All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.
All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.
All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.
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All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.
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All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.
All school districts, regardless of size, face many of the same needs and requisite tasks to ensure their students are ready for their postsecondary next steps. All students need a counselor to monitor that they are taking classes that meet the requirements for graduation. They need to have exposure to potential career options and pathways. They need support for resume-building, essay-writing, and overall guidance on the college application process. Many students and families require assistance understanding and applying for financial aid. And nearly all students benefit from opportunities for work-based learning experiences to develop relevant skills and to explore fields of interest.
Small schools and districts often have the benefit of a more familiar community where educators and counselors know students and families well. Because of this, educators, counselors, and other members of the support staff are able to more deeply understand the unique needs, strengths, and circumstances of each student.
However, these small schools and districts often have fewer individuals to support these many needs. School counselors and other members of the school support staff in these communities wear many hats; they can be pulled in a variety of directions on any given day, must balance a broad diversity of student needs, and often serve several different roles within a school building. The constraints of time coupled with an often overwhelming workload means they are forced to focus on the most pressing needs or emergent crises with other ambitions and hopes for supporting students getting pushed aside.
Counselors and other members of the support staff can use these tips to expand the breadth of supports, opportunities, and College and Career Readiness (CCR) experiences for their students.
The work of school counselors is hard and often all-consuming. And most counselors try to do it all on their own; they do not naturally or readily ask others for help. The result of this is the high rates of educator burnout and turnover and students not always getting the full support they need.
Counselors and students are better off when the critical task of ensuring students are ready for life after high school is shared and embedded within a community. By strategically planning, collaborating with other educators, and finding ways to empower students and families with resources and tools, counselors can create a more robust and comprehensive CCR culture within their communities. And students, families, educators, and counselors, themselves, can feel proud of their contributions and shared success.