Wednesday, March 1, 2017

Reducing “Other Duties as Assigned”

By:  Patrick O'Connor  Ph.D

For reasons that have never been clear, many schools either give the task of test coordination to counselors, or assume counselors do that as part of their job. Either way, counselors who have taken courses in test interpretation—as in, here’s what the results of the test mean—spend the better part of March putting Number 2 pencils in groups of 25, setting up seating assignments for a special testing schedule, and hustling to find speakers to keep the non-testing grades busy, and far away from the part of the building where testing is occurring.

It isn’t easy to say just how this “tradition” came to be, but it’s easy to see how it can come to an end. Many counselors have just spent the last month or so working with students on scheduling for next year. Since most high school counselors spent the last half of January working out schedule changes for the next semester or trimester, that means many school counseling offices have been on “other duties as assigned” mode since returning from Christmas Break. Sure, students with urgent needs have trickled in here and there, but since the bulk of the counseling office’s work has focused on logistics, it isn’t hard to see how the word is out among students that the counselors just have other things to do this time of year—and that isn’t good.

What can you do to end the madness and make sure everyone understands student access is your top priority? Try these:
  • Make sure the person in charge of your schedule understands what you’re up against. You might assume your administrator knows that schedule changes turns in to scheduling, and that turns in to testing—but maybe they’ve never put all the pieces together.
            The solution is twofold. First, take a look at the Annual Agreement form produced by the American School Counselor Association.     This form helps provide structure to what could be an awkward conversation with your administrator. On the other hand, since administrators usually don’t know what counselors are really supposed to do, this handout helps guide them, and your discussion about duties. Once it’s done, it can be refreshed every year.

            The only thing missing from this document is a calendar that outlines your major and minor counseling duties on a monthly basis. You’ll want to set this up using the calendar program your administrator uses—this makes it easy for them to understand just what you’re doing each month. You give them a master calendar at the start of the year, then a monthly calendar at the start of each month. This is a reminder of what’s coming up, in case they’re thinking about “surprising” you with a new project.

  • Once your administrator is on board, make sure you communicate with your parents and students. I’m still a fan of a weekly one-page newsletter to let them know what’s going on in your office. This can remind them of your big projects, but remind them you’re still there for them. “Yes, it’s March, so I will be testing the juniors, but I’m never so busy that I don’t have time for you. If we need to talk, come right in.” This allows you to keep a “students first” tone in your work—and once you write a year’s worth of newsletters, you’ll only have to tweak them the following year.

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