Issuu

Volume 44

Number 9

www.masca.org

May 2008

A Time for Professional Development

s school counselors, we spend an awful lot of time planning. In the beginning of the school year, we are planning for the year ahead. At the end of a week, we are planning for next week. It often seems we spend more time planning than we actually spend doing. Then the end of the year rolls around, and we are left looking back at all the things we planned to do, but never did. By the time you read this, the MASCA spring conference will be a distant memory and thoughts of the upcoming summer are likely on your mind. Hopefully you are winding down from a successful year, both for you as a professional school counselor and for your students. May is the middle of MCAS season, and for those with students who are testing this year, I hope your students (and staff members) are not too stressed. I am sure that many of us look forward to the summer because of the muchneeded time to recollect ourselves and get ready for yet another school year. I don’t know about you, but I often find that I have to defend myself to my friends and family who are not in education about how we don’t work all summer. We know, however, that our jobs are not really over at the end of a contractual year. Summer is often the only time we have to ready ourselves for another successful year. For many of us, summer also provides opportunities for professional development that we are unable to access during the school year. These opportunities may include visiting colleges, attending an ASCA or other national conference, or taking a graduate-level class. Summer can be a great time for professional development because we can put what we learn to use when the school year begins!

JENNIFER McGUIRE MASCA President We all have our own story as to why we entered the field of school counseling. Some of us had careers in education or other fields; for others, it is our first career. We come from a variety of backgrounds and have traveled different paths, but for one reason or another, we have ended up

here—together. Although our jobs can be crazy and hectic and we are often doing a million different things in any given day, there are some aspects of our jobs that appeal to us more than others. Some of us are passionate about helping students plan for their futures, some of us prefer working one on one, and some of us actually enjoy in class guidance. But in order to truly serve our students, it is important that we seek out professional development opportunities that not only parallel our passions but also focus on areas that may be difficult, or even less appealing, for us. In such areas professional development truly makes a difference. I hope that you take some time this summer to have an experience that helps you grow in an area where you need it most. ■

Keep up to date. Visit MASCA’s website regularly. www.masca.org

PLAN NOW TO ATTEND! 2nd MA Model Implementation Institute 2008-2009 Wednesday, July 16 • Dean College (Lodging arranged at Dean College)

Thursday, July 17 • Dean College Thursday, October 23 • MASCA Fall Conference Wednesday, November 19 • Dean College Implementation sharing at the MASCA Spring 2009 Conference

Free advocacy workshop Help advocate for our students, our schools, and our profession. MASCA has partnered with NEACAC, the College Board, and TERI to advocate for school counseling in Massachusetts, and we need your help.

COUNSELOR’S NOTEBOOK 2007– 2008

We invite you to participate in a free one-day advocacy workshop to be held on Friday, May 16 at a location to be determined (somewhere in the greater Boston area). The training session will be conducted by Lori Fresina of M & R Strategic Services.

PRESIDENT JENNIFER JUST McGUIRE Upper Cape Cod Regional Technical School 220 Sandwich Road, Bourne, MA 02532 Tel. 508-759-7711 x247 • E-mail: jmcguire@uppercapetech.org

If you would like to join us, contact either Brad MacGowan (bmacgowan@comcast.net) or Bob Bardwell (bardwellr@monsonschools.com). ■

PRESIDENT-ELECT KAREN M. D’AMOUR Manchester Essex Regional High School 36 Lincoln Street, Manchester, MA 01944 Tel. 978-526-7641 • Fax 978-526-2044 E-mail: damourk@mersd.org PAST PRESIDENT ROBERT BARDWELL Monson High School, 55 Margaret St., Monson, MA 01057 Tel. 413-267-4589 x1107 • Fax 413-267-4157 E-mail: bardwellr@monsonschools.com VICE PRESIDENT ELEMENTARY AMANNDA BARTRAM Lynn Public Schools, Lynn, MA 01902 E-mail: bartrama@lynnschools.org VICE PRESIDENT MIDDLE / JUNIOR HIGH CELESTE CIANFRANI Gateway Regional High School 12 Littleville Road, Huntington, MA 01050 Tel. 413-685-1109 • E-mail: ccianfrani@grsd.org VICE PRESIDENT SECONDARY MATT COLEMAN Southeastern Regional Vocational Technical High School 250 Foundry Street, South Easton, MA 02375-1780 Tel. 508-238-4371 • E-mail: mcoleman@sersd.org VICE PRESIDENT POSTSECONDARY JAY LEIENDECKER Vice President Enrollment Services, Dean College Tel. 508-541-1509 • Fax 508-541-8726 E-mail: jleiendecker@dean.edu VICE PRESIDENT ADMINISTRATORS TBA VICE PRESIDENT COUNSELOR EDUCATORS REBECCA A. SCHUMACHER UMass Boston, Boston, MA 02125 Tel. 617-287-7651 • Fax 617-287-7667 E-mail: Rebecca.Schumacher@umb.edu VICE PRESIDENT RETIREES RALPH SENNOTT P.O. Box 1391, Westford, MA 01886 Tel. 978-692-8244 • E-mail: ralphsennott@hotmail.com EXECUTIVE DIRECTOR THOMAS HUGHART Wellesley High School, Wellesley, MA 02481 Tel. 781-446-6305 x5142 • Fax 781-446-6308 E-mail: thom_hughart@wellesley.mec.edu TREASURER TINA KARIDOYANES P.O. Box 1007, Monument Beach, MA 02553 Tel. 508-759-3986 • E-mail: tkaridoyanes@gmail.com SECRETARY ANN HOURIGAN North Reading High School, North Reading, MA 01864 Tel. 978-664-7800 • E-mail: annhourigan@yahoo.com Questions concerning membership in the Massachusetts School Counselors Association should be addressed to: MEMBERSHIP COORDINATOR DEBORAH CLEMENCE P.O. Box 805, East Dennis, MA 02641 E-mail: DeborahClemence@verizon.net The Counselor’s Notebook is published by the Massachusetts School Counselors Association, Inc. 10 times a year, September through June. The yearly subscription rate is $20.00; individual issues are $2.00. Opinions expressed in the articles published herein represent the ideas and/or beliefs of those who write them and do not necessarily reflect the views or policies of the Massachusetts School Counselors Association, Inc. The acceptance of an advertisement for publication does not imply MASCA endorsement of the advertiser’s programs, services, or views expressed. © 2008 by the Massachusetts School Counselors Association. All rights reserved. Questions concerning submission of articles, publication deadlines, advertising rates, etc., should be addressed to: SALLY A. CONNOLLY, Editor 19 Bayberry Road, Danvers, MA 01923 Tel. 978-774-8158 • Fax 978-750-8154 E-mail: sallyconnolly@att.net

COUNSELOR’S NOTEBOOK

Whistle a Happy Tune By Sally A. Connolly, Counselor’s Notebook Editor morning, Sunshine.” “Good “G ood morning, Glory.” Each day my

father greeted his two little girls with a beaming smile and these words. I had always thought that the exchange came from an old vaudeville routine. My father had delighted in those live shows filled with singing, dancing and, of course, great comedy. More than likely, though, my father had adopted his salutation from the song in the movie Sitting Pretty (1933). The tune, “Good Morning Glory,” reappeared years later as the theme for Neil Simon’s movie Brighton Beach Memoirs. These days it echoes in my granddaughter, Sommerlyn. Sunnie, so aptly nicknamed at birth, walks in sunshine. She knows that life is good. For her, singing and dancing in the rain are distinct possibilities. When the blue skies darken and violets fall, she waits patiently. Sunnie knows that the grey skies are “gonna” clear up and that the sun will come out tomorrow. Sunnie’s innate cheerfulness should serve her well. Like moths, we are attracted to the light, the bright, and the warm, and a sunny disposition is enchanting. An optimistic view of life, moreover, has been shown to affect our health and even how long we live. Evidence of the mind-body connection has grown steadily. Years ago, in his book Anatomy of an Illness, Norman Cousins demonstrated how choosing laughter helped him survive serious illness. More recently, health professionals are recognizing the role played by placebos, meditation, and visualization in successful medical treatment. Patients with heart disease, the latest study shows, benefit greatly from an optimistic view of their illness. Researchers found that those who were most positive about their recovery actually healed faster and lived longer. Possibly because they made heart-healthy changes in their lifestyle, followed their doctor’s orders MAY 2008

more diligently, and in doing so, reduced the harmful effects of stress. When faced with serious illness, thus, we’ve “gotta” have heart. Cinderella was right. Fairy tales can come true. Impossible things are happening every day. Those of us not so naturally inclined to cheerfulness can still put on a happy face. We can choose to look on the bright side. Decision by decision, step by step we can cross over to the sunny side of the street. We can seek out the kernel of good in each person and in each situation, and we can sweeten the lemon on our plate. We can look for the silver lining. When twilight time approaches and deep purple falls, we can count our blessings instead of sheep. And when the red, red robin comes bobbin’ along to a new day dawning, we can rise, shine, and whistle while we work.

Many years ago, Norman Vincent Peale inspired the youth of my generation to believe in the power of positive thinking. He preached that “our happiness depends on the habit of mind we cultivate. So practice happy thinking every day. Cultivate the merry heart, develop the happiness habit, and life will become a continual feast.” My own flaxen-haired princess was born on the first day of spring. In her I see hope personified. I also see the recipe for a healthy heart and a fruitful life. I have decided that “I’ll have what she’s having. Make mine sunny side up.” ______________________ Sally A. Connolly is the author of A BOY FROM LAWRENCE (2006) and Never Better: All Things Considered (2007). For more information, go to www.neverbetter.net. ■

CURRY COLLEGE

1071 Blue Hill Ave. • Milton, MA 02186 www.curry.edu curryadm@curry.edu Since its founding in 1879, Curry College has been a forward-looking institution that emphasizes individualized education and personal development. Curry is a private, four-year, co-educational college offering programs in the liberal arts and professional fields leading to bachelor’s and master’s degrees.

Q UICK FACTS

ABOUT

C URRY C OLLEGE :

• Curry serves over 2,000 full-time, traditional undergraduate students from 40 states and 32 countries • Curry’s wooded, 137-acre New England campus is locatedjust minutes from downtown Boston • Approximately 1400 Curry students reside on campus • Curry offers 20 majors and 50-plus minors and concentrations • Curry’s student/faculty ratio is 12:1. The average class size is 20 students • Approximately 70% of undergraduate students receive some form of financial aid • Students can choose from a wide array of extra-curricular activities including 13 NCAA Division III athletic teams

ACHIEVE EXCELLENCE IN ALL THAT YOU DO (800) 669-0686 or (617) 333-2210

Get Involved to Change the World

BOB BARDWELL MASCA Past President

elcome to May. It’s that time of year when school districts are scrambling to fund their budgets for next year. We keep hearing that the economy is in a recession. The governor’s casino project is on hold, which likely means less state aid to cities and towns. Now there is new talk of raising taxes to fund essential services. It’s likely that some schools are looking to cut services and school counselors may be on the chopping block, yet again. The Monson school system is looking at about a million-dollar deficit for next

year. The only good news is that they have already cut the counseling staff to a minimum (three school counselors for 1650 students). There is no room left to cut without eliminating the department. Cuts will have to come elsewhere, but that still will have a serious impact on the work we do. Fewer elective sections and larger class size will impact scheduling. Students who do not get their first choice classes will be less likely to excel. Disruptions and conflicts will likely increase. More time will have to be spent explaining to colleges about the limited offerings and why Johnny didn’t take French IV when it says we offer it on our profile. The list goes on and on. It’s so easy to complain during these tough times, but what good does it bring? I was talking with a student and his parents recently about the elimination of the music and French programs. He wants to take a course in each area. In discussing options, he could take a college course, an online class, or perhaps even an independent study. But these options will cost him money, will be an inconvenience, and may impact his future plans.

We offer Degrees and Certificates in

As gloomy and doomy as the situation is, the only thing that keeps me thinking positively is that this crisis will eventually pass. While it may take several years, I know it will get better. In addition, I am able to keep my focus because of the work I am doing in MASCA. I often think about what my life would be like if I wasn’t involved with our state school counseling organization. What would I do to not focus on the negatives in my daily job? Where would I turn when I needed an opinion or an opportunity to consult with a colleague in a similar situation, although perhaps hundreds of miles away? Just the other day I was lifted up by my work with the MASCA Vision Team. This small group of individuals (there are seven of us) is working hard to make others aware of what school counselors can do in Massachusetts to make a difference in the lives of the students we serve. Initially we are working with the Government Relations Committee to conduct a mail campaign to members of Governor Patrick’s Readiness Project Leadership Council. Down the road we are planning more advocacy projects. I was scheduled to meet with Karen Harrington, Senior Research Fellow from the Center for School Counseling Outcome Research at UMass/Amherst. I was so busy and had so much to do that I was not particularly excited about the meeting. However, by the time we finished our work and had consulted with the other team members via conference call, I had done a complete turnaround. I had found the energy I lacked. I no longer was cranky and, most importantly, I was able (if even for a short period of time) to forget about all the other issues I am facing and to instead focus on something important to our profession. So, my message is this. Get involved. Do something outside of your normal routine or outside of your comfort zone. Give back to your profession. We need dedicated and passionate members to step up and make a difference. Margaret Mead says it best: “Never doubt that a small group of thoughtful people could change the world. Indeed, it’s the only thing that ever has.” It’s time that you join the group and become the next generation of school counseling leaders. To learn how to get more involved with the advocacy project or other aspects of MASCA, contact me at bardwellr@ monsonschools.com. ■ COUNSELOR’S NOTEBOOK

DEAN COLLEGE T H E W A Y T H E R E.

98% of our graduates get accepted into 4-year colleges. 9 8 % ! We m u s t b e d o i n g s o m e t h i n g r i g h t . 1-877-TRY-DEAN • www.dean.edu

MAY 2008

Retirees: A Vibrant Natural Resource

n some countries the elders are revered and are sought out for their wisdom. In the United States many times our elders have to assert themselves to prove that they still have what it takes to be a contributing and valued member of society. They have to constantly prove their intelligence and show that they still have their full faculties and that they can and should be valued as a great natural resource to those still active in their chosen profession. This seems especially true in the field of school counseling. Our profession has not had a long history, and it has been evolving rapidly since its inception. Technology has been developing rapidly as well, and anyone born in the eighties will find technology skills to be second nature. As a result, senior school counselors may feel left behind, and young school counselors may think that they may know more. I suggest that a MASCA break-out

KAREN D’AMOUR MASCA President-elect session—“What I learned from seasoned school counselors that I never learned in graduate school”— would give some of us an opportunity to wax poetic about our elders in the profession. When senior members of the guidance department in which I worked told me about the activities/methods/interventions they had tried, the possible outcomes, and ideas on how to improve on them, I listened carefully. Their ideas were relevant and helpful. In fact, it was a retiring counselor who in-

troduced me to the local MASCA affiliates in my area and encouraged me to join. Working on the North Shore I have seen retired counselors like Mark Haberland, Jim Stafford, and John Gould continuously mentor new counselors in a friendly and inviting way. Of course there are the recently retired counselors who go on to pursue a new career interest or focus on a hobby or obsession (like golf), but they always seem to find time to stay involved with the counseling profession and want to continue to serve. MASCA is full of these wonderful giving people. Some of them include Helen O’Donnell, who year after year dedicates much valuable time to chair the conference committees as well as other MASCA responsibilities. Jan Tkaczyk, who was the executive director of MASCA for years, keeps involved because of her ongoing commitment to the organization. Mary Westcott, Ed Bryant, and John Gould are involved with planning MASCA’s 50th anniversary celebration. And as I write this, let’s be aware that the editor of the Counselor’s Notebook is also a retired counselor, who is dedicating her talents to bring us a quality publication. There are many more examples in MASCA and in our schools, communities, and affiliates. For the sake of time and space I stop here, but you do not have to. If you are a retiree and you are reading this and want to share with us your counseling involvements, we welcome hearing about them. Please e-mail me your story at damourk@mersd.org. If you are a retired counselor and want to get more involved, contact Ralph Sennott, who chairs the MASCA Retiree Committee. His e-mail is rsennott@hotmail.com. I suspect that age discrimination will continue to exist. The young will continue to be vibrant, creative, brilliant, enthusiastic, and determined to propel us forward. That is as it should be. However, we do a disservice when we underestimate the contributions and wisdom of our talented retirees. If I could start a movement on this topic I would call it “Retired and Admired.’’ ■ COUNSELOR’S NOTEBOOK

MAY 2008

ED’S VIEWS

15th Annual Summit of Peacemakers: A Conference of Peer Mediators June 2, 2008 (Grades 6-12) • June 3, 2008 (Grades 4-6) Hampshire College, Amherst School peer mediation teams and advisors, all welcome. Send inquiries to Helen O’Donnell at helenod@worldnet.att.net 2007 photos and registration form can be found on MASCA’s website, www.masca.org

ED BRYANT, NCC MASCA Life Trustee

Look Forward To Your Future

With Mitchell College’s outstanding 4 and 2-year academic programs, along with the Thames Academy pre college experience , we can provide you with the education and support you need for the future you envision. SM SM

New Programs and Highlights for 2007-2008: • Thames Academy, an innovative • New Bachelor Programs: one-year certificate Post-Grad/ Communications, Tourism & Pre-College experience Hospitality, Homeland Security and Environmental Science • Mitchell’s Learning Resource Center is one of the nation’s premier programs for students • NCAA Division III Athletics with documented learning disabilities and AD/HD

Mitchell College • 437 Pequot Avenue • New London, Connecticut 06320 (800)443-2811 • www.mitchell.edu

ast month my concern was the health of counselors. My three weeks with the flu was over in time to attend the MASCA Cape Cod conference. Here are some of the highlights for me. The 50th reunion meeting was a success under the leadership of Mary Westcott and Oscar Krichmar. My role is to work with colleges. Dean College and Massachusetts Maritime Academy told me that they would assist with the 50th reunion celebration for spring 2011 on the Cape. At the Retiree Session we assisted some counselors who are planning to retire this year. Ralph Sennott obtained Sheila Sinclair from Social Security, who provided valuable information and handouts. Mary has assisted me for many years with her many retirement tips. Everyone does not have to rush to such places as Florida to enjoy lifelong living. Participants agreed that we should offer this session each year. The Governing Board meeting was held on Friday afternoon. Much was covered. One item of concern was middle school counselors working with the vocational schools. This discussion will be continued since it involves parents, administration, teachers, and students. Watch the Notebook for updates on this topic. As with all organizations, the budget was an important topic. My suggestion was to urge affiliates to play a greater role in recruiting new MASCA members. What are your ideas for increasing income? Have a “live, love, laugh, and learn” summer. Remember Dolly Parton’s advice: “The way I see it, if you want the rainbow, you gotta put up with rain.” ■ COUNSELOR’S NOTEBOOK

MAY 2008

An Invitation You Can’t Refuse By KIM GANGWISCH-MARSH Guidance Counselor, Franklin County Technical School MASCA Human Rights Committee Chair

reetings. Last year I wrote a couple of articles about best practices and invited you to share yours with me so I could share it with the rest of the MASCA counselors. Unfortunately, though I know there’s some awesome work being done out there, I received not a one. Let us know what you’re doing.

☹

One of the things I shared was the work being done by my Conflict Resolution Theater English class. The CRT has carved out a niche in our area (and beyond) that is fast becoming legend. The class is taught by an English teacher, Dean Scranton, and Court Dorsey, an actor, mediator, musician, and activist. Dean and

Court have been co-teaching “Conflict Resolution Theater” for twelve years, performing for us, our area schools and, of course, every spring at the Community Coalition for Teens Conference, where they have a standing invitation. Last spring I invited the CRT to perform in Hyannis at the MASCA conference because I thought conference attendees would appreciate their work. Due to travel time (four hours), the presentation had to be scheduled towards the end of the day on Monday—a time when, unbeknownst to me, other more pressing matters competed with counselor attention and attendance was sour. Unfortunately, as voiced by those in attendance, those of you called to a different drummer missed a very powerful performance. Well, those same teens have done it again. Their new presentation differs from the peer-oriented issues they brought to the table as juniors. Their product is more mature and worldly, yet still rings of the not-quite-socially-developed juvenile mind coming into its own. We have to respect their perspective because it mirrors ours in a totally appropriate but distinctively different way. “The Apartment” is a one-act play that explores themes concerning class, gender roles and sexism, race, community action, and civil disobedience. Set in an apartment building in an unnamed city, the play follows the lives of twenty tenants, the building manager, and the owner of the property. The mostly working class tenants struggle with an unfair, unforeseen rent increase while dealing with personal problems — job loss, pregnancy, another tour in Iraq, and AIDS, just to name a few. The turning point is initiated by an idea: If individuals organize and cooperate, they can stand up to, and perhaps counteract, tyranny and oppression. The play ends with the tenants applying this idea with a realistic, satisfying action, punctuated with live music. This play was conceived and created by twelfth-grade students at Franklin COUNSELOR’S NOTEBOOK

County Technical School as part of their English/Theater class. Character, dialogue and action resulted from written narratives, improvisational work, a long-term research project, and discussion. In addition, all students in this class have studied conflict resolution methodology and practice, and mediation theory informs much of the characters’ interactions. In a real sense, “The Apartment” is student owned and operated, and the level of their engagement is profound. I invite all of you again to see them perform, but this time you will have to come to Turners Falls. Performances, which will occur in early May, have not yet been scheduled. For the days and times, contact me as soon as possible at 413-8639561 x144 or kgangwisch@fcts.org. If the performance timing coincides with our culinary arts department schedule, you can plan to come for lunch at our restaurant. Our students will delight your palate. And if you can manage to bring an English teacher/department head with you, prepare for a passionate dialogue of possibility on the ride home. ■

Massachusetts School Counselors Association

Order Form 2008 DIRECTORY OF MASSACHUSETTS SCHOOL COUNSELORS 1-5 copies @ $30.00 each . . . . . . . . . . . . . . . . . . . . . # ______ Additional Copies 6 or more @ $25.00 each . . . . . . . . . . . . . . . . . . . . . # ______

$_________ $ _________

Shipping and Handling @$3.50 each . . . . . . . . . . # ______ $_________ 5.00 P. O. Processing Fee (per order) . . . . . . . . . . . . . . . . . . . . . . . . . . $ _________ Checks payable to: MASCA

TOTAL ENCLOSED: . $ _________

If paying by credit card, please check this box ■ and forward to Jan Tkaczyk. If mailing the form, please send to: Janice M. Tkaczyk, P.O. Box 318, East Dennis, MA 02641

Your name and contact information: Name: ______________________________________________________________ School District/Business: _______________________________________________ Mailing Address: _____________________________________________________

___________________________________________________________________ E-mail Address: ______________________________________________________ Phone: _____________________________________________________________

☺

MAY 2008

Test Warriors By JUDITH JOSEPHS, Ed.D., J.D.

JUDITH JOSEPHS

n a world of outsourcing, off shoring, open sourcing, in sourcing, supply chaining and informing, is it any wonder American students must compete by learning at a higher academic level? In a world where Microsoft created a global computer interface and Netscape established a global undersea network, the competition for jobs exists with students from around the world.

How did the world get flattened so fast? Why must students learn to run faster and compete at a higher academic level? The answer is in the change the world experienced over a short period of time. India is an example of a country that benefited the most from this global change. Have you ever had a challenge with a standardized test? I once had a problem with a state standardized test, namely, the Massachusetts Bar Exam, and I have learned that you should know your weaknesses before you try to meet the obstacles included in a test. In my case I found a solution in the California Bar Review and Evelyn Woods Speed Reading Course. Recently, I have used this experience to help low-income, urban students improve their MCAS test-taking process. My solution focused on the strengths and weaknesses of each student, which were demonstrated through an item analysis using TestWiz and TestSCOPE. One of the interventions I used to help students was testGEAR, an online test prep courseware from Bridges Transitions (1999). I developed strategies to train students and teachers on testGEAR and testSCOPE, online test prep courseware from Bridges Transitions (1999). I also developed strategies for creating a professional learning community, peer tutoring, and collaboration. Teachers instructed the students on how to use the online test, which was available whenever the student had access to the Internet. Teachers also observed whether or not the students could learn to use the necessary technology. Based upon the results of a brief diagnostic test, the testGEAR program gave each student a personalized study plan. The faculty then guided students through twenty-five to more than fifty hours of online instruction. Teachers were encouraged to gather information about student weaknesses and strengths for curriculum enrichment and curriculum integration. The testGEAR online program gave students the help they needed to meet the standards of their high school exit exams. Students were introduced to testtaking strategies; and through short practice tests and full-length tests that repliCOUNSELOR’S NOTEBOOK

cated the actual test, they reinforced their skills and gained confidence. Easy-to-use reporting tools allowed educators to instantly assess student abilities as they aligned to state standards and benchmarks. This enabled data-driven instruction decisions at the classroom, school, and district levels. We worked to motivate students to work hard by using rewards, recognition, and praise. As a guidance and placement counselor, I was able to use various educational partnerships. When a student achieved competency on the MCAS test after retesting, I provided a cooperative internship at a local credit union. I was also able to award students who completed more than 25 tests on testGEAR as well as those who participated in the after-school tutoring programs. Business partnerships provided the awards. One teacher suggested that “creating a wrap-up celebration to reward participants would work well.” We awarded gift certificates to students who showed best efforts on the MCAS preparation, and we gave awards to those who demonstrated achievement and improvement as measured by the results of the MCAS test. The school staff reinforced the importance of the test in all assemblies and award programs.

MA Model Implementation Institute Offers a 45-PDPs certificate from MASCA Optional (for additional fee): 3 graduate credits from Fitchburg State College For course description, requirements, and registration, go to www.masca.org/ Trainers: Katie Gray, Jan Tkaczyk, Helen O’Donnell

Wrapping up In an urban center, where most students are low socio-economic status, more time and effort needs to go into preparing students for successful test-taking. The key to intervention is, first, to assess the weaknesses of the students and, then, to introduce techniques to overcome them. By using computer testing, I focused on technology. Students gained both confidence and technology skills, which will promote improved computer use in the classroom and greater learning across the curriculum. The use of rewards encouraged my students to increase their effort. In the needs assessment, students told me exactly what awards they wanted, and the business community helped to achieve their requests. Under the ASCA/MASCA Model of Counseling, counselors are considered academic experts, who must play a leadership role in introducing positive change. The introduction of intervention strategies that increase student achievement falls within this leadership role. ■ MAY 2008

COUNSELORS NOTE BACK TO: Karen D’Amour, MASCA President-elect FROM: Emilie S. Woodward, Licensed Mental Health Counselor and School Adjustment Counselor, Westhampton and Haydenville, MA DATE: March 22, 2008 RE: Elementary school counselors and diversity I write as a school adjustment counselor in western Massachusetts of ten years, pre-K-grade 8. Thank you for your article on the work of elementary school counselors (CN, March 2008). You captured many of the dimensions of our work with children. I would like to add another: social justice education (i.e., raising awareness in our school communities and teaching about diversity, power/privilege, and fairness). As school counselors we have a unique vantage point in the school community.

In our conversations with staff, students, administrators, and parents, and our own observations, we can detect patterns of racism, homophobia, sexism, classism, anti-Semitism, and disability oppression—issues which are endemic in all institutions and certainly in public education. The African-American child who is called racial epithets on the bus. The Jewish child whose teachers ignore his religion during the high holy days in September / October. The boys who are called “fag” and “sissy” on the playground. The girls who starve themselves at lunch and are picked last for kickball. The siblings who get picked on for living in a trailer. The Chinese-American child whose eyes their classmates make fun of. It is critical that we bring such issues to the attention of the school community and initiate action for change. Often taking the form of harmful stereotyping, silencing, discrimination, excluding, if not all-out physical or verbal violence, these

behaviors, whether interpersonal or systemic, diminish everyone in our school communities and contribute to an unsafe learning environment. Most school counselors who work with special education students know the im-

Counselors can initiate change for social justice within our schools. portance of teaching all students about disabilities and the value of different styles of learning. Children’s awareness of differences needs to extend to all forms of social identity groups. We are preparing students for the outside world, which is diverse in many respects; and our students need tools to be respectful, open, self-reflective, honest, and collaborative. Teaching white children about racism, boys about sexism, Gentiles about anti-Semitism, children from families of means about classism, all children about homophobia, helps create a generation of fair-minded people who know to embrace another human being regardless of difference. And we need to teach children about the strengths and successes and achievements of people from marginalized groups: our society’s leaders, movers and shakers in history, role models all children can aspire to. School counselors can be powerful agents of change, helping students and adults to break down barriers that separate people across real and perceived differences. This work is a mandate in our role that dovetails with all of our work on social-emotional learning, stop-bullying efforts, violence prevention, conflict resolution, parent/teacher collaboration, and direct counseling services. When we teach children that every human experience matters and that an uneven distribution of power hurts everyone, children learn to honor themselves and one another, and they are that much more available to meet their potential in the classroom. Children are natural fighters for justice; and school counselors can help foster that intention to help keep our schools socially healthy places to learn and grow. Thank you. ■ COUNSELOR’S NOTEBOOK

MAY 2008

Mission of MASCA The mission of MASCA is to advocate for school counselors in the Commonwealth of Massachusetts by providing leadership, collaboration, and professional development.

MASCA Spring Conference 2008 Highlights • Largest conference registration • Sold-out Exhibitor Hall • Record number of ads in the conference booklet • Wonderful hospitality sponsorships • Diversity of professional development opportunities • Outstanding collegial networking

“Thank You” from MASCA We send our deepest appreciation to the Conference Committee, especially to our committee chairs for an outstanding effort: Marta Wyrodek, registration; Jan Tkaczyk, exhibits, sponsorships, and ads; Sherry Brass, hospitality; and Linda Dagradi and Carolyn Laurenza, program co-chairs Our conference booklet is posted on the MASCA website. Check it out.

■

YOUR MEMBERSHIP RENEWAL DATE IS INDICATED BY YEAR AND MONTH ON YOUR ADDRESS LABEL BELOW.

When you renew your membership, return both the application and your check made payable to “MASCA” to the Membership Coordinator. To receive an acknowledgement of your membership, please include your e-mail address.

Massachusetts School Counselors Association, Inc. COUNSELOR’S NOTEBOOK Sally A. Connolly, Editor

PRESORTED STANDARD U.S. POSTAGE

PAID

CHANGE OF ADDRESS ?

NORTH READING, MA PERMIT NO. 96

.......................................... NAME

.......................................... ADDRESS

.......................................... CITY

STATE

ZIP CODE

Please include former address as shown at right and send to:

DEBORAH CLEMENCE P.O. Box 805 East Dennis, MA 02641 FORWARDING SERVICE REQUESTED

May 2008