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District Director Tuesdays

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Tuesday, Aug. 18, 2020

Districtwide Trauma-Informed Practice (view the recording)
In a trauma-informed school, adults are prepared to recognize and respond to the behaviors from students who have experienced traumatic stress. Equipping teachers, administrators and school counselors with the tools to manage the traumatic stress allows students to feel safe. Trauma-informed practice develops proactive strategies instead of reactive consequences. Learn how you and your district can move away from the “what is wrong with you?” to the “what happened to you?” 
Learning objectives: After attending this session you should be able to: 
  • Define trauma and resilience, and discuss the related brain research
  • Apply lessons learned from trauma-informed work to your school and/or district
  • Strategize how to start or strengthen the trauma-informed work at your schools and/or districts
  • Create plans addressing barriers and goals to implementing trauma sensitive informed practice in schools and/or districts
Speaker: Tracey Morman, Director of Counseling/College & Career Readiness/Title IX Coordinator, Amarillo Independent School District, Amarillo, Texas

Tuesday, Aug. 25, 2020

New School Counselor Orientation (view the recording)
Learn more about welcoming new school counselors at the beginning of the school year and as the year progresses. Topics will include onboarding, mentor support, utilizing professional learning communities and sharing district guidelines and expectations.

Learning objectives: After attending this session, you will be able to: 
  • Discuss one district's new school counselor orientation and support process.
  • Discuss implications regarding your own district's needs.
  • Identify two new action steps for welcoming and supporting new school counselors.
Speaker: Rebecca Atkins, Senior Administrator, School Counseling, Wake County Public School System, N.C.
Align the ASCA Mindsets & Behaviors with Districtwide SEL Plans (view the recording)
School counselors are expected to align the ASCA Mindsets & Behaviors with the school’s vision/mission and student data.  District directors can support this work by aligning their district’s social/emotional learning (SEL) plans to the ASCA Mindsets & Behaviors.  Hear creative ideas and practical examples of merging district SEL initiatives with ASCA National Model implementation.

Learning objectives: After attending this session, you will be able to:
  • Examine your district/state strategic plans/initiatives for SEL
  • Create connections between the districtwide scope and sequence/essential standards for SEL and the ASCA Mindsets & Behaviors
  • Merge district initiatives with the work of implementing the ASCA National Model 
Speaker: Brian Mathieson, School Counseling Specialist, Vancouver Public Schools, Wash.

Tuesday, Sept. 8, 2020

Districtwide Professional Development Plans (view the recording)
The Clark County (Nev.) School District school counseling department provides professional learning and support for approximately 650 school counselors, 125 registrars and 350 administrators. Learn how these six educators leverage limited resources into high-quality learning opportunities for staff to have a positive impact on student achievement. 
Learning objectives: After attending this session, you should be able to: 
  • Strategize ways to design data-informed professional learning plans that are based on data
  • List other district divisions to possibility coordinate with and brainstorm curriculum content 
  • Discuss ways to coordinate logistics and promote department services
  • Examine ways to teach curriculum content 
  • Explain how to evaluate results reports from schools  
Speakers: Kathy Mead, Director, School Counseling Department, Clark County School District, Las Vegas, Nev.; Kristin Barnson, Ken Basinger, Chad Gregorius: School Counselor Specialists, Clark County School District, Las Vegas, Nev.

Tuesday, Sept. 15, 2020

Develop District Leaders (1–2 p.m. EDT)
Learn about the history of district supervisors, implementing the ASCA National Model, advocating for school counselors, managing assigned duties, building relationships, creating an internal leadership development program, keeping your district compliant and more. 
Learning objectives: After attending this session, you will be able to:
  • List steps to implement a districtwide ASCA National Model school counseling program. 
  • Discuss effective communication and leadership strategies.
  • Identify ways to better manage the implementation of state policies and regulations.
Speakers: Tinisha Parker, Executive Director of Student Services, Gwinnett County Public Schools, Suwanee, Ga.; Tracy L. Jackson, Supervisor, School Counseling Services, Loudoun County Public Schools, Ashburn, Va.; Chaka Felder-McEntire, Supervisor of School Counseling, Windsor Public Schools, Windsor, Conn.

Novice School Counselor Supervision Experiences (3–4 p.m. EDT)
Hear about a qualitative study that explored the clinical supervision experiences of nine novice school counselors. Through semi-structured interviews, participants from across the U.S. at various school settings shared their lived experiences surrounding clinical supervision. Researchers discovered six themes and related subthemes including challenges, support, knowledge, self-efficacy, improved professional identity and improved counseling services. Hear about the implications for school counselorsand school counseling directors/coordinators.
Learning objectives: After attending this session, you should be able to: 
  • Examine the clinical supervision experiences of novice school counselors.
  • Discuss implications for school counselors, district directors, and counseling supervisors. 
Speaker: Kenya Bledsoe, Assistant Professor Chapter Faculty Advisor, Department of Leadership and Counselor Education, The University of Mississippi