Are Arizona Public Schools Making the Best Use of School Counselors? Results of a Three-Year Study of Counselors' Time Use. Arizona School to Work Briefing Paper #16.

Autor/in	Vandegrift, Judith A.
Institution	Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Titel	Are Arizona Public Schools Making the Best Use of School Counselors? Results of a Three-Year Study of Counselors' Time Use. Arizona School to Work Briefing Paper #16.
Quelle	(1999), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Career Guidance; Education Work Relationship; Elementary Secondary Education; Public Schools; School Counselors; School Guidance; Time Management; Arizona + Suchen Sie Ihr Suchwort? Berufsorientierung; Public school; Öffentliche Schule; School counselor; Beratungslehrer; Pädagogischer Berater; Zeitmanagement
Abstract	This briefing paper provides 3-year trend data on Arizona school counselors' use of time. They hypothesis is that if career guidance were to be emphasized in the schools in accordance with the School-To-Work Act, a shift in counselors' roles could be expected to reflect more time spend on career guidance. An overview of the survey is provided including methodology and respondent characteristics. Data for each year includes counselors' allocation of time to counseling students, working with teachers and guidance curriculum, responding to crises, providing system support, and non-guidance activities. Although the pattern of time use has remained stable over three years, non-guidance and system support time have decreased in favor of guidance activities. Changes are small. Percentage of time spent in student counseling is further analyzed by issues. Counselor awareness of the School-To-Work initiative and their job satisfaction has increased. However, no significant changes in counselors' roles or duties were found in spite of considerable professional development efforts at state and local levels. These results are compared with the Comprehensive Competency-Based Guidance model, and sound practice in school counseling is discussed. Policy questions are raised. (EMK)
Anmerkungen	Morrison Institute for Public Policy, School of Public Affairs, College of Public Programs, Arizona State University, Tempe, AZ 85281; Tel: 480-965-4525.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC