DECEMBER 2024

Tyler Barron (he/him)

Rice Memorial High School

What influenced you to become a school counselor?

Finding a career where I felt like I could make a difference was really important to me.  After spending the first part of my career serving individuals with developmental disabilities and coaching high school sports during my free time, a friend/coworker inspired me to explore school counseling.  I had never really imagined myself working in a school and was not aware of what the role entailed.  After looking more into it and starting my journey of graduate school, I realized that it was a perfect way to blend things that I was already passionate about.  Last year, I was lucky enough to have an opportunity to join an established and experienced team of wonderful counselors at Rice Memorial High School and am excited to come to work every day. 

What's your favorite part about being a school counselor?

My favorite part about being a school counselor are the impromptu interactions that happen with students.  Whether it’s between classes or when they stop by our office area for lunch or a study hall, I really value the small moments of connection, even if they are just for a second.  Oftentimes I leave those interactions having learned something new about a student; some new phrase they’re using or a TikTok trend I’m oblivious to, and I think it’s important to help them feel seen and help me understand the world that our students are living in.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

Being a newer school counselor comes with a steep learning curve, particularly having not come from another role within a school.  Having the ASCA student standards to help inform the work that we do is extremely valuable as I’ve learned the role of the school counselor has inherent flexibility that is oftentimes based on the needs of the school.  Referring to the ASCA standards is something that has been helpful in keeping me on track with how I approach my work with individual students, as well as a tool that is helpful when assessing larger, more universal programming we provide as a department.

What’s unique about your school community?

There are many unique parts of Rice given that we are a private school and have a smaller student body than most of the surrounding schools in our area.  One thing that stands out is the focus that our leadership team has put on student support.  While we have around 400 students in our building, we have expanded our department to ensure that our counselor to student ratio stays well under the typical numbers.  This allows us the time and resources to create relationships with students who otherwise may never come into our space.  Having the ability to do this helps establish an environment where students know who they can access for support and if something challenging comes up, we’ve already had the opportunity to do some relationship building ahead of time.  With the pressure of different needs throughout the school, ensuring student mental health and wellness remains a priority makes us feel valued as a department as the needs of our student body grow and change.

What do you see as a top priority for VTSCA?

I feel very appreciative of all the work that VTSCA does on a regular basis.  Given that we work in a small state, having so many great people as a resource who have experience doing this work is invaluable.  In my short time as a counselor, I’ve come to learn that opportunities to connect with others doing the same work but in different schools throughout the state is incredibly helpful.  There are so many phenomenal school counselors in Vermont and I hope VTSCA continues to prioritize ways for us to connect whether that be through the annual conference, professional development opportunities (like the School Counseling Cohort), or other creative ways.  I believe these opportunities promote a feeling of unity and support that I think we all benefit from.

What are some of your favorite resources?

My favorite resources are the amazing people who I share office space with every day.  They all do incredible work while also providing me with consultation and support whenever I need it.  Outside of my colleagues, I have used many of the professional development opportunities within ASCA.  As a new high school counselor, the ASCA U College Specialist Training was particularly helpful as I continue to try to develop my knowledge around supporting students with the college application and financial aid processes.  Something less formal that I’ve recently started using is the Greater Good Magazine website https://greatergood.berkeley.edu/education.  There is a lot available throughout their site but I’ve found some interesting articles and resources in their education section that relate to both our work as school counselors and just being a positive member of our community.  

NOVEMBER 2024

Siobhan Barber (she/her)

Essex High School

Essex-Westford School District

What influenced you to become a school counselor?

Definitely, my high school counselor Mrs. Fleming from Tri-County Regional Vocational Technical school in MA was a major influence in my decision to become a school counselor. Back in the 80’s when they were known as “Guidance Counselors” I believe she was ahead of her time and embraced the practices of being a “School Counselor”. She supported students in social/emotional growth, academic advising and post-secondary/career development. 

What's your favorite part about being a school counselor?

The students! I feel so fortunate to have the opportunity to work with my students their entire time at Essex High School. I get to witness their growth and provide support to them along their journey into adulthood. People ask me "How can you work with teens, isn’t that hard?” My response is always, “They are the best age group to work with! They are at a very exciting stage in their lives and I get to witness their self-discovery and growth over time. It doesn’t get better than that.”

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

I often hear teens ask, “Why do I need to learn this? I’m never going to use it after high school.” However, the ASCA Mindsets and Behaviors are truly relevant in every aspect of life. It’s crucial to help students recognize the importance of developing these behavioral standards and practicing these mindsets in all their endeavors beyond high school. When students see how these skills apply outside the classroom, it resonates with them and highlights their value in real-world situations.

What’s unique about your school community?

Although we are not the largest high school in the state, our size allows us to provide a wealth of opportunities for our students that a smaller school might not be able to offer. We have a dedicated team of Howard Mental Health School Clinicians to support student well-being, an SAP program and multiple flexible pathway options for students. Additionally, our exceptional team of seven school counselors collaborates to ensure that both students and colleagues receive the support they need. We are also very fortunate to have an administration and school board that recognizes the importance of our role with students and continue to support our work each year.

What do you see as a top priority for VTSCA?

Given the challenges in Vermont regarding education funding, I am concerned that schools may seek to cut budgets by eliminating school counselors. VTSCA can serve as a vital voice at the state level and with local school boards, advocating for the importance of maintaining licensed school counselors in every school, along with appropriate student-to-counselor ratios. Additionally, VTSCA can continue to provide annual training and updates on legal and ethical issues relevant to Vermont law, ensuring that counselors remain informed and effective in their roles.

What are some of your favorite resources?

The annual American School Counselor Association ASCA conference is chock full of great resources and networking opportunities. If you have never gone, I highly recommend it. They also offer it virtually which is also a great way to gain a lot of information.  

Other resources I use:

1. The Dougy Center for Grief Resources
2. ONet Online for updated career information
3. Vermont Counselor Network For helping families to find therapists
4. Vermont Psychological Association For helping families to find therapists

5. Psychology Today  For helping families to find therapists

Zach Falls (he/him)

Mount Mansfield Union High School

What influenced you to become a school counselor?

It is quite a story. I originally graduated with a degree in English and began working in Communications with Boston College Athletics. While I loved to write and cover the teams, I was working long hours and traveling a ton. I ended up making a choice to leave the role and took a job working as a paraprofessional and immediately found my passion for working with students. Wanting to find the perfect role in schools, I knew that I enjoy social interaction, and getting to know students and families; building those trusting relationships. I am a big believer in mental health and well being being critical for student success, and I wanted to work with students on both their mental well being as well as helping them every step of the way to reach their personal and academic goals. Becoming a school counselor was a no-brainer, so I went back to school and the rest is history.

What's your favorite part about being a school counselor?

Developing relationships with students and colleagues. Like mentioned above, I am a person who loves to socialize and interact, and each day brings new interactions which keeps you on your toes! But it is this that gets me up in the morning because working with students to help them reach their goals is such a joy.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

The ASCA Mindsets & Behaviors play a crucial role in guiding my work as a school counselor by providing a clear framework for promoting students' academic, career, and social/emotional development. Here’s how they inform my practice:

1. Goal-Setting and Student Development: The Mindsets focus on students' attitudes, self-beliefs, and their ability to achieve success. The Behaviors provide clear guidelines for the actions students should take, from learning strategies to social skills. I use these to help students set and achieve realistic, personalized goals that align with their overall well-being and success.

2. Data-Driven Counseling: I regularly use data to assess student needs and measure the effectiveness of our programming. By aligning interventions with the ASCA Mindsets & Behaviors, we can track students' growth and adjust our approach to meet their changing needs.

3. Supporting Equity and Access: The standards help me advocate for all students, ensuring that each one has equitable access to resources and opportunities. By focusing on skills and mindsets that promote resilience, persistence, and confidence, I aim to empower every student, regardless of their background.

4. Collaborating with Educators and Families: The ASCA Mindsets & Behaviors give me a common language to use when working with teachers, parents, and administrators. This helps create a unified approach to student support, ensuring we all work together toward the same developmental goals for the student.

In essence, the ASCA Mindsets & Behaviors provide a structured, holistic framework that allows me to support students in becoming well-rounded individuals, ready for success both inside and outside the classroom.

What’s unique about your school community?

I feel truly lucky to have landed where I am with Mount Mansfield Union HS. I think what is truly unique is that there are so many who work in this building, who either live in the community, or grew up in this community. There is a badge of honor to being part of the MMU community. Additionally, once teacher’s are here, they rarely leave.  With the lack of turnover, there is consistency for our students. I think that is truly beneficial to students’ success and building that sense of belonging and community for our students. 

What do you see as a top priority for VTSCA?

Collaboration. Collaboration among school counselors is essential for ensuring consistent, comprehensive support for all students across academic, social/emotional, and career domains. By working together, counselors can share insights, strategies, and resources to address diverse student needs more effectively. This teamwork also helps create a unified approach to advocating for student success and fostering a positive school environment.

What are some of your favorite resources?

Right now I am engaging with theUMatter trainings and curriculum which I find beneficial for social-emotional well-being, resilience, and positive mental health by fostering a sense of belonging, purpose, and connection. It equips students with practical tools and strategies to build self-awareness, manage stress, and develop supportive relationships, encouraging a culture of care and inclusivity within schools.

MAY 2024

Charles O'Brien (he/him)

Swanton School

What influenced you to become a school counselor?

When I was in elementary school, I was diagnosed with dyslexia. While I was in school I had amazing support. I knew that I wanted to give back to the school community somehow. As I was finishing my undergraduate degree I had to decide between clinical and school counseling. I thought back to that little kid who was struggling to write between the lines, and then to the person I had become and realized that I wanted to help other kids reach their full potential. 

What's your favorite part about being a school counselor?

It's hard to pick just one thing, that being said, seeing progress is so rewarding. I have seen it on an individual level of a kid turning their day around to a school wide perspective.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

I use them all the time! Whenever I think about creating a lesson or small group plan I always check the ASCA standards. They help take something as nebulous as social emotional development and create a framework that can be used to structure all sorts of different interventions. 

What’s unique about your school community?

Swanton is such an amazing community and has a deep history. It is the historical homeland of the Abenaki Nation of Missisquoi, which is an important facet of the community. There is a pride that all members of our community hold for being a part of the royals.

What do you see as a top priority for VTSCA?

I think that VTSCA holds such an important role for any school counselor. As a new counselor, it creates an environment where I can connect with and learn from people across the state. VTSCA is the best advocate a school counselor could ask for. They are constantly looking for ways to support their counselors and communities.

What are some of your favorite resources?

I have got to say there are two books that are absolute must reads. Saywhat you mean by Oren Jay Sofer and Trauma through a child’s eyes by Peter Levine & Maggie Kline. These books helped me develop such a deeper understanding of the art and science of counseling, especially when working with children. 

One elementary school counselor resource that I have enjoyed is Random Acts of Kindness. This is a collection of free curriculum that is truly amazing. They can be used as a standalone lesson or as part of a larger curriculum. They are very clear and accessible. The best part of these lessons are that they are CASEL backed.

APRIL 2024

Nick Lovitz (he/him)

U-32 Middle/High School

Washington Central Unified School District

What influenced you to become a school counselor?

I grew up in a household of educators, and I knew that I would end up working with youth in some capacity. I spent my middle and high school years volunteering in my mothers kindergarten classroom at the end of my school day, coaching youth sports, and working as a whitewater raft guide in the summers. After college I worked in a number of different industries, and eventually found myself as a Literacy Aide in a K-2 elementary school and coaching high school soccer. My first couple of years in education I was a bit unsure of exactly where I wanted to land, and now in year nine as a school counselor I think I made the right choice!

What's your favorite part about being a school counselor?

My favorite part about being a school counselor is that no two days are the same, and I know that I will never be bored in this role. I really enjoy seeing students grow over the course of their time here at U-32, and I’m always learning new things along the way. While there are definitely some days that are difficult, I know that the work we are doing is so important. I also love my school community, and have an amazing department that supports each other. There is definitely no shortage of laughter around the Student Services office.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

The ASCA Mindsets and Behaviors definitely guide our work here at U-32, and we do our best to have a well rounded counseling program. A number of years back we looked at the process of becoming a RAMP school, and worked on ways to improve our program for all students. I know that there will always be new things to learn, and the ASCA standards guide the professional development opportunities that I pursue.

What’s unique about your school community?

One thing that stands out is that everyone here goes by their first name, administrators included. Additionally, here are a few things that are unique at U-32 that I really value, and our counseling department plays a role in each. The first is our Teacher Advisory (TA) program where groups of 8-10 students are assigned an adult “TA” who they meet with every morning from 7th-12th grade. The counseling department does regular training with our adult TAs to help them build community with Restorative Practices, help their students develop executive functioning skills during extended TA time each week. We also train all new hires each August in Restorative Practices as part of a two day training (Intro to Restorative Practices and Using Circles Effectively). Additionally we have an “Adopt a Counselor” model here in the high school, where 8th grade students get to choose who they think would be the best fit as their high school counselor. The four high school counselors teach weekly lessons in the middle school so that in addition to learning the content, they also get to know each of us and who they think would be the best fit. 

What do you see as a top priority for VTSCA?

I think a top priority for VTSCA is advocating for our role at the state level. I really appreciate all the work that has been done on the Vermont School Counselor Comprehensive Model, as counselors around the state can share the model with their school and local communities to make sure their school is appropriately staffed, and that counselors are working within the scope of our training. I appreciate the advocacy and professional development opportunities that VTSCA has done more recently, and I hope that this momentum will continue. 

What are some of your favorite resources?

I have personally benefited greatly from the support of the Washington County Restorative Practitioners in Schools group that meets each month, as well as the wealth of knowledge and experience from my colleagues here at U-32. I have also enjoyed the classes I’ve taken through the International Institute for Restorative Practices, and ended up completing my certificate in RP. I also learn a lot each day from the students, teachers, and staff here at U-32, and I love the fact we have such a supportive community.

Karen Prouty (she/her)

Burlington High School

Burlington School District

What influenced you to become a school counselor?

My journey into school counseling was deeply influenced by my experiences as a teacher, particularly the meaningful one-on-one interactions I had with students. My passion for connecting with and supporting students on multiple levels, including social, emotional, behavioral, and academic, naturally led me to pursue a career as a school counselor. My background in education provided a solid foundation for understanding students' needs and helping them navigate their educational journey beyond the classroom. My desire to make a difference in students' lives continues to drive my work as a school counselor.

What's your favorite part about being a school counselor?

My favorite part of being a school counselor is working with all students. My  passion for working with students is the joy I find in their energy, creativity, humor and curiosity. My role as an advocate for students, especially as they navigate finding their voice and path, is crucial in helping them develop into confident and capable individuals. I enjoy the time I spend with my students. Building positive relationships based on care and trust is key to fostering an environment where students feel supported and empowered to tackle challenges and plan for their future. 

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

The ASCA (American School Counselor Association) Mindsets and Behaviors standards provide a comprehensive framework for the work of school counselors, guiding their efforts in supporting students' academic, career, and social/emotional development. As a school counselor, I recognize the importance of creating an environment that promotes equity and access for all students. The ASCA standards help inform my practice by providing research-based guidelines and best practices that align with my commitment to student achievement and well-being.

By using the ASCA Mindsets and Behaviors standards, I can ensure that the interventions and programs are grounded in evidence-based strategies that address the diverse needs of your student population. These standards also empower me to advocate for systemic changes within the school community that promote inclusivity and support the success of all students. Overall, integrating the ASCA standards into my work allows me to effectively collaborate with stakeholders, implement targeted interventions, and measure outcomes to ensure that every student has the opportunity to thrive academically, socially, and emotionally.

What’s unique about your school community?

The Burlington community exhibits a remarkable dedication to education and a commitment to supporting its diverse student population. One notable aspect is the collective effort to overcome challenges, such as the closure of Burlington High School due to PCB contamination, and the subsequent innovative approach to education by relocating to a renovated Macy's building. This demonstrates resilience, adaptability, and a shared determination to provide students with a safe and conducive learning environment, despite setbacks.

Furthermore, the commitment to diversity and inclusion is evident in the community's efforts to ensure representation among educators, school leaders, and district staff. This commitment reflects a recognition of the importance of diverse perspectives and experiences in enriching the educational experience for all students.

The priorities outlined in the BSD Strategic Plan, including belonging and well-being, deeper learning opportunities, and relationship-based communities through restorative practices, underscore a holistic approach to education that prioritizes the overall development and success of every student.

The excitement and anticipation surrounding the upcoming opening of the new High School and Technical Center in 2025 highlight the community's eagerness for continued growth and innovation in education. This new facility promises enhanced learning opportunities and resources, further enriching the educational experience for students.

Overall, the unique combination of community support, resilience, commitment to diversity, and innovative approaches to education make the Burlington community a truly special and inspiring place for students to learn and grow.

What do you see as a top priority for VTSCA?

As a top priority for the Vermont School Counselor Association (VTSCA), ongoing professional development is essential to ensure that school counselors have access to the latest research, best practices, and resources to effectively support students. Professional development opportunities can cover a wide range of topics, including new counseling techniques, emerging issues in education and mental health, cultural competence, technology integration, and advocacy skills. By staying current and continuously improving their skills, school counselors can better meet the diverse needs of students and contribute to positive outcomes in their schools and communities.

Additionally, fostering a welcoming and inclusive community within VTSCA is crucial for supporting collaboration, sharing of ideas, and mutual support among school counselors across the state. Celebrating diversity, recognizing the unique contributions of each member, and creating spaces for networking and connection can help build a strong sense of community and promote professional growth and well-being among members.

In summary, prioritizing ongoing professional development and maintaining a supportive and inclusive community are key initiatives for VTSCA to empower school counselors in Vermont to excel in their roles and make a positive impact on the lives of students. I believe VTSCA does an amazing job in both of these areas!

What are some of your favorite resources?

I have many favorite resources. The resources I access the most are professional development opportunities through VTSCA, ASCA and NEACAC. I find these organizations offer a wealth of resources, training opportunities, and networking events for school counselors.

Additionally, my colleagues are amazing. They are an excellent source of support, advice, and collaboration. Whether through formal professional learning communities, informal discussions, or mentoring relationships, my colleagues offer valuable insights, share strategies, and provide encouragement as I navigate the challenges and opportunities of my role as a school counselor.

I love to read as well. Two books that continue to resonate with me are:

Think Again

by Adam Grant

Thrivers: The Surprising Reasons Why Some Kids Struggle and Some Shine

by Michelle Borba

FEBRUARY 2024

Chris Ford (he/him)

Williston Central School

Champlain Valley School District

What influenced you to become a school counselor?

That’s an interesting question. The reasons I became a school counselor some 25 years ago are far different than what keeps me excited about it now.  Back then my thinking was quite practical.  I had just left the outdoor industry and had an undergrad in Philosophy; not much to work with.  As I considered my options I thought about my skills and interests plus what was available to me in terms of training.  School counseling seemed like a good fit and I couldn’t be happier with how things have turned out.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

How do I put this?  I would say the ASCA standards are embedded in our work, but our work is not driven by them.  Last year we did an audit of our practices and how they aligned with the Mindsets and Behaviors (which, honestly, we weren’t aware of) and found that our work is pretty closely aligned with the standards.  When you prioritize what students need and what is in their best interests it’s not surprising that we ended up in the same place.

What are some of your favorite resources?

The humans I work with are the best resource.  My fellow counselors, teachers, administrators, custodians, paras, librarians, parents, and certainly students all contribute to my learning and growth on a daily basis.  I remember more than 20 years ago I was at a regional meeting of school counselors and one guy said a student came to his office that day at a most inopportune time, he was juggling a million things…like we all do every day, and was not feeling it at that moment.  However, he stopped, listened, and ended up having a really important conversation with that student.  As someone who has a lot of balls in the air all the time, I have to remind myself of that regularly.  It’s a hard job and not always fun, but the students are why we are here.  Take the time, it’s important, for them and for you.

What's your favorite part about being a school counselor?

There is so much I love about this profession.  Working with high school students is just awesome.  They are interesting, interested, smart, funny, resilient, tragic, no day is ever the same.  There is always something new to learn.  One would think after 25 years it would all look the same, but that is far from the case. Students are different, schools are different, families are different, the landscape is constantly changing and I have had to change with it, which is a tremendous gift.  It’s also great to be surrounded by really smart, thoughtful, committed  people.  My colleagues are the best.

What’s unique about your school community?

Community is the key word.  Our motto is Excellence and Equity in a climate of Respect, Responsibility, and Pride.  Community permeates everything we do at CHS and it is palpable.  Visitors always leave saying they feel the strength of our community.

What do you see as a top priority for VTSCA?

I was excited to sign up for the AI workshop last week.  I think ongoing, relevant, PD opportunities that keep us in tune with the current realities of our students.

Bob Hall (he/him)

Colchester High School

NOVEmber 2023

Moira Farnsworth (she/her)

Riverside Middle School

Springfield School District

What influenced you to become a school counselor?

I’ve always been drawn to human services and helping professions and went on to study psychology after high school.  After completing my undergraduate degree, I had the chance through my job in mental health, to work in several different school settings with students of different ages and I loved it.  I knew I wanted to continue to work with students.  I really enjoyed working in schools, but I wasn’t sure which career path to take.  A school counselor I knew, and worked with, encouraged me to look into school counseling.  Thanks to her guidance and encouragement, I did some research and decided to pursue my masters in school counseling. 

What is your favorite part about being a school counselor?

My favorite part of this work are the connections and relationships that we are able to build with students and families.  I also really enjoy the variety of activities and work we are able to do through the three domains: social/emotional, career and academic development. When anyone asks about my job, I can always confidently say that school counseling is never boring- you never know what the day might bring! 

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

For me, the ASCA standards help to ground me and guide my school counseling program.  As a school counselor it can be easy to be pulled in so many directions.  I always find that the standards are a great place to come back to when I’m feeling scattered or overwhelmed.  They help remind me which mindsets, strategies and skills I am working to teach students and show me areas where I need to add or focus more attention.

What’s unique about your school community?

Like many schools in Vermont, we are a rural Title 1 school with limited resources trying to meet the numerous and varied needs of our student population.  What I think makes our school unique, however, is our strong sense of community.  We have an amazing and very cohesive staff, an advisory program that I am really proud of and a school-wide weekly SEL block.  We put a lot of effort into community building activities and school traditions that help students to feel like they belong and are connected to school.  

What do you see as a top priority for VTSCA?

I think that advocating for the role of school counselors as well as providing professional development and opportunities for connection and collaboration for Vermont counselors are the top priorities for VTSCA.

What are some of your favorite resources?

ASCA, and PBIS World are two of my go-to resources.  I also really like Overcoming Obstacles and Changing Perspectives curriculums to pull from for SEL lessons.  As the solo school counselor in my building, there are many things I don’t love about social media, but I am thankful for the school counseling groups and accounts that can be found on social media platforms like Facebook and Instagram. These are great places to ask questions, gather information and share resources with others doing similar work across the country.  Podcasts are another go-to for me.  When I’m not relaxing with some true crime, I’ve found that there are many great podcasts out there that relate to school counseling.  Some of my current favorites are the Counselor Clique Podcast, Candid Counselors Podcast and Flusterclux with anxiety specialist, Lynn Lyons.  

Resource List:

American School Counselor Association

PBIS World

Overcoming Obstacles

Changing Perspectives

PODCAST - Counselor Clique

Candid Counselors 

Flusterclux      

October 2023

Jena Hogan (she/her)

Mary Hogan Elementary School

Addison Central School District

What influenced you to become a school counselor?

I was greatly influenced by my high school counselor who played a pivotal role in my life. She not only helped me navigate the complex social dynamics of high school but also provided invaluable guidance in planning for life after graduation. Her warmth, kindness, support and insights contributed to inspiring me to pursue a career in school counseling, hoping to make a similar positive impact on students' lives.

What is your favorite part about being a school counselor?

My most favorite part about being a school counselor is the meaningful relationships I build with students and the positive impact we can have on their lives.

How does the ASCA student standards (Mindsets and Behaviors) inform your work as a school counselor?

The ASCA student standards play a vital role in guiding our program development. They guide classroom instruction, activities brought into group or individual sessions and for assessing students growth and development.They provide a structured framework that ensures our  efforts are aligned with best practices in school counseling, ultimately benefiting our students' holistic development.

What’s unique about your school community?

One of the distinctive features of our school community is the pronounced socioeconomic diversity, which significantly influences the dynamics within our student body. This diversity brings a range of skills, abilities, experiences and perspectives, creating a unique environment that requires a nuanced approach to support each student and classroom effectively.

What do you see as a top priority for VTSCA?

I view the  top priorities for VTSCA is to serve as an advocate for us, a  highly valuable resource, and it creates opportunities for networking and collaboration within our profession through their meetings and annual conference. By fostering these key elements, VTSCA aims to empower school counselors to excel in our  roles and provide the best support for our students.

What are some of your favorite resources?

Some of my favorite resources include VTSCA and ASCA for their valuable professional support, CASEL for its comprehensive approach to social-emotional learning, Teaching Tolerance and stopbullying.gov for important guidance on inclusivity and safety, NIMH for trusted mental health information, and a plethora of websites, books and most especially, the school counselors who I consult and collaborate with, have collectively contributed to my ability to provide the best support for our students.