V I R G I N I A C O M M O N W E A L T H U N I V E R S I T Y

A Conversation with Liz Parker – An Elementary School Counselor

O n t h e m O v e : V C U S c h o o l o f E d u c a t i o n i s a t o p 3 0 p r o g r a m a m o n g A m e r i c a ’s B e s t G r a d u a t e S c h o o l s

Q: AdvocAcy: The American School counselor Association (AScA) national model promotes advocacy. How do you implement these advocacy roles into your counseling program?

“Social advocacy is a relatively new discussion for counselors, and each of us has an opportunity to define our role as social advocates. I tend to be a risk taker so I speak up when I identify barriers that get in the way of student success. Dumbarton Elementary School is an incredibly diverse school, with about 70 percent of students receiving free or reduced price lunches and we have a very high ESL (English as a Second Language) population. In some cases, students and their families either don’t have the means, language or understanding to advocate for themselves. Part of my overall mission is not only to look for ways to expand opportunities for all of my students, but also to give students and families the tools and confidence they need to learn how to advocate for themselves. I also think it is important that school counselors advocate for their profession and show the impact we can make on student achievement.”

Q: MoST cHAllenging: What is your biggest challenge of being a school counselor?

“Most counselors would agree that large caseloads are a challenge. My counseling program needs to meet the needs of each of my 700 students. To do this, I try to be proactive and implement schoolwide programs to instill leadership habits and problem-solving skills. This year at Dumbarton we embarked on ‘The Leader in Me’ process. I coach a ‘Young Men in Motion’ and ‘Girls Can Run’ after-school running and character-building group that ends with the team running in a 5K. I take part in a ‘Leader of the Month’ program and recognize students who have been consistently showing the ‘7 Habits of Happy Kids’ by Sean Covey. I am also in classrooms teaching guidance lessons, which are psychoeducational in nature. Fortunately, I work with the most wonderful and dedicated group of faculty at Dumbarton Elementary School and they are incredibly supportive of me and the school counseling program.”

Q: collAborATion: How do you use collaboration in your day?

“Like most elementary school counselors, I am the only mental health provider in the building. With a caseload hovering around 700 students, I have an opportunity to collaborate with just about everyone! The principal-counselor relationship is incredibly important, so collaboration with the administration team is critical. I work closely with the families of my students and often look for ways to create positive interactions, such as our ‘Leader of the Month’ program, which gives me the opportunity to build rapport and have a positive interaction with about 280 families a year. I believe that my job involves supporting the whole child. I collaborate with outside community resources such as Central Virginia’s Homeless Point of Entry, mental health providers, Social Services, Child Protective Services, debt management counselors, food pantries and clothing closets, ministers and apartment managers, to name a few. Simply put, collaboration is the key to my helping my students and their families get connected to the resources they require to meet their needs, so students can come to school healthy, happy and ready to learn.”

Q: TecHnology: How do you use technology in your program?

“Technology is an integral part of my program. I often use the Promethean board for interactive classroom guidance lessons; I maintain a school counseling blog to address topics of parent and student concern; I’ve created QR codes to drive traffic to my blog or other information while understanding that many families at my school do not have computers or Internet access, but most do have smartphones. I’m constantly using technology in the collection and distribution of data. I’ve found motivational YouTube videos and TED Talks to hook students into a lesson or small group session. I use free online classroom behavior tools such as ClassDojo, which teachers may utilize from their laptops, tablets or smartphones and parents may log on to and check their student’s progress. We have to acknowledge that the social media landscape is changing daily. Just when I got comfortable with Facebook, Twitter and Instagram here

comes Kik, WhatsApp, Snapchat and other mobile messaging apps. I make a concentrated effort to immerse myself in the latest trends because that is the communication method of our students.”

Q: reSeArcH: How do you use data to enhance your program?

I am slightly obsessed with data! I rely on data to drive my program and show how my counseling impacts students. Each year, I create SMART (specific, measurable, attainable, realistic and timely) goals that align with my school’s improvement plan and I, along with other faculty members, monitor and track student progress. I use pre-/post-tests, teacher surveys and student surveys to gather data about my lessons, small groups and schoolwide programs. I create pie charts to show the breakdown of the students I meet with individually and their topics of concern such as parent separation and divorce, grief and loss, crisis counseling, conflict resolution and more. The Baldrige Quality ‘Tools,’ strategies to help individuals and groups communicate, participate and problem solve using data, are part of my program. I’ve been using consensograms; plan, do, study, act; force field analysis; radar charts; and issue bins during classroom guidance lessons, small groups and individual counseling, and this has resulted in the collection of some really great data. I also give faculty and staff an annual evaluation and needs assessment to help drive decisions about

the upcoming year. Data can truly be your best friend when you are defining your role as the school counselor and advocating for your time.”

Q: WHy: What made you want to become a school counselor?

“Becoming a counselor allowed me to blend my love for working with children and adolescents with my passion for the counseling and mental health profession. Because the VCU School of Education’s Counselor Education program gave me so many opportunities to work in different settings, it was during my internship that I discovered my true love of counseling in the elementary setting.”

Q: MoST loved: What is yourfavorite part of your job?

“I gravitate toward an impact therapy counseling approach and use creative techniques in my everyday counseling. This gives me a great outlet for creativity and I love the way my students respond to different counseling techniques. I love, after working with a student, to see them independently navigate a conflict or personal situation using the techniques and coping skills we have developed together. One student recently asked me why I was always so ‘smiley’ and after thinking about it, I answered, ‘Because I absolutely love to come to work every day and spend time with you.’“◆

Earlier this year Counselor Education Student Networking Association (CESNA) student leaders Kristin Walton, M.Ed. ’14, (r) and Janet Rost, M.Ed. ’14, (center) visited with Elizabeth W. Parker, M.Ed. ’08, in her office at Dumbarton Elementary School to interview Parker about her experiences as the school counselor for a Title 1 Virginia school. Parker was recently named the 2014 Virginia Elementary School Counselor of the Year by the Virginia School Counselor Association (VSCA).

Dear VCU School of Education Alumni and Friends,

Every day you are changing the world as VCU-educated teachers, counselors, administrators, researchers, parents and citizens. You are making an impact through your specialized knowledge, skills and enduring commitment to the well-being of others. Because of you, our school is recognized as one of America’s best graduate schools and it is ranked among the top 20 public schools of education in this country.

Thank you for your powerful and positive impact you are having on the dreams, learning opportunities and futures of others. As educators, innovators and school and community leaders, you are shaping the future of our country. The stories and photos captured in this newsletter confirm the legacy we are building through “50 Years of Shaping Education.” This is the theme selected for our 50th anniversary celebration.

When the new semester starts in mid-August, we begin a yearlong celebration of the impact our school’s past, present and future graduates are having. If you share our mission, and believe, as we do, that quality education changes lives, we hope you will participate in our celebration!

Our 50th anniversary steering committee has planned a broad range of events, from scholarly lectures on campus to leisurely socials to be held throughout the community. If you can’t be here in person, please visit our website at www.soe.vcu.edu, send us your VCU memories and achievement updates, join the conversations via social media and get involved in one of our many alumni projects.

Today we have almost 20,000 proud VCU School of Education alumni living around the world … imagine the lives we are changing and the lasting impact!

Best,

Christine S. Walther-Thomas, Ph.D.Dean, VCU School of Education

Ways to give: Mail: (check made payable to VCU Foundation) VCU School of Education, Office of External Relations and Development, P.O. Box 842020, Richmond, VA 23284. Donate online: www.support.vcu.edu/give/education SecuritieS : A gift of stock generally entitles a donor to a charitable deduction for the full current market value and avoidance of capital gains tax. Phone : Call (804) 828-4770 to speak with Donna Stewart Sharits, director of annual giving and alumni engagement.

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duthe Vcu School of education offers the Following Degree ProgramsCOUnSELOR EDUCATIOn – Prepares counselors with the specialized knowledge and skills required for placement in elementary, middle and high schools, and university settings

• M.Ed. in Counselor Education: tracks in K-12 Counseling; and College Student Development and Counseling

• Post-Baccalaureate Certificate in College Student Development and Counseling • Ph.D. in Education: track in Counselor Education and Supervision

EDUCATIOnAL LE ADERSHIP – Prepares critically reflective practitioners who are instructional leaders and able to develop positive school cultures that enhance student learning

• M.Ed. in Educational Leadership: tracks in Administration and Supervision; and Leadership Studies • Post-Master’s Certificate in Educational Leadership - Administration and Supervision• Ph.D. in Education: track in Educational Leadership• Ed.D. in Leadership

FOUnDATIOnS OF EDUCATIOn – Provides multidisciplinary education perspectives that underlie all programs in the school

• Ph.D. in Education: track in Curriculum, Culture and Change • Ph.D. in Education: track in Educational Research and Evaluation • Ph.D. in Education: track in Educational Psychology

SPECIAL EDUCATIOn AnD DISABILIT Y POLICY – Prepares skilled, effective, critically reflective practitioners who can meet the educational needs of children and youth with disabilities and their families

• M.Ed. in Special Education: tracks in General Education; Severe Disabilities; and Early Childhood • Ph.D. in Education: track in Special Education and Disability Leadership • Post-Baccalaureate Certificates in Autism Spectrum Disorders; and Leadership Education for

neurodevelopment Disorders• Certifying Online Virginia Educators • META Special Education Program for Instructional Assistants

TE ACHInG AnD LE ARnInG – Prepares educators for schools, corporations, nonprofit and governmental agencies

• M.Ed. in Curriculum and Instruction: tracks in Instructional Technology; and Teaching and Learning • M.Ed. in Adult Learning • M.Ed. in Reading • M.T. in Early/Elementary Education; Secondary Education; and Health and Physical Education • Post-Master’s Certificate in Reading Specialist • Post-Baccalaureate Certificates in Teaching (Secondary); Instructional Technology, Adult Learning

for Medical Educators, Online Teaching for K-12 Educators; and ESL Ph.D. in Education: tracks in Curriculum, Culture and Change; and Urban Services Leadership/Adult Learning

CEnTER FOR SPORT LE ADERSHIP – Prepares professionals for careers in public and private sectors of the sports industry

• M.Ed. in Sport Leadership • Dual degree in Sport Leadership and M.B.A. in Business • Ph.D. in Education: track in Sport Leadership

“It is my pleasure and privilege to welcome you all here today at what I would argue is one of the most powerful ceremonies taking place this afternoon, as this university sends forth a contingent of graduates focused on and committed to serving their respective communities through work in the field of education.

Whether you hold the distinction of being a first-generation college graduate or are continuing a legacy of pursuing higher education, please fully enjoy your special accomplishment, because the profession you have chosen may leave you feeling more kicked around than embraced along the way. And while, at times, we may give in to a tired sense of wondering if

what we are doing is making the difference of which we had hoped, recall how passionate you were right now, on this day, fully charged and confident that you would change the world, because the children and parents for whom we work deserve our willingness to stand in and fill the gaps brought on by social and economic inequities.

A story from my first year as a teacher often reminds me of this point and grounds me back in my philosophy of leading for change and making each interaction count.

Kevin* was a seventh grader in my history class. His home life was nothing to desire, and most days his free lunch at school was his only meal. He showed up one

day wearing very much worn, brown wingtip shoes. They were hideous, and certainly would not gain him any favor with his peers as shoes reflected status and identity.

I complimented the shoes. This was my effort to disarm any teasing that may have come about from other students. Kevin responded, ‘I know, right? Can you believe someone was throwing these away?’ I made what I thought was an affirming comment in suggesting that there were some hidden treasures to be found at thrift stores. He corrected me. ‘no, someone was actually throwing them away…like in their garbage.’

Humbled by what I took for granted, I complimented his shoes each week until the end of the school year. As he entered my class on the last day, and among other students offering me gifts of appreciation that they had either purchased or made, Kevin presented me with the brown wingtip shoes. He said, ‘You always loved these shoes, Mr. Murray, and so I want you to have them.’

Educators, if you give your true and complete selves to this profession, this profession will give you back so much more.

Today, Kevin’s shoes are a visible fixture in my office, and every once in a while I get to tell his story. While I have never worn the shoes, the metaphor of empathy and walking a mile in my students’ shoes resonates within me. Kevin’s shoes remind me of many things, including how I want to lead in the field of education. Kevin’s shoes remind me that people value human interaction, authentic relationships and genuine care, and that we must make intentional time to value and to exercise these principles. Kevin’s shoes remind me that my decisions should be in the best interest of students,

all students, from all walks of life and backgrounds. My decisions must not be based on what is easiest, least resistant or utilitarian. Most importantly, Kevin’s shoes and Kevin himself remind me that for many children, the schoolhouse is the healthiest and safest part of their day and you and I have a responsibility to nurture and harvest that sense of comfort and belonging.

Educators, we have conquered a great mountain today in receiving our respective degrees. now the real work begins. We will help to move the mountains that encumber those for whom we will work and thereby help students such as Kevin realize their true potential and greatness. Remember, education is only the ‘Great Equalizer’ if there are advocates helping level the playing field. Be those advocates.”◆

*This student’s real name was not Kevin.

Graduation is a Family Affair

Congratulations One and All!Commencement ceremonies held in December and in May are the highpoints of the year as new graduates revel in their accomplishments while joyful families, friends and faculty members look on. During the 2013-2014 academic year 434 degrees and certificates, including a record number of 59 doctoral degrees, were awarded by the VCU School of Education. At a time when America’s schools and communities have never needed our graduates more, we welcome these graduates to our nearly 20,000 SOE alumni who are already helping to shape the future of education.

During the May 10 Commencement John T. Murray, Ed.D. ’14, delivered these remarks and challenged the SOE Class of 2014 to give their “true and complete” selves to the profession of education. Murray receive a doctoral degree from the VCU School of Education that day.

Marilyn Leahy, B.S. ’91; M.Ed. ’95; M.A. ’95, credits Virginia Commonwealth University for the many professional opportunities she’s enjoyed throughout her career as an educator. Her path to the field of education, though, began on the MCV Campus, where she worked as a technologist with a board certification in electromyography.

“During an exchange program with MCV, 10 Japanese neurosurgeons needed help teaching their families English as a second language and I taught the classes,” Leahy said. “Since I’d interrupted my undergraduate studies to work full-time at MCV, I thought I might go back to VCU later and get a degree in adult education or education.”

Go back she did, and Leahy was in the last class of the VCU School of Education’s instructional occupational education degree program, which she completed 19 years after entering.

Over the years, Leahy enjoyed a diverse career from designing instructional packets for educators to working as a technical writer. She continues to teach at the high school and university levels.

“My VCU colleagues often thought to recommend me for special projects and assignments,” she said. “There are so many positive ways that the School of Education has influenced my life, both professionally and personally, and so many opportunities opened to me because of the school.”

Leahy is devoted to VCU and its students. As an adjunct instructor, she is well known for her classes in reading and college study skills. She also teaches science and math content development and develops the teaching tools for both subjects for Richmond Public Schools.

In a generous display of gratitude, Leahy has named the VCU School of Education as the sole beneficiary of her estate.

“I don’t have children so it’s nice that I’m in a position to do this, but you don’t have to have a lot to give a lot,” she said. “Everyone has something to offer. VCU is responsible for the strategic plan for the future. A university and an education: that’s our foundation.”

When the time comes, Leahy’s generous bequest will support the School of Education’s most pressing needs at the time.

“Gifts such as Marilyn’s leave a legacy that is both profound and impactful,”

said Chriss Walther-Thomas, Ph.D., dean of the VCU School of Education. “Marilyn has been, and continues to be, an exceptional educator who has touched the lives of so many students during her career. Through her bequest gift to the School of Education she is ensuring many more young people in the future will continue to be touched by her generosity and kindness.”◆

To learn more about the School of Education and planned giving opportunities, contact Magnus Johnsson, M.P.A. ’10, Cert. ‘10, executive director of external relations and development, at (804) 827-1363 or johnssonm@vcu.edu.

Grateful Alumna Assures Future Opportunities Through Estate Planning

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- - - - - MoMenTuM Spring 2014 - - - - - editor: Donna Stewart Sharits, B.G.S. ’96, (804) 828-4770, dssharits@vcu.edu

contributor: Nancy L. Johnson

Art director: Holly Delano, B.F.A. ’88, DELANO Creativephotography: Courtesy of Jean-Philippe Cypres and VCU Creative Services- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Soe AluMni council MeMberS

2013-2015 officersPeter R. Glessman, Post-Master’s Cert. ’01, PresidentCheryl C. Magill, M.Ed. ’81, Ph.D. ’99, Vice PresidentSusan F. Younce, M.S. ’91, TreasurerLyndsay S. Durham, M.Ed. ’11, Co-SecretaryEleanor S. Sharp, M.Ed. ’12, Co-SecretaryShannon D. Jones, M.Ed. ’12, Officer at Large

Members: Mary H. Allen, B.S. ’80; Carol A. Dato, B.S. ’81; Ausha Espiet, M.T. ’12; Lynda V. Gillespie, Ph.D. ’01; Stephanie L. Holt, B.S. ’74; Dale C. Kalkofen, M.A.E. ’76; Kathryn G. Kirk, M.Ed. ’80, Ph.D. ’10; W. Chris Martin, B.S. ’88; Heather A. Shortall, M.T. ’00, Post-Master’s Cert. ’12; Pamela A. Toliver, M.Ed. ’09; Carmen Y. Ward, M.Ed. ’01, Ph.D. ’12; and Jacqueline W. Wilson, B.S. ’77, M.Ed. ’83, Ph.D. ’96

vcu Alumni representativeRamin Mirshah, J.D., B.A.’01/H&S, Senior Director, Outreach and Alumni

Soe AdvAnceMenT council MeMberS

Robert E. Marchant, M.Ed. ’71, Chairman, Barbara-lyn Belcher, Jo Lynne DeMary, M.Ed. ’72, Michael D. Fraizer, Susan L. Genovese, Stewart D. Roberson, Walter S. Robertson III, Vicki Godsey White, B.S. ’75, M.Ed. ’82; and Brian White

ex-officio Members

Christine S. Walther-Thomas, DeanMagnus H. Johnsson, M.P.A. ’10, Cert. ‘10, Executive Director of External Relations & Development

VCU is an equal opportunity affirmative action university.P.O

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O n t h e m O v e : V C U S c h o o l o f E d u c a t i o n i s a t o p 3 0 p r o g r a m a m o n g A m e r i c a ’s B e s t G r a d u a t e S c h o o l s

Return Service Requested

50th Anniversary Reception*...........................................................................Sept. 23, 2014

Ruth Harris Lecture with Jack Horner..................................................................Oct. 13, 2014

Service Awards Event...........................................................................................Oct. 24, 2014

Virginia Department of Education Reception*..................................................Oct. 28, 2014

Adult Learning Lecture with Rosemary Caffarella.......................................nov. 12, 2014

December Commencement................................................................................Dec. 13, 2014

Research Colloquium with Marilyn Cochran-Smith...................................Jan. 26, 2015

Black History Month / Collaborative Program with Cabell Library*...............Feb. 5, 2015

Oehler Lecture with James Ryan...............................................................March 5, 2015

Planned Giving Luncheon*................................................................................March 10, 2015

Literacy Conference............................................................................................March 14, 2015

Monroe Scholars Book and Author Luncheon...................................................April 1, 2015

Scholarship and Awards Ceremony.....................................................................April 7, 2015

Reunion Weekend Events...............................................................................April 17-19, 2015

May Commencement...............................................................................................May 9, 2015

Events and dates are subject to change. Visit www.soe50.vcu.edu or call (804) 828-3382 for the most up-to-date information.

*Indicates a signature anniversary event.

anniversary events and activities

See the anniversary calendar

below for activities or visit www.soe50.vcu.edu

for the most up-to-date information.