Rationale for Comprehensive Model of School Counseling A comprehensive school counseling program is an integral component of the schools academic

mission (ASCA Executive Summary). A program that aligns their mission and beliefs of the school with the goals for the school will undoubtedly make positive changes in their respective school districts (ASCA Model). Now more than ever, in our ever-changing, fastpaced, data driven education system, it is vital that schools initiate and adhere to a comprehensive school counseling program. If a framework is not in place, ambiguity and miscommunication will result in less student achievement. As an educator dedicated to student progress and success, I agree with the Tennessee Model for Comprehensive School Counseling which is aligned to ASCAs standards as it states this model serve as a catalyst of change, empowering and uniting Tennessee school counselors as they fulfill their mission of preparing Tennessee students to live and work in the 21st century (TN Model p.6). This is why a comprehensive school counseling program, driven by student data and based on standards in academic, career and personal/social development, promotes and enhances the learning process for all students. (ASCA Executive Summary). The success of any effective program is likely related to its agenda or plan that clearly aligns distinct goals and responsibilities to be completed. Using a school counseling plan that is comprehensive in nature, will help ensure that the plan is aligned with national and state standards as well as the mission and goals of the grogram. In the school counseling realm, studies show that counselors that use a comprehensive school counseling program through the ASCA national model, exhibit higher levels of job satisfaction in school counseling programs that have administrative support, facilitate communication between faculty and staff, have a clearly written and directive philosophy, serve all students in the school, and take time for

planning and evaluation (Pyne, 2011 p. 94). This success is likely attributable to a clearly communicated plan for all school personnel. For school counselors, comprehensive school counseling programs define their responsibilities, reduce or eliminate non-school counseling activities, and provide them with direction, including integration into the schools mission (Pyne, 2011 p. 89). A comprehensive school counseling program will enable school counselors to focus their efforts on better meeting the needs of students, evaluating the success of the program, and advocating for the profession. A method that will aid in this realm is the use of data in a comprehensive school counseling program. ASCA defines the use of data as an accountable method to align the school counseling program with the schools academic mission (Young & Kaffenberger, 2011 p. 67). A recognized ASCA model program that effectively uses data helps school counselors evaluate their program, identify areas for improvement, and enhances the school counseling programs efforts to contribute to student success (Young & Kaffenberger, 2011 p. 68). A program aligned with the ASCA model will guide the process of gathering data and using in to measure the effectiveness of the program and better meet the needs of students. In conclusion, the use of a comprehensive school counseling plan will increase the likelihood of having being an effective school counselor and having an effective and successful school counseling program. Doing so will create a framework for the school district and enable counselors to use their knowledge, skills, and abilities in a way that will better the lives of students. This is a goal that all school counselors should have and using the ASCA model to guide the process will help reach success.

References American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author. ASCA national model a Framework for School Counseling Programs. Executive Summary. Alexandria, VA: Timberlake Publishing. Retrieved from http://ascamodel.timberlakepublishing.com/files/Executive Summary 3.0.pdf Pyne, J. R. (2011). Comprehensive school counseling programs, job satisfaction, and the asca national model. Tennessee Department of Education, (2005). Tennessee model for comprehensive school counseling. Retrieved from American School Counselor Association Publications website: http://www.state.tn.us/education/ci/counsel/doc/comp_sch_counsel_model.pdf Young, A., & Kaffenberger, C. (2011). The beliefs and practices of school counselors who use data to implement comprehensive school counseling programs.