Org and admin of guidance
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This document outlines the basic principles and organization of a school guidance program. It discusses that guidance should serve all students, address their whole environment and specific needs, and provide continuous services. A guidance program should have trained personnel and specialists, methods to collect student information, and facilitate cooperation between the home, school and community. The document also describes different models for organizing guidance services at the elementary, high school, and college levels, including charts showing how guidance roles relate within the school administration.
Org and admin of guidance
- 2. ORGANIZATION - is a process of identifying and grouping the work to be performed, defining and delegating responsibility and authority, and establishing relationship for the purpose of enabling people to work most effectively together accomplishing objectives. ADMINISTRATION – a dynamic organ of an organization which keeps on responding to the requirements and needs of its members.
- 3. BASIC PRINCIPLES IN THE ORGANIZATION OF A GUIDANCE PROGRAM Guidance and guidance services should grow out of the interests, needs, and purposes of the school child; Guidance should be continuous and should serve all; Guidance should be concerned with the whole individual in his total environment but with specific need and problems; Guidance should provide for all phases of pupil problems as they occur and for the study of the causes of those problems before they occur;
- 4. A guidance program should provide for trained personnel and specialists; Guidance should provide for securing and recording adequate information through tests and other techniques; Guidance should provide for leadership and for cooperation among the home, school and community; Guidance should be simple and comprehensible to the parents, the child himself and the community.
- 5. Initiating a Guidance Program 1. How many persons and how much time are necessary to implement a guidance program? 2. Are the personnel properly trained and qualified to render the proposed guidance services? 3. Are the personnel, including the administrative officials, willing to devote their time and energy in developing an adequate guidance program? 4. What are the pupils’ areas of experience to be serve?
- 6. 5. Are the guidance facilities available? 6. Can necessary expenses be met? 7. Are the parents interested and willing to cooperate with the program? 8. Can the cooperation of other community agencies be secured? 9. Can the pupils themselves be encouraged to participate in the program?
- 7. Factors to be considered: 1. Age at school level 2. Size of the school 3. Available facilities 4. Attitude toward guidance
- 8. Forms of Organization 1. Non-centralized guidance program 2. Centralized guidance program
- 9. Organizational Chart for an Elementary School Superintendent or Principal Guidance Committee Classroom Teacher Homeroom Teacher Pupils
- 10. Organizational Chart of Guidance in High School Principal Guidance Coor. Teacher Homeroom Teacher Student Asst. Principal Counselor School Agencies NGOs PTA
- 11. President/Chancellor/Director Guidance Clinic Psychologists Psychiatrists Dean of Men Dean of Women Students Coordinator School Agencies Civic Org. Faculty College Counselors Organizational Chart for a College
- 12. Guidance Personnel 1. Chairman Responsible in leadership in the organization and reorganization of guidance services; stimulation of a guidance-minded attitude among the members of the guidance staff by means of orientation and in-service education Selection and assignment or allocation of authority and responsibility of personnel Supervision of guidance activities
- 13. 2. Homeroom and Classroom teachers Guide in desirable interest areas in order to make the homeroom a real homeroom (McKnown) a. Orientation b. Educational Guidance c. Vocational information & guidance d. Moral and ethical guidance e. Guidance in citizenship f. Guidance in personal relations g. Health guidance h. Guidance in courtesy and good manners i. Guidance in thrift j. Recreational guidance k. Guidance in home membership
- 14. 3. Teacher-counselor Should know his pupils well Be interested in their problems be possessed of a wealth of information Have a keen desire for service *** The teacher approaches his role as guidance counselor if he can satisfactorily answer the following questions…
- 15. a. Do I know my students? b. Am I constantly reorganizing my subject and my teaching in terms of what I know about my pupils? c. Am I using my subject to provide special services to each pupil – health & study habits, vocational outlook, social graces, assistance in their problems or their extracurricular activities? d. Do I try to prevent difficulties from developing; do I take time to study pupil’s attendance records, and do I show interest in overcoming their defects or handicaps and developing their abilities? e. Do I pay attention to myself as another being, as a person?
- 16. 4. Coordinators and Counselors “the counselor is like a gardener who prepares the soil and does everything he can to help each plant grow in its best way.” (Strang)
- 17. Who is an Emotionally Mature Person? a. Respects people, life. b. Does not return to childish behavior when under stress. c. Finds pleasure in serving others. d. Gives more than he receives e. Parental and creative in dealing with others f. Gives and receives more love, affection
- 18. g. Is not ashamed of emotions; can work without being disturbed by emotional tension h. Does not base his actions on wishful thinking i. Does not annoy those who are with him j. Accepts equality as something akin to all forces; is not prone to exaggeration k. Has a sense of humor l. Has a philosophy to cope with frustration and defeat
- 19. Thank you…