NCSCA School Counselor

Time Analysis Questionnaire (SCTAQ) Results

Presented during

2015 NCSCA Delegate Assembly

November 11, 2015

Background

• It was not clear if school counselors in North Carolina were

able to shed the role of “testing coordinator” in order to

implement comprehensive school counseling programs as

outlined in G.S. §115C-316.1.

• It was not clear the extent to which roles of counselors were

able to be implemented in schools to provide 80% direct

services and 20% indirect services to students, which left

NCSCA unable to report to members the current state and future of advocacy of the role of counselors in NC.

To support NCSCA’s Strategic Plan and Legislative Agenda to protect time

spent in direct services to students

• NCSCA released the SCTAQ to assess current status

of duties and time that school counselor spend

preforming the professional direct and indirect

services

Method

• Administered a statewide survey to a little over 4,100

members/contacts in NCSCA’s database to determine

current status of 80/20 implementation of duties and

counselor’s use of time in their professional duties

• 10.85% response rate (low) WHICH IS WHY WE NEED TO

BUILD SUPPORT FOR ADVOCACY

Section I - Demographics

Level

Region

Years of Experience

Setting

8

198

117123

0

50

100

150

200

250

Primary Elementary Middle High

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School Level

SCTAQ Participation by Level

2014-2015 Regional Map

83

109

52

23

35

43 41

58

2

0

20

40

60

80

100

120

Capital Central Eastern Western Northeast Northwest Southeast Southwest Unknown

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NCSCA Membership Regions

SCTAQ Participation by Region

31

108

100

88

47

72

0

20

40

60

80

100

120

0 - 1 year 2 - 5 years 6 - 10 years 11 - 15 years 16 - 20 years 21+ years

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Years of School Counselor Experience

SCTAQ Participation by

Years of Experience

232

85

129

0

50

100

150

200

250

Rural Urban Suburban

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Setting

SCTAQ Participation by Setting

Section II – Professional School

Counselor Duties

• Frequency rate of appropriate and inappropriate

duties performed

Section III – Use of time

Delivery of direct and indirect services

Section IV – Role Perception

• School Counselor and Principal about the ASCA

National Model

Time regions spent delivering direct and indirect services

Findings

• In all 8 NC educational regions, majority of counselors are developing & maintaining a CSCP;

• In all 8 regions, counselors have shed their duties as testing coordinators;

• Increase in administering standardized tests.

• Results concluded that majority of counselors in all

regions feel they are routinely and frequently

developing and maintaining a comprehensive

school counseling program. All regions also noted

that school counselor are rarely and never

coordinating standardized testing programs,

however all counties represent that counselors

routinely and frequently administer standardized

test to students.

Findings continued. . .

• 97.78% counselors believe they are familiar with a comprehensive school counseling program

• 2.22% do not believe they are familiar with a comprehensive school counseling program

• 57.32% believe their principal/evaluating assistant principal is familiar with a comprehensive school counseling program

• 42.68% believe their principal/evaluating assistant principal is not familiar with a comprehensive school counseling program

Findings continued. . .

Plan of Action

• Results will be used to plan future advocacy efforts for the profession and NC School Counselors specially in the area of

guiding communication and support for school counselors to

provide services as outlined in GS 115-C.316.1

• The questionnaire results will be an ongoing message and

frame working effort to target North Carolina administrators to

change their attitudes about the appropriate use of the

school counselor role and agree with NCSCA vision that all NC public school counselors will be afforded the opportunity to

implement comprehensive school counseling programs as outlined by ASCA and North Carolina G.S. §115C-316.1

Recommendations

• Establish/maintain your professional identity

• Collaborate

• Advertise

• Assert your professional pride

• Set program accountability

ADVOCACY is never over! – Dr. Norm Gysbers