How do you keep all your amazing comprehensive counseling plans together. I've always used the ASCA national model  because that's what my district uses and it is a requirement for our counselors. However, some people aren't there yet with the national model but still want to stay organized and share with their stake holders a plan for the year. If this is you - I've got a solution. I've created a set of digital organizers that will allow you to plan for and share your year with your administration, teachers, and parents. 

We've talked about program goals before and your school probably has some type of school improvement plan with goals. If you're not ready to create SMART goals based on school wide data, you can create a goal around data that you choose. For instance, your SMART goal could measure reduced anxiety for students around end of grade testing. Think about what your big ideas are for the year, and make a plan to get there. In my state, we have to write a professional development plan yearly for ourselves which include SMART goals. In this organizer, you can share your goals for the year with your stakeholders. At the bottom of the page, you can share a short descriptor of your class schedule and topics. 

Why It Matters:

• 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. 

A scope and sequence document plans what will be taught and in what sequence. Ideally, you will also outline what data you will collect to ensure that the lessons are effective. By laying our your classroom lessons and small groups before the year starts, you will know that you have a series of lessons that make sense, are effective, and serve a purpose. No more rummaging through books the night before (or morning of) a new lesson. Yes, this does take a lot of work at first but in the end, you will really and truly thank yourself later. 

Why It Matters

• 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. 

Does your school seem to think you have a lot of extra time in your day? Do you rush around and feel like you got nothing done. You've heard me harp on using your calendar for productivity before so if you're a regular reader, this is nothing new. In this template, you can create multiple copies of the calendar page and use to display your calendar on your door so people know where to find you. Or you can actually write in your calendar (either digitally or paper/pencil) with all the details you need to keep it together. Finally, it's OK to use the calendar as a glimpse of time when you are meeting with your principal or other stakeholders to show them a "typical" week in your counseling program. Just try not to laugh too hard when you say typical. 

Why It Matters:

• Repeat after me: You are not a pin ball to be bounced around the school at everyone's demand. You have a plan. You have a calendar. You will achieve what you set out to do this year. 

Now that you've created these gorgeous plans for your school counseling program - how will you share it? 

• Post as a PDF on your counseling website
• Print and place in a portfolio in your front office
• Share with your principal and staff
• Post on a bulletin board
• Include a link in the PTA newsletter

You can download a copy  of my example document. This has every single page so if you want to recreate the tables and pages, please do! To get your very own editable plan, head over to Teachers Pay Teachers. 

How do you stay organized for the year? I would *love* to hear your tips. Please comment or send me an email. 

I am excited to welcome Thomas Broderick, a Northern Californian freelance writer and consultant in the education field who occasionally blogs for Teach.com to talk about creating a professional learning network using twitter. This is even more meaningful to me as I have been blowing up my twitter account with the amazing things I have learned at #ASCA17. 

There are many ways to become an amazing school counselor. Some people spend a few years in the classroom before making the transition, while others jump right in after college or grad school. No matter how you arrive in the field, you should follow the sage advice of the nation’s best school counselors. But how do you find them?

At first glance, the social network Twitter may seem a world away from counseling. In fact, the opposite is the case. America’s best counselors regularly use Twitter to reach out to others in their profession. For aspiring school counselors, there is no better way to get insider information about counseling best practices than straight from the horse’s mouth.  
 
In this article we’ll explore some of Twitter’s most influential counselors, and how you can use Twitter to expand your personal learning network (PLN). That said, let’s get started!

If you’ve never used Twitter, set up a professional profile that includes where you work and a link to your school’s website. If you already have a personal Twitter account, go ahead and set up a second professional account. It’s free!

When setting up a professional account, go ahead and follow every teacher/administrator at your school who uses Twitter. If they follow you back (and they should), they will be able to see the counseling best practices you retweet from the nation’s best school counselors. You can also use your professional account to share the amazing work you do in your building. 
 
It’s now time to FOLLOW INFLUENCIAL COUNSELORS!

​Terri Tchorzynski
Twitter Handle: @ttchorzynski
 
In January 2017, First Lady Michelle Obama awarded Terri the school counselor of the year award. Her Twitter feed is full of solid advice for counselors both new and seasoned. Her retweets come from a variety of professional counseling organizations you may want to follow, as well.
 
Chris Belser
Twitter Handle: @CBelser_PSC
 
A nationally board-certified school counselor, Chris has spent the last six years researching counseling best practices. His Twitter feed is full of links to research studies and articles that can help counselors connect to students of all ages.
 
Matthew J. Beck
Twitter Handle: @mattjbeck
 
Matthew is an excellent resource for school counselors who work with LGBT students. His Twitter feed and website are full of personal examples from which all education professionals can gain valuable wisdom.

After you follow a few counselors, you are likely to discover a treasure trove of informational Twitter profiles to follow, as well. But your PLN is only just beginning. As you retweet only the best material, consider reaching out to the counselors you follow. Ask them questions. Bounce ideas off their heads. You’d be surprised about how many people on Twitter actually answer the questions their followers ask them.
 
Establishing these relationships can greatly benefit the work you do with students and teachers. ​Twitter is a valuable tool for school counselors. It connects the nation’s counselors together, allowing the best to teach the rest. Using Twitter in this way, passionate counselors new on the job can achieve long-term professional success.  ​

Thanks Thomas and Teach.com for sharing some great ideas about using Twitter! Make sure you use #scchat in your posts so that you can connect with other amazing school counselors. Not sure what a hashtag is? I gotcha. Here are a few of my favorite peeps that I work alongside with on Confident Counselors all in one beautiful twitter list for you. 

Ahem, also, make sure you follow me :)

How many emails do you have in your inbox? If your answer ends in "thousand," you might want to sit down because I'm going to tell you how many I have in mine: FIVE. You read that right, I have 5 emails in my inbox right now. In fact, I have a 10 emails or less rule in my inbox. So how (and WHY?!) do I do it?

Before we begin, I want to assuage your fears that I can't possibly get as many emails as you do each day. Perhaps not, but I do get over 100 emails some days and still follow this system.

The first step to email tranquility is to clear out enough that you have a manageable amount to sort. I've sat next to people in meetings and noticed that they have thousands of unread emails. How do they find anything?! If this describes you, sort your emails by date and delete anything over a year old.

​If you just can't click the trigger, your email may have an archive function, where the email is taken out of your inbox but is not deleted. If your email system does not have an archive function, you could create a folder for each school year to get those emails out of your inbox. 

You may decide that you still have too many emails to handle one by one. Do you have unread emails that are more than a week old? Delete them. Do you have spam emails from advertisers? Delete them. You can delete whole batches of emails by using the sort features within your inbox. 

Now that you've slimmed down your inbox, it's time to make some choices. I use 4 different actions for email management: 

• Delete It
• File It
• Save It
• Do It

These actions will apply to new emails when they come in, but, for now, we're trying to get your current inbox under control. Open up the oldest email in your now slimmer inbox and quickly decide on one of these four actions. Depending on the number of emails, you may need to set aside chunks of time to complete this task. I highly recommend the Pomodoro Technique for productive time management. 

Marketing, old memos, emails you were copied on for some unknown reason, notices about copiers that have long been fixed, we could go on and on with emails you don't need. Don't need it? Delete it?

But what if you might need it? File or archive it. If you use gmail or other more modern email systems, you can easily search for emails so archiving might be the best solution. In my district, we use a not-so-modern version of email where the search function is very difficult to use. I created folders for typical topics: 

• Staff Info: schedules, updates, links for PD, etc.
• Parent Communication: emails from parents or from teachers about parents 
• Intervention Team, Leadership, etc: folders for each team or committee that I am a part of
• Central Office: emails sent from central office that has information I may need again

​You create the folders that work for you!

Does the email have an attachment you will need in the future? Go ahead and save it so that you can delete the email. Hunting in your inbox is not an effective way to find documents, future you will thank you. 

If you have a not-so-modern email system (like me!), you may fill up your allotted data space. If this happens, you need to save old emails so that you can delete from your email server. My email system has a "Save as PDF" function and I will save that in my dropbox so that I can reference the information easily. Occasionally, I will save a PDF version of an email that includes information I know I will need frequently.

Many emails contain an action needed on your part. These are the only emails that stay in my inbox. In that way, my inbox is like a "to-do" list. In the 5 emails I have in my inbox right now I need to:

1. check access in a system my district uses
2. follow up with someone about scheduling PD
3. receive a reply from someone and don't want to forget about it
4. add information on a collaborative document
5. follow up about running a particular report on our information system

Five emails = 5 to do items. Once I complete the item, I either delete it, file it, or save it depending on whether I will need that information in the future. Some people use flags, stars, and other strategies to differentiate items in their inbox. This might help you as you are starting on the journey to 10 or less emails. Since I have so few emails in my inbox, I don't use this strategy often for myself.

You did it! You whittled your number of emails down to just your to-do list. Have more than 10? Get working on those to-do's! The next step is the most important, keep doing it! You must delete it, file it, save it, or do it every single day. When I have more than 10 emails in my inbox, I know I need to spend some time organizing my email so it doesn't get out of control. The best thing about this process is that it takes LESS time to manage your email and you are MORE on top of follow up, replies, and to-do list items. 

So fill us in - how many emails are in your inbox right now??? Can you get to 10 or less? I challenge you to change. 

I am very excited to have another guest post to share with you today!   Kathy Slattengren is an internationally recognized, inspirational parent educator and founder of Priceless Parenting. Priceless Parenting offers online parenting classes, parenting presentations and parent coaching.  With Kathy's support, parents learn to effectively handle misbehavior while building loving relationships. Today she's here to share best practices in helping parents to manage screen time. 

Do you ever see kids at school who you suspect are spending many hours a day on digital devices?  Would you like to talk to their parents about setting some healthy limits but aren’t sure what to say?  You’re wise to be tentative in approaching any parent about their parenting! 

​Parents want to be seen as competent.  When you approach them to discuss setting healthy limits on their kids’ media usage, you can easily trigger feelings of inadequacy and being judged.  Before parents can hear your message, they need to feel that you are on their side - trying to help them, not make them feel bad about their parenting.  

When you lead with empathy, parents will feel that you understand them.  Showing empathy will come more naturally when you keep in mind what the parent may be thinking and feeling.  Things like:

• My kids love being on screens.  If I try to take the screens away they get upset.
• My kids learn a lot using digital media.
• They fight less with each other and behave better when they have screens. 
• My kids use digital devices at school so I know it’s good for them.
• I’m busy and overwhelmed a lot of the time.  When my kids are on their screens, I can get some things done. 

Try opening with a comment that connects to the parent’s challenge in putting limits around screens.

• “Your son really loves playing Minecraft. I bet it’s hard when he needs to turn it off.”
• “Your daughter is so talented at using the iPhone!  What is her favorite thing to do on it?”
• “Parenting is a non-stop job!  What do you usually do when your kids are busy on their iPads?

 
Ideally the parent will respond with more information about how their kids use their digital devices.  This will allow you to ask questions and learn more about this parent’s thoughts on their kids’ media usage. After you establish a rapport you’ll be in a better position to offer guidance.  

The American Academy of Pediatrics (AAP) recommendations include avoiding television and other digital media for children younger than 2-years-old. This is primarily due to babies learning best through interacting with people.  It’s the back and forth communication that is essential for learning.
 
For older children, the AAP suggests limiting entertainment screen time -- including TV, video games and computer use -- to one to two hours a day.  Most kids far exceed these recommendations.  According to the AAP, “children are spending an average of seven hours a day on entertainment media, including televisions, computers, phones and other electronic devices”.

​While you cannot force parents to change their behavior, you can influence them by providing information.  Screens can be addicting for both kids and adults.  Some signs that it’s time to reduce the time kids are spending on media include:

• Spending less and less time with family and friends
• Difficulty focusing on the present moment due to craving video games or cellphones
• Withdrawing from sports, hobbies and social interactions
• Losing sleep due to gaming, texting
• Acting irritable or discontent when not using digital items
• Declining grades in school, missing school
• Talking and thinking obsessively about the digital activity
• Denying or minimizing any negative consequences
• Developing health issues such as Carpel Tunnel Syndrome, eye strain, weight gain, backaches

If parents respond that their kids will have a meltdown if they try to take away their screen time, you can agree that their children may get upset.  You can let them know that some parents seek help from a professional counselor or psychologist to help in setting limits.

​Providing some written information is a wonderful way to reinforce what you’ve discussed.  You are welcome to print out these flyers to give parents:  
​

• Healthy Use of Screens For Families
• Warning Signs of Too Much Screen Time for Kids
• Too Much Screen Time Hurts Babies

 
These flyers plus additional information is available on Priceless Parenting’s page for “Parenting Digital Kids”.

Researchers have found that children whose parents make an effort to limit media use spend less time with media than their peers.  Although children may resist efforts to reduce their screen time, the long term benefits are worth it!

Thanks Kathy! Don't forget to check out her website to find lots of free printables, resources, and ideas for working with parents. What's your screen time philosophy? In our household, we are a Saturday morning cartoon kind of family. Occasionally we will watch some TV during the week. If we need extra work time for mom and dad, we try to do iPad games instead of TV.

I am excited to welcome Mary Dournaee as a guest today. Mary is a math and science educator, curriculum developer, and blogger for New Math Teacher. Mary is a passionate lifelong learner who loves to grow that passion in others as well. She aspires to post creative and engaging ideas about math education and learning. Visit her TpT store or follow her on Facebook and Twitter for more ways to promote math learning in the classroom. Today she will be sharing how to incorporate creativity and social skills into STEAM education and a FREEBIE just for you. My mind is buzzing with ideas!

​STEM (Science, Technology, Engineering and Math) education is certainly getting a lot of attention right now. Many programs seek to transform STEM into STEAM (Science, Technology, Engineering, Art, and Math) with the belief that this will drive innovation. What these acronyms are still neglecting is the connection between social intelligence and STEM or STEAM education. More than ever, successful companies rely on effective social networking and creative marketing to reach the public and sell their products. How can we incorporate these essential social and creative skills into our STEAM educational programs?

Primarily, our educational systems need to focus on growing a student's social intelligence and critical thinking skills within the context of STEAM education. There are six key areas of social growth that can strengthen STEAM educational effectiveness: social communication, nonverbal communication, group dynamics, expression, problem solving, and managing conflict. A great way to incorporate these skills into a STEAM classroom is through group projects.

Social communication really is its own language. Communicating socially begins with simply introducing yourself to others. Students need to be able to concisely discuss their own unique experiences, values and interests to others. When getting to know others, they need practice valuing others as individuals. This includes remembering names and the experiences, values, and interests that others share with them. Students also need practice finding common ground between these experiences, values, and interests. Focusing on developing active listening skills and enthusiasm will help. Within a STEAM classroom, students in a specific group can assign themselves roles within the group based on personal interests.

Students may not realize that their expressions and mannerisms tell a lot about them. When working within a group, students may require support to realize that their voice, including tone and volume, needs to be clear and loud enough to catch the attention of all group members. Eye contact and facial expressions are also important so that a student can tell if those around her understand and agree with what she is saying. Finally, body expressions and posture can either convey confidence and enthusiasm for an idea or disagreement and doubt. It's important to address any differences in opinion right away so that they do not undermine the project later.

Within a STEAM project-based classroom, group dynamics play a key role. Both the whole classroom and each individual project team affect group dynamics. The group will better understand what is expected of them if a clear and concise rubric is used. The rubric allows for a great starting point for group conversation and produces better products overall. Students can practice skills like asking questions, sharing, and cooperating within the group to establish a group identity around common ground and accepted differences. It's important to note the importance of rules within the group dynamic as well. Some rules are strictly adhered to, like those that involve the safety and well-being of group members. Other rules are a bit more flexible, working through ambiguity within a group is a very advanced social skill and one that will serve students well in the workplace.

Expressing feelings within a classroom team is important for continued success down the road. Students should practice identifying and regulating their feelings while also empathizing with the feelings of others. Practicing constructive ways to deal with difficult emotions is key. For example, a student may feel frustrated that her part of a project is taking more time than someone else's. She might try using "I statements" like: "I'm frustrated that I found three pages worth of research while Jake found only one. I'm going to take a walk to the water fountain to cool off." Jake might empathize with her and offer to summarize her longer research while she summarizes his. This way, students resolve feelings in a way that helps build stronger relationships in the long run. The goal is that everyone within the team learns and grows from the experience of being in a group. The way this growth manifests may be different for each student. Students should feel confident and successful about the results of their project and want to do a similar one in the future.

Problem solving in a group setting involves a lot of collaboration and creating groups of students with diverse backgrounds often encourages unique and creative solutions. Within a STEAM classroom, this process should include some creative brainstorming, alternative solutions, and finally a best solution agreed upon by the team. Being able to identify problem causing behaviors and obstacles will allow members to refocus their attitudes when needed. The growth mindset is a great tool here. The growth mindset, recently popularized by Carol Dweck and Jo Boaler, postulates that intelligence is not fixed. Every time that we make a mistake, we find an opportunity for growth. This is true within a group project as well. The group may refocus their efforts if they realize that their original solution it not ideal. Improvement is a key aspect of innovation.

Managing conflict within a group involves several key social skills. Standing up for oneself is an essential life skill that can be practiced within a school group setting. This involves maintaining a positive self-image, dealing with bullying/teasing, and being assertive. Another life skill practiced in groups is the ability to compromise. This skill includes creating a win-win scenario for all those involved. It also involves identifying and negotiating for needs over wants. Everyone should feel like they gave something and got something in return. A final important life skill is the ability to revisit a conflict if the outcome is not satisfactory to all. This involves problem solving skills like analyzing outcomes and posing alternative solutions. Students in groups often need to manage conflicts that arise from uneven workload distribution. If a group realizes that one student is carrying most of the workload, the members should revisit their roles and reassign work as needed. Managing issues like this one helps everyone feel respected and allows for additional opportunities to work together in the future.

In summary, whatever acronym it uses, STEM and STEAM education can focus on growing a student's social intelligence and critical thinking skills within the context of a science, technology, engineering, art, or math group project.  A great way to incorporate these skills into a STEAM classroom is through well thought out and structured group projects like the sample lesson and project below. Individual student roles within the group and clear, concise rubrics for assessment help build these social skills into the educational framework.

Thank you Mary! For every counselor who has wondered where they fit into the STEAM picture, you now have a whole toolkit of ideas to create collaboration opportunities with your STEAM subject colleagues. Mary has been kind enough to share her FREE research group rubric with you! ​