Organization and Administration of Guidance by crystymors

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ORGANIZATION AND ADMINISTRATION OF GUIDANCE

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Definition of Guidance Organization Administration

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Organization • Basically concerned with making arrangement to enable the school to realize its purpose.

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• Must be planned; principles and goals must be set-up; personnel should be selected, trained, and coordinated as a professional staff.

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• Organization of a Guidance Program is a relative to the needs of the institution. • There is no pattern of organization that is suitable for all kinds of sizes of schools.

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Administration • Concerned with the conduct, operation, and management of the guidance program • Implies authority and responsibility

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Arthur Jones  believe that guidance is not something that can be separated from the general life of the school; nor it is it something that can be located only in some particular part of the school.

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Guidance is the duty and responsibility of every teacher in the school system.  A function that is shared by all and therefore should be organized and administered effectively.

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C. Gilbert Wren “Coordination… means not only the placing of student personnel services under s personnel director, but the development of the appropriate staff relationship with other services and other departments of the institution.

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PRINCIPLES Of ORGANIZATION AND ADMINISTRATION Of GUIDANCE

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The guidance service should out of the interest, needs, and purposes of the students in the school which it serves.

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2. The guidance services should be continuous and serve all youth, not merely the maladjusted ones.

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3. Guidance service should be concerned with the whole individual in his/her total environment and with specific needs and problems.

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4. Guidance service should be organized to deal not only with serious problems but also with the causes of such problems.

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5. It should provide for all phases of student problems and student study.

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6. It should provide for specialists; and the services of these specialists should be so organized and administered.

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7. It should provide for securing and recording, through tests and other devices, adequate information regarding occupational requirements and opportunities.

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8. All guidance activities should be directed toward improved individual self-knowledge and self-direction.

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9. A functional guidance program should be an integral part of the total school program and be vitally related to home, community, and other out-of-school experiences of students. It should permeate the entire school.

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10. It should be a cooperative undertaking of the entire school and should enlist the interest and effort of every member of the school staff.

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11. It should be as simple as possible and should be easy to organize and administer.

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12. It should provide for leadership and for coordination of all agencies of school and community for the long-term guidance of youth.

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TYPES of GUIDANCE ORGANIZATION

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Line Organization  The direction and control of guidance services flow from the chief administration officer in straight vertical line down to the assistants. From those assistants, the direction and control proceed in a straight line to their subordinates.

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Staff Organization The chief administrative officer distributes activities according to function .

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 Usually adopted in a large educational institution. It combines the nature and advantages of the Line Type Staff Type organizations . Line and Staff Organization

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Organizational Structure for a Big School Guidance Program President Executive Vice President Director of Guidance Psychometric an & Counselors Students Dean & Unit Heads Other School Agencies Club/Class Advisers Classroom Faculty Consultative Staff Outside Agencies Line of Cooperation Line of direct supervisory Authority & responsibility - - - - - - - - ________ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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Organizational Structure for an Elem. or High School Guidance Program School Directress Principal Discipline Subject Teachers STUDENTS Instruction Committee Chair Guidance Homeroom Adviser Committee Resources Medical-Denta l Learning Center Canteen People Maintenance Specialists Therapists Other schools Support groups Social groups

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Organizational Structure for a College Guidance Program President or Director of the School Students School Agencies Civic Organizations Student Personnel Coordinator or Director Of Guidance College Counselors Psychiatrist Dean of Men Faculty Psychometri-cians Psychologist Dean of Women - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Line of Cooperation Line of direct supervisory Authority & responsibility ________ - - - - - - - -

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The Administration and the Guidance Program

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The guidance service or a guidance program will function effectively and successfully if there is a plan or an organizational set-up, whether it is simple or complex.

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There must be a provision for assigning responsibility for carrying out the guidance program, and the one responsible to organize or develop such program is the administrator.

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Fundamental Responsibilities of an Administrator in Respect to the Guidance Program

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Knowledge and acceptance of the basic philosophy and principles of effective guidance services. Leadership in the organization of the services.

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3. Encouragement of a guidance-pointed attitude among the members of the entire staff by means of one or another form of in-service education. 4. Selection and assignment of qualified guidance personnel.

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5. Direct or indirect supervision of guidance activities. 6. Provision, within budgetary limitations, for space, equipment, and materials needed to implement the program. 7. Activation of periodic appraisal of the program.

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The Bases for Administrative Decisions of Guidance

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be an idea person. 2. The administrator must be an idea receiver. 3. The administrator must The administrator must be a coordinator of purposes. 4. The administrator must be a coordinator of role definitions.

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5. The administrator must seek understanding of and support for the guidance program. 6. The administrator must be a recruiter, a selector, and a placer of staff. 7. The administrator must be a counselor, a mediator of differences of opinion, an expert in human relations.

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Essential Functions of an Administrator

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1. S/He arranges the schedule to allow time for guidance activities by providing time on school days for all guidance functions. In this way, the guidance program is made a part of the school program.

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2. S/He designates a well qualified teacher as a head counselor. 3. S/He organizes and supervises the guidance program. S/He gives full support to the head counselor in developing and improving the guidance program.

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4. S/He encourages and assists guidance workers to secure professional training for all the staff members. 5. S/He provides an adequate cumulative records system, materials and supplies.

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6. S/He assigns definite guidance responsibilities to staff members, such as testing, counseling, etc.

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1. S/He must have a clear concept of the meaning, philosophy and significance of guidance. 2. S/He must have a knowledge of the goals and characteristics of a good guidance program.

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3. S/He must know the basic assumptions of guidance services. 4. S/He must be guided by a definite, sound, workable educational philosophy. 5. S/He must remember that the guidance program cannot be built up, put on paper, and then forgotten.

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6. S/He must be a good leader and understand as well as know how to bring together the school and the community. 7. S/He must be able to foster the social life of the school or encourage the activities of school organizations, clubs, and athletics.

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8. In a student-personnel program, s/he should recognize four closely related factors of the program, namely: student-personnel leadership; participation of all staff members;

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c. services of special consultants and experts; and d. an evolving curriculum with flexibility in scheduling students’ needs as revealed by a functioning broad program of student-personnel services .

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The Guidance Specialists • According to Carter Good, an educational administrator, is any educational officer responsible for the management or direction of some parts of an educational establishment or system. It may be the college president, school superintendent or principal.

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Homeroom Adviser • Sets an informal permissive within which students get the feeling of freedom from tension brought about their academic activities.

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Counselor • A regularly assigned member of the school staff, is specially charged with the responsibility for developing those aspects of the guidance functions which demand an expenditure of time and the use of specialized competencies that the teacher ordinarily does not have.

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• The school principal and the counselor work closely together to plan and organize programs of guidance services which include the following: 1. in-service trainings for teachers 2. consultation service for teachers and parents 3. counseling service for pupils 4. referral service for pupils 5. placement and follow-up 6. research 7. evaluation

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School Psychologist • Usually employed by the school to perform tasks related to diagnosis and remediation of learning problems that may have been manifest in lack of educational or personal-social adjustment.

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School Nurse • Provides information regarding the physical health of a pupil in order that teachers, parents, and administrators may better understand the child.

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• Responsibilities of the school nurse: Making routine inspections of pupils who are reported ill. 2. Making referrals to and assisting the school doctor.

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3. Maintaining health records. 4. Making home calls where necessary. 5. Instructing the pupils in good health practices. 6. Participating as a member of the guidance team.

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School Physician • Serves as a medical consultant and examines students. Psychiatrist • A doctor specialist in psychiatry; that branch of medicine which deals with mental and emotional problems.

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Teachers • The key persons in the guidance program in the classroom.

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Librarian • S/He could help motivate children to develop reading as a part of their recreational activities.

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Religious Leader • Guides the pupils/students in their spiritual needs.

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The Guidance Program • The welfare of every individual learner is the foremost concern of guidance. • It should be reflective of the school’s vision/mission as well as its philosophy and objectives.

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Basic Organization Principles It should be based upon the goals/aims of the program. Authority and line of responsibility must be clearly defined.

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3. Operation has to be systematic with the extent of control that is well-established. 4. Good leadership and human elements must be indicated.

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Vital Steps in Developing and Managing a Guidance Program • Preparatory Part • Implementing Part • Appraisal Part

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Preparatory Part • Goal-setting and planning Implementing Part • Coordinating – proper communication should be open to proper people/agencies.

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• Directing/Managing – the guidance center leads in the delivery of services with the help of the management staff. • Development – there should be a continuity of services.

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Appraisal • Education – a checklist is provided to gather both the positive and negative feedbacks. • Future Design – based on evaluation, designing future plans/moves is done.

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Guiding Points on the Delivery of the Guidance Program Begin with an end in mind through the staff receptivity. Developmental needs of the clients. Objectives of the program and coordination of functions must be clearly defined.

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4. Leadership, personal commitment, and in service training must be considered. 5. Use of community resources 6. Evaluation must always be a part of every effective program.