What do your teachers, administrators, students, and parents think you do all day? I was at a meeting today where a group of counselors were talking about the eye opening experience of Advisory Council in realizing that their stakeholders really weren't aware of the range of activities and support for students, staff, and school that were involved in the role of the school counselor. Sometimes counselors are their worst enemies in neglecting to market the work that they do. 

Guess what? It's not just about getting pats on the back. There is purpose in marketing what you do. If your stakeholders are more aware of the amazing work that you do, they can increase the buy in for teaching lessons or time with students. You can work to decrease extra duties so that you can spend your time being a counselor rather than a monitor. You can connect with parents and teachers so that when they are seeking extra support, they come to you as an expert in mental health and child development. Most of all, the more that our stakeholders are aware of what we do to support students, the more time we can spend in prevention rather than reaction. 

You can't convince anyone else that your work is important if you don't believe it yourself. Why did you go into school counseling?  If you're not sure, spend some time exploring central questions to ground yourself in the "why" of this vocation. Be passionate about your work and others will take notice when you share that work.

I sometimes hate the idea that we have to love our work. I mean, it's called a job for a reason. What, you don't love breakfast duty? The syrup all over your dry-clean-only pants not doing it for you? Working in a school comes with lots of extra, perhaps less glamorous part of the job. I truly believe that once we connect to our why, we are able to find the parts of the work that we do that we love. I love classroom lessons, I love working with all kids, even the kids who might get overlooked because they seem to have it together. I also love working with upper elementary boys. I really connect with the way that boys think about the world and girl drama isn't as much my thing. So I make time for the parts of my job that I love. I sandwich classroom lessons before and after parts that I might like less. I don't mind being organized and running team meetings but I am not going to put together a complicated craftivity. I choose what serves and fills me so that I am connected to the parts of the job I love and bring more positivity to the parts I don't.

You have your why. You know what you love. Now find a voice. Would you stand at a microphone in an empty auditorium and give a presentation on your school counseling program? Of course not. So don't spend your time on information that no one is going to look at. Sit down and make a list of all the ways that your school sends home information. I bet it includes newsletters, robocalls, website, emails, twitter, etc. Ask around and find out which ways are accessed the most. Ask parents that you work with how they like to receive information. 

Once you have an idea of how information is sent out and accessed, think about where you are comfortable. If your school has a news show but you dislike being on camera, that might not be a good fit. If you love to write, a blog might work well for you. Where you are most comfortable, you will shine the most!

Education revolves around data. Without data, your work does not hold up in School Improvement Plan team meetings or on your yearly evaluation. We can debate the validity of this approach but if we want to hold our jobs and our position to work with students, we have to show the data that it's working. I like to have a page to jot down talking points before I go into meetings about the work I do. 

I'm a big proponent of the ASCA National Model, but if you're not there yet, I have some tips on Comprehensive Counseling Like a Boss.  By quantifying our work, we can increase the understanding so that:

• Your stakeholders know that you work with students on purpose and not just whoever might show up in your office.
  
• Your stakeholders can quickly see that your work aligns with the work of the school as a whole. You are a valuable asset to learning.
  
• Your stakeholders can see what types of topics you will cover in your lessons so that they can ask follow up questions if needed.
  
  
• Your stakeholders will know that you make a plan for what your students will learn each year.
  
• Parents can see the amazing proactive support the counselor provides so that time with the counselor is no longer stigmatized.
  
• You know what you're going to do - no more rushing around last minute.
  
  

All good things right? We're not marketing our work or quantifying what we do so that we can prove ourselves, we're actually increasing our efficacy by engaging others in the work that we do. 

OK, you know what you love, you know how your people receive information, you quantified your work, now it's time to bring it together. I have 4 fun ways to share your work with others:

• Infographics
• Website
• Social Media
• Videos

I like to use Canva for infographics. It's easy to put together and they have a lot of templates that you can use for free. To create an infographic, decide on 4-5 items that you want to highlight and get started. Just type "infographic" into the search bar at the top and get started. 

Tip: Use the element "icons" to find the simple picture graphics I used here. To see the graphic more closely, check it out here. 

Website
If you don't have a school counseling website, create one now! Most people use the internet to find information they are looking for. Find more on creating a school counseling website including a tip sheet to help you out. 

Social Media
I love social media for sharing fun information with parents. Use the same tool that your school uses so that you can connect to their accounts and get a wider following. Here are a few tips:

• Share pictures of your work with students
  
• Use hashtags
  
• Connect to your school’s account & tag them
  
• Maintain confidentiality - cover faces with emoticons if you need to :)
  
  

Videos
While you're at it, make an awesome video to share on social media. I've got all the details including screenshots here. 
Here's a fun video that I created in about 20 minutes using the Legend app and iMovie. 

You got this! Think about one thing that you'd like to do to market your school counseling program. I am at the NC School Counselor's Conference tomorrow presenting on this topic, if you're here - please stop and say hi. You can find the presentation here. Leave a comment with what your plan is for marketing!

Social emotional learning is making a big move right now in education. For counselors, we're nodding our heads and (perhaps) whisper-shouting "I told you so." Hey, let's just appreciate that we were ahead of the game. Where I work, schools are being required to include social emotional learning components in their school improvement plans and several districts in my area are hiring social emotional learning central services staff. I'm thrilled that this whole child approach is getting the spotlight.

At the same time, there's a lot of pressure for counselors to do this right. We may be one of the only people in the building with deep knowledge of social emotional learning best practices. I use the analogy of technology in the classrooms. When we started getting more computers, smart boards, and then iPads (I'm old, don't remind me), the entire staff turned and looked at the technology teacher. Great, they thought, our students can learn technology from that person and I can keep on with my usual. Now, we wouldn't dream of only one person in the building teaching technology as a separate entity from core instruction. I think the same will happen with SEL. It's a heavy lift for counselors right now but eventually we can build the capacity of our whole staff to not just teach SEL but to incorporate social emotional learning into the curriculum as a whole. 

CASEL, the collaborative for academic, social, and emotional learning, are the gurus on SEL right now. I look to them first when I am working on SEL. They look at SEL implementation in four parts:

• SEL lessons with explicit instruction: counselors teach these in their curriculum but teachers do too! When a teacher introduces a project based learning activity to students, they often go over expected behaviors and organizational strategies. That's explicit step-by-step instruction.
• Teaching practices that create positive conditions that support social and emotional development in students: students have to feel emotional and socially safe at school in order to learn social and emotional skills. Culturally responsive instruction is going to be a huge part of this. Schoolwide expectations and tier one practices like PBIS are in this tier as well.
• Integration of instruction and practice of SEL in the academic curriculum: This is more than teaching expected behaviors. This involves actually incorporating SEL competencies into instruction in a meaningful way.
• Policies and organizational structures: When we have policies and structures in place that support SEL as a clear priority for the school they are much more likely to happen.

CASEL has identified 5 core competencies for social emotional learning. They have a great handout that breaks down all of the competencies into skills. What I love about the skills highlighted by CASEL is their broad application. Students must actually have these skills in order to be successful in academics. This isn't fluff. It isn't something nice to "add on." 

I recently led a professional development for a full staff on social emotional learning. Social Emotional Learning is something that all educators can quickly understand and apply if they are given the opportunity to personally reflect and reflect on their classroom practices. After completing a culturally responsive classroom checklist and discussing the components of SEL, the teachers worked in cross grade level teams to complete a "cheat sheet" for each of the competencies. In this activity, the staff answered:

• What competencies/skills are listed under the core competency?
  
• Why it matters - why do students need to have this skills to be successful?
  
• Students will - a list of observable behaviors for students at each grade level.
  
• Teachers will - a list of observable strategies that teachers can implement. This is a great resource for ideas.

Overall it went really well and I think the staff walked away with new learning and reflection. If you'd like to snag the entire presentation and materials, you can find it here. 

On a recent post on my Facebook page, I mentioned MTSS and School Counseling and the internet blew up a little bit. I promised to come back and share more details with you. I'm over at Confident Counselors sharing a bit more about MTSS, Core Counseling, and tiered counseling interventions. If you haven't checked it out yet, please do! 

I recently got a fortune cookie that told me to "bite off more than you can chew and chew like hell." When I first got it, I thought it was so fitting. I laughed and thought about framing it. This past year, I worked, (sortof) blogged, took 24 credit hours in grad school, and wrote a book. It was a challenging year. We've all had them right?! Either because of extra tasks you've taken on, tasks you've been given, family crisis, or school crises, you've felt like you are under water and you can't get above it. 

So here's the thing, I thought I had it. I thought I was doing well until about a month before the book deadline, when I was finalizing my last project for grad school and trying to wrap up the work on the book, I just buckled. You see, you can only sustain the pressure for so long before you just can't any more. Since then, I've been sick more days than I've been well but I'm finding ways to pull myself up out of the valley and remember being normal again. I thought I'd share some ideas that I have to help make it through.

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When I used to wait tables, a job I am terrible at by the way, we say we were "in the weeds" when things were overwhelmed. I have no idea if people still say this but I use it all the time. That's how you feel, like you're stuck in the weeds and you may never get out. 

Pick your top priorities and say no to everything else. ​​​​​           
Whether your stressors are self-imposed or coming from an outside source, choose your priorities and ruthlessly cut out all other asks. There are always people/things/interests that will pull on your time but when you're in the weeds, ain't nobody got time for that.

​Prioritize something good. 
Make sure at least one of your priorities needs to be good for you. I love to read. I read over 100 books while in grad school and writing a book. That's because reading to me is such a part of who I am that, without it, I wouldn't be me. 

Share where you are. 
It takes a village people. Who is your village? Who knows what's going on with you and will check in on your status? I think that we need at least one family member, one colleague, and one friend who can be our person on tough days. If you don't have that, think about how you can cultivate it.

Don't forget your why.
Whatever your stressor, you haven't peaced out and moved to Timbuktu for a reason. What is your why?  Are you supporting your family? Following a dream? Working for the good of your students? Relate what you are doing to your why and keep your eye on the goal.

You did it! You made it through the stressful time. Everything is good right? I definitely underestimated the recovery portion of this journey. I thought that when I finished all the things of this past school year, that I would unlock all this free time to get more done. 

Give yourself the gift of non-productivity.
After moving past your time of "biting off more than you can chew," you need a break! Like, a real break. Vacations might count but there will be some time when you are less productive than your usual self. That's to be expected. When we're lucky, that happens right around the time of summer break! Even when it doesn't, give yourself some grace.

Share where you are.
Remember that village? It doesn't end when our stressors do. Keep sharing where you are. Not just the good stuff too - the main stressors may have passed but we're still working our way back to normal (or a new normal). 

Celebrate successes.
Friend, you have done amazing things. Celebrate those things. 

Grant time to grieve.
If your time of great stress came from crises, work environment, or other negative circumstances, give yourself the time to grieve that which once was. 

I've ended this season of my life and moved into a new one. I am so thankful for the opportunities that I have had but I've also learned my lesson. I will be much more realistic about what I can take on in the future. What about you? Have you had one of those years?