Kansas School Counselor Association
POSITION STATEMENT
#1 Comprehensive School Counseling Programs
We believe that in Kansas schools:
1) school counseling must be seen as an educational program involving a multifaceted system for
facilitating the person-social, educational, and career development of all students;
facilitating the person-social, educational, and career development of all students;
2) professional counseling interventions and developmental services must be seen as essential
components of a comprehensive program;
components of a comprehensive program;
3) comprehensive school counseling programs must have a developmental orientation with
integrative curriculum designed to help every student to acquire and use specific competencies
and reach specified outcomes;
integrative curriculum designed to help every student to acquire and use specific competencies
and reach specified outcomes;
4) developmental and intervention processes and content must be systematically planned and
delivered through a team effort of counselors, teachers and other staff members, administrators,
parents and the community.
delivered through a team effort of counselors, teachers and other staff members, administrators,
parents and the community.
Toward this end the KSCA endorses, supports and encourages the local implementation of the
Kansas Comprehensive School Counseling Program Model and Guidelines (1993, Kansas State
Department of Education) and Sharing the Vision, The National Standards for School Counseling
Programs (1997, American School Counselor Association).
Kansas Comprehensive School Counseling Program Model and Guidelines (1993, Kansas State
Department of Education) and Sharing the Vision, The National Standards for School Counseling
Programs (1997, American School Counselor Association).
POSITION STATEMENT
#2 Role of the School Counselor
To help in communicating the role of the school counselor to various publics, the Kansas School
Counselor Association endorses "Role Statement: The School Counselor" (July, 1990, American
School Counselor Association).
Counselor Association endorses "Role Statement: The School Counselor" (July, 1990, American
School Counselor Association).
An educational background and classroom experience enables the school counselor to serve as a
valuable link between students, faculty and administration.
valuable link between students, faculty and administration.
Psycho-educational interventions are second nature to school counselors.
Professional school counselors are committed to the teaching of a comprehensive developmental
school counseling program model.
school counseling program model.
School counselors are professionals, trained and dedicated to supporting the academic missions
of schools by promoting and enhancing the learning process.
of schools by promoting and enhancing the learning process.
The purpose of the school counseling program is to impart specific skills and learning
opportunities in a proactive and preventative manner which ensures that all students can achieve
school success through academic, career and personal/social development experiences.
opportunities in a proactive and preventative manner which ensures that all students can achieve
school success through academic, career and personal/social development experiences.
For years, school reform initiatives have been enacted in the name of achieving excellence in
education. The current movement to design standards and world-class benchmarks by the
academic disciplines ensures that all graduates of our high schools
education. The current movement to design standards and world-class benchmarks by the
academic disciplines ensures that all graduates of our high schools
and post-secondary institutions can compete in a global economy. The School Counselor's Role in
Educational Reform (ASCA, 1993) encouraged school counselors to become catalysts for
educational change, and to assume or accept a leadership role in education reform School
Counselors are in a position to call attention to situations in schools that are defeating or
frustrating students and thereby hindering their success.
Educational Reform (ASCA, 1993) encouraged school counselors to become catalysts for
educational change, and to assume or accept a leadership role in education reform School
Counselors are in a position to call attention to situations in schools that are defeating or
frustrating students and thereby hindering their success.
Professional school counselors provide direct services to students, faculty, staff, parents, and the
community, and are identified as a crucial part of school planning, school programs, and school
environment. Classroom experience makes school counselors much more valuable resources to
teachers, and a better link to what is happening in the school system
community, and are identified as a crucial part of school planning, school programs, and school
environment. Classroom experience makes school counselors much more valuable resources to
teachers, and a better link to what is happening in the school system
Professional school counselors must be recognized as indispensable partners of the instructional
staff in the education of students and the development of good citizens and leaders. As
professional educators, school counselors are committed to participate as members of the
educational team Therefore, it is vital that professional school counselors have a degree in
education, along with classroom teaching experience.
staff in the education of students and the development of good citizens and leaders. As
professional educators, school counselors are committed to participate as members of the
educational team Therefore, it is vital that professional school counselors have a degree in
education, along with classroom teaching experience.
POSITION STATEMENT
#3 School Counselor Employment Position Guides
An employment position guide/job description is helpful for both schools who employ counselors
and the counselor. The KSCA endorses the use of the "Sample Position Guides" included in the
Kansas Comprehensive School Counseling Program Model and Guidelines (I 993, Kansas State
Department of Education).
and the counselor. The KSCA endorses the use of the "Sample Position Guides" included in the
Kansas Comprehensive School Counseling Program Model and Guidelines (I 993, Kansas State
Department of Education).
The,Rationale,
During the process of candidate selection, a position guide serves as an effective discussion tool
regarding job expectations. After employment, it serves as an advanced organizer for the work of
the counselor. During the process of performance evaluation, it may be used as a discussion tool
as well as identifying specific criteria for assessing the performance of duties and setting of
improvement goals.
regarding job expectations. After employment, it serves as an advanced organizer for the work of
the counselor. During the process of performance evaluation, it may be used as a discussion tool
as well as identifying specific criteria for assessing the performance of duties and setting of
improvement goals.
POSITION STATEMENT
#4 Evaluation of School Counselors
While conforming to state and local regulations, evaluation processes for school counselors
should be based upon a recognition of the differences between the role and functions of
counselors and that of a classroom teacher.
should be based upon a recognition of the differences between the role and functions of
counselors and that of a classroom teacher.
The Rationale:
The primary purposes of evaluation include continued improvement and professional growth. It is
recommended that counselors be evaluated with regard to the implementation of the district's
written program and the school counselor's position guide/job description.
recommended that counselors be evaluated with regard to the implementation of the district's
written program and the school counselor's position guide/job description.
POSITION STATEMENT
#5 Recommended Student/Counselor Ratio
A counselor/student ration of 1/100 (ideal) to 1/300 (maximum) is recommended in order to
implement a comprehensive developmental school counseling program designed to meet the
developmental needs of all students.
implement a comprehensive developmental school counseling program designed to meet the
developmental needs of all students.
The Rationale:
To implement a comprehensive program effectively, schools must consider such factors as
program scope, counselor role and function, descriptions of the position of the school counselor,
and the extent of involvement and contributions of others to the program.
program scope, counselor role and function, descriptions of the position of the school counselor,
and the extent of involvement and contributions of others to the program.
POSITION STATEMENT
#6 Certification/Licensure for Professional School Counselors
The Kansas School Counselor Association endorses educational teaching preparation and
experience as part of Kansas Licensure for professional school counselors.
experience as part of Kansas Licensure for professional school counselors.
The Rationale:
Professional school counselors are educators first, and counselors second.
School counselors are specifically trained professionals who work in school settings with students,
parents, educators and others within the community.
parents, educators and others within the community.
No other educator group processes the unique combination of education background, experience
and skills provided by counselor training.
and skills provided by counselor training.
POSITION STATEMENT
#7 Kansas Science Education Standards
The Kansas School Counselor Association (KSCA) supports the 9/25/99 resolution of the Kansas
Association of Teachers of Science (KATS) which states: "Whereas the Kansas Science
Education Standards as approved by the Kansas State Board of Education are not consistent
with the vision and content of the national Science Education Standards, the Benchmarks for
Science Literacy, and the pathways to the Standards;
Association of Teachers of Science (KATS) which states: "Whereas the Kansas Science
Education Standards as approved by the Kansas State Board of Education are not consistent
with the vision and content of the national Science Education Standards, the Benchmarks for
Science Literacy, and the pathways to the Standards;
Be it resolved that he Board of Directors of the Kansas Association of Teachers of Science
(KATS) does not support and disassociates itself from these Kansas Science Education
Standards as approved by the Kansas State Board of Education."
(KATS) does not support and disassociates itself from these Kansas Science Education
Standards as approved by the Kansas State Board of Education."
Rationale
KSCA members are concerned with the educational well being of Kansas students. The omission
of evolution and related theories from the state standards severely limits students' learning
experiences and denies them adequate educational opportunities.
of evolution and related theories from the state standards severely limits students' learning
experiences and denies them adequate educational opportunities.
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