room, two Debriefing Rooms to watch recordings of student work in the labs and to watch mistakes they might have made. During Video recordings students see what they need to brush up on.
Real life situations are part of the Henderson-Bertolon Simulation Center. There is a high stress critical care environment and simulation professionals who could be actors, equipment, or family members play an important role in helping students with hands on experience.
SIM Capture offers multiple videos in each room. Students are given access to SIM Capture and can watch the videos to see if they could come up with different ideas and additional documentation. Debriefing on what was seen and learned. Real-time hands-on learning with instructors and realistic scenarios
Associate Professor Alexander Lawson, Department Chair of the Licensed Practical Nursing 10-month certificate program, speaks of all the health programs collabo-
rating and working together to show students how important it is for each person in health care to work together. He teaches Pharmacology, Current Nursing Trends, and Population Health. Forty students are in the program and the focus is on helping students to be successful in part- time programs with a certificate in the field of Practical Nursing and a focus on direct patient care.
There are many pictures of the high-tech simulation labs as well as a video with actual student experiences. The Henderson-Bertolon Simulation Center for Excellence offers both full-time and part-time Certificate programs as well as Associate Degree Programs. There is also an articulation agreement from the LPN certificate program to the RN Associate Degree Program and the opportunity to sit for the required exam. Students must meet the criteria for the first-year competition to be considered for the RN Program. If a student chooses to go from the associate degree to the bachelor’s program, the exam would be the same, and there is no need in taking the exam again.
Dan
Chief (Lynn) and Christopher Bright Chief (Revere) Fire Departments Leadership, Role Models, Career and Technical Education
In video #3 The interview that takes place with two fire chiefs from Revere and Lynn shows the demanding and changing job involved in firefighting. The chiefs advise students on the best way to start career exploration. The embedded video will be able to reach more people than if the students were to read the information in print. Both chiefs have strong educational
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Video #3. Fire Chiefs
Sullivan
Digital Media
backgrounds and experience in the field. A simple suggestion on video to take the Civil Service examination may have a greater impact on students than simply reading an article. Both interviews and print together are a stronger case for career and technical exploration.
Both Lynn and Revere Fire Chiefs demonstrate excellent leadership in their chosen firefighting field. They lead in helping to solve climate related problems relating to staying up to date in many changes that are occurring as part of flooding, violence, and increased calls for help. Both Dan Sullivan and Chris Bright have excellent backgrounds and are recognized in their community for leadership skills. Dan has a bachelor’s degree in Fire Science from Salem State University and Chris a B. S. from Suffolk University in Public Administration as well as a law degree.
This show highlights career and technical education. Training and education starts with the first step towards achieving a student’s goal would be to take the state Civil Service Exam. Mass.gov is the site students need to start to begin their journey to be placed on the Civil Service list first in theircommunity and then additional other communities. This is a general knowledge and equal opportunity test for the following careers: Municipal Firefighter, Fire Alarm Operator, Environmental Police Officer, Correction Officer, and Transitional Parole Officer. Counselors need to understand the importance of knowing the steps students must take to begin the move towards specific careers. My own career began when a teacher in my high school gave a Civil Service Exam in class. I was able to make enough money to attend college by taking this test.
Both Chiefs stress the idea that once a student has taken the exam and passed, the student is placed on a list. Once a student is hired then the student is incentivized to ob-
tain further training and education in their chosen vocation. EMT certification can be mandatory as it is required in Lynn. In other cities such as Revere new workers are often given cash incentives to obtain their EMT certification. Both Chiefs advise students to come into the Fire Department and speak to them or as many firefighters as they can about the work. Brawn and Brains are both required for a well-rounded applicant. Certified professionals in trades such as carpentry, plumbing, and electrical as well as having college degrees are helpful in gaining promotions. Modern firefighters use modern firefighting equipment which is technically complex.
Firefighters are First Responders. Today’s emergencies are different than they have been in the past. They are more complicated involving carcinogens, violence, greater risk, disaster planning, and team effort. There is a mutual assistance effort called Mutual Aid Pact where you promise to give your resources to each other. Many challenges today are unknown. Firefighting vision is to embrace their community and deliver programs to school systems as part of their leadership effort.
In Video Number 4. La Vida Scholars Prep Program and North Shore Latino Business Association(NSLBA) have been founded by Frances Martinez
Another example of personalized content exists in Video Number 4, as digital media shows strong leadership by Ms. Frances Martinez who was the founder of both La Vida Scholar prep program and North Shore Latino Business Association. Bilingual education is strongly recognized and promoted in this video. Ms. Martinez is a
strong believer in education of both youth and business organizations. The video of her strong interview shows her active role in community building and education of both students and businesses.
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Frances Martinez was the Co-Founder of La Vida College Prep Program based in Lynn. The La Vida Scholars Program at Salem State is an extension of the program in Lynn and includes past students in the college prep program and students from Lynn, Chelsea and Revere. The mission is to partner with families to provide students with resources and opportunities to enter top colleges and keep debt to a minimum. The program began in 2007 and more than 180 families participated by receiving help with campus visits, family meetings matching college savings, counseling, and help with college applications. The program has helped more than 400 students.
Frances Martinez is the CEO and Founder of North Shore Latino Business. North Shore Latino Business Association( NSLBA) is the voice of Latino business, promotes the celebration of Latino culture, and the bringing together of the community.
Counselors can look to NSLBA for outstanding role models and as excellent speakers. This organization is a great resource for schools. Latino business owners can be mentors and tell stories of their pathway to success. There is an emphasis on education of businesses in the financial world as well as providing resources for obtaining loans. The organization highlights members who speak Spanish and are bilingual. The signature events highlight outstanding role models, offers a taste of Latino food, Women Talk Programs, El Mundo, Spanglish, small business summit, Network Spots, and how to support one another.
There are many educational events for the community such as Seminars Financing Loans, All in White Summer Event cel-
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ebrating joy in the business community, spotlighting people Fiestas, connecting people, and sharing important fun times with colleagues. Hispanic Heritage Month honors top businesses and non-profit leaders in the North Shore Community. There are almost 900 members in NSLBA with a very impressive and diverse Board of Directors. Educational Events are televised by Telemundo celebrating small businesses. This is the voice of Latino business on the Greater Boston and North Shore as well as other New England states.
In Video Number 5. Tenth Year Scholarship Fundraiser, a tradition of Lynn Tech Alumni Association, is known as the Festival of Trees. Scholarship money and tools will be given to Lynn Tech High School students at the Awards Ceremony 2025 because of the money raised by the Festival of Trees event.
A final example of personalized content occurs in video Number 5. Digital media artistically and creatively displays its effectiveness through pictures and interviews.
This digital media through pictures and prints displays the ten-year traditional fund raising of the Lynn Vocational Technical Association in community building and scholarship fundraising. Pictures of trees combined with printed scholarship information shows a powerful personal touch for a long period of time successfully raising scholarship money through the Tenth Anniversary of the Festival of Trees.
Counselors in most high schools are involved with Awards Ceremonies. The goal
of the Lynn Tech Alumni Association is to have as many students as possible receive checks or tools at the 2025 end of year Awards Ceremonies. At the Festival of Trees event, musical entertainment takes place, a food concession is offered, Santa is scheduled for Friday evenings, and children make simple Christmas ornaments to take home with them. It is a form of community building at its best. Many people and alumni have not seen each other for many years and meet here to reconnect. A festive reunion of people takes place.
Trees can take different shapes. The Carpenters Union set up a ladder and placed many gifts on the ladder in place of a tree. Each year the Alumni adds additional scholarships based on the success of the Trees. Perseverance Scholarships were added to last year’s event. Laptops, cutting shears, knife sets, gift cards, and tools were examples of awards given to students.
The goal of the Event sponsored by Lynn Tech Alumni Association is to financially support the school in any way possible such as an ice cream truck at the end of the year celebration and equipment donated for the Weight Room. The Event helped to build a new kitchen for special needs students. The fund-raising event that occurs in the Christmas season is the “Festival of Trees.”
The many pictures of trees combined with donations show a personal touch to successfully raising scholarship money.
The primary objectives are to highlight coming to the school, meeting friends, donating, and raising money for as many students as possible to receive a benefit from this event. The winner takes the whole tree with all gifts.
Counselors are part of the promotion of education and training of students for success. This is an Event recognizing the success of students and increasing awards at the endof-year ceremony. There is a scholarship committee of school counselors who are part of the group of people determining scholarship recipients.
Summary of the October 8th Governing Board Meeting
Jessica Descartes, Board Chair, called the meeting to order. The agenda and June 6 meeting minutes were approved unanimously. Bob Bardwell, Executive Director, presented his report, highlighting new promotional videos, upcoming meetings to revise School Counselor Indicators, and the need for middle-level SIG leaders. Bob announced that the 2024 School Counselors Summer Camp will be held July 22-24, 2025, at the College of the Holy Cross. The Mashpee and Medway Counseling programs are undergoing Program Evaluations of both their middle and high schools. Planning for the annual conference is underway, with proposals being solicited. MASCA is also working on converting to a 501-C3 nonprofit status and offering CEUs for social workers in the future.
The financial report for July and August 2024 shows MASCA in decent fiscal shape, despite significant summer expenses. The Research & Evaluation Committee reported on a new survey being developed in collaboration with the School Counseling Shortage Committee. The survey will gather data on how counselors entered the profession, and once finalized, it will be distributed to members for anonymous reporting. Other committee reports were acknowledged, covering topics such as ethics, advocacy, and professional recognition.
New business included approving the 2023-2024 financial reports and updates to MASCA’s vision, mission, and core values. The Board approved the 3-year strategic work plan for 2024-2027 and discussed the Dana Catarius Memorial Scholarship fund. The School Counselor Pipeline Committee, previously an ad hoc group, was made a permanent committee. An educational presentation followed the Board meeting focusing on the Clifton Strengths and their applicability to members’ leadership potential. There were several announcements, including updates on IDEA Diversity Fellows and upcoming events. We encourage you to visit the MASCA website.
Respectfully submitted,
Julie Cahill-O’Shea, Secretary
Implementing the MA Model 3.0: A Framework for ComprehensiveSchool Counseling Programs
by Helen O'Donnell, Ed.D, MASCA MA Model Committee,
Note: This article is a follow up to the Nov. 2024 article on chronic absenteeism.
After identifying chronic absentees and applying the sequence: research, listen, educate, and act discussed in the Nov, 2024 CN, you created a personalized action plan for each chronic absentee and are delivering the strategic intervention/s. The intervention/s might include class activities, Tier 2 groups, and//or Tier 3 individual sessions, but what are the results of the intervention? Gathering on-going formative data, applying the Cycle of Inquiry (MA Model 3.0 p.27), and the % change formula will help quantify the impact of your interventions.
The first step is to gather your baseline data. A template or spreadsheet is a way to gather data and chart progress. I suggest you identify chronic attendees (CA) by grade level and gather some demographic information. Are CA’s bunched in certain grades or in specific disaggregated categories?
Next, using 180 days/academic year and 45 days/term, gather previous year and Term 1 absentee data to determine previous year and current Term 1 absenteeism % rates to use as your baseline for future comparisons to assess change. (Divide # days absent by either 180/ academic year or 45/term and multiply by 100 = absenteeism % rate.)
Student x: 56 days absent in Grade 9. 56/180 days x 100 = 31.1% absentee rate
Sample 1: 15 days absent Term 1. 15/45 x100 = 31.1% absenteeism rate. Assessment: Same attendance pattern.
Sample 2: 19 days absent Term 1. 19/45 x 100 = 42.1% absenteeism. Chronic absenteeism rate is escalating.
Sample 3: 8 days absent Term 1. 8/45 x 100 = 17.7% absenteeism. Attendance improving.
Sample Monitoring chart/spreadsheet:
As the year progresses, apply the Cycle of Inquiry and continue to track attendance by term to determine if the school’s and your interventions are having a positive impact improving attendance or need adjustments. Your ongoing formative data assessments will guide each student’s intervention action plan. Consider having students identify personal attendance goals, help brainstorm attendance action plan steps, and track their weekly or monthly attendance to monitor their goal achievement.
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You can also use the % change formula to assess change each term:
Monitoring on-going term attendance data and end year summative attendance data provides quantifiable results data. This process is an example of using evidence-based practices to assess the impact of targeted interventions and guides data-driven action planning.
Regular, on-time school attendance is a key employment credential. Educating chronic attendees that school is their first employer and report card attendance data provides insight to potential future employers about their future employee dependability.
Multi-tiered 2024 -25 MA Model PD Opportunities.
Trainer: Helen C. O’Donnell, Ed.D, All inquiries: helenod@att.net
Opportunity #1 — Select your Independent Study Offering
• Series #1 Be Informed (FREE) Registration includes links to 5 free webinars.
• Series #2 Be Prepared: Annual Calendar Development - Templates and Guided mentoring available. 15 MASCA PDP’s — Cost $80,
• Series #3 – Be Organized: Curriculum Mapping (NEW) - Templates and Guided Mentoring available. 15 MASCA PDP’s — Cost $80.
Opportunity #2 Zoom sessions and Independent Study
Series #4: Be Accountable and Data Informed Hybrid PD with zoom sessions and guided mentoring 25 MASCA PDP’s - Cost $150 Identify a research question. Design and implement a research project. Analyze on-going implementation data. Capstone: Summarize project and outcomes with a MARC Jr. Several webinars provided. Template and rubric provided.
Opportunity #3: Select a graduate course. Request syllabi summaries: helenod@att.net
Registration: $450 includes 45 MASCA PDP’s OR 3 Grad. credits from Fitchburg State University (add’ $295 grad registration fee at FSU).Webinars, instructional materials, templates provided.
• MA Model Introductory Institute
• MA Model 2: Next Steps
• Counselors in K-12 Classrooms: Delivering Curriculum That Supports Academic Achievement & CCR
• Counselors in K-12 Classrooms: Action Research and Program Assessment
The mission of MASCA is to promote excellence in the school counseling profession by advocating for, connecting, supporting, and empowering school counselors in the Commonwealth of Massachusetts through leadership, collaboration, and professional development. Visit us on the web at www.MASCA.org
MASCA deeply values its diverse membership and is fully committed to creating an organization where each individual is welcomed, included, respected and empowered. No person will be excluded from MASCA on the basis of race, color, religion (creed), gender, gender expression, age, national origin (ancestry), disability, marital status, sexual orientation, political affiliation or military status, or for any other discriminatory reason.
These activities include, but are not limited to, appointment of its Governing Board, hiring or firing of staff, selection of volunteers and vendors, and the providing of services.
