• Counselor
     School Counseling Department Vision Statement
    A quality School Counseling Program is comprehensive, developmental, and systematic in nature. It is sequential, clearly defined, and accountable. It is jointly founded upon developmental psychology, educational philosophy, and [school] counseling methodology (ASCA 1997). The Upper St. Clair School District K-12 School Counseling Program is such a program.

    The Upper St. Clair model complies with the most rigorous national standards that reflect professional inquiry, extensive practice, and evaluative research. These standards serve as a organizational tool to identify and prioritize the elements of Upper St. Clair’s quality program. These standards also provide the opportunity for accountability in assessing the effectiveness of the Upper St. Clair model.The Upper St. Clair School Counseling Program is determined by the academic, career, and personal/social developmental needs of students. It has characteristics similar to other educational programs, including:

    • a scope and sequence,
    • student outcomes or competencies,
    • activities, programs, and processes to assist students in achieving these outcomes,
    • professionally credentialed personnel,
    • materials and resources, and
    • accountability methods.
    Because students’ school success depends upon the cooperation and support of the entire faculty, staff, and student services personnel, the Upper St. Clair model places counseling at the core of school planning, school programs, and the school environment. School counselors are recognized as indispensable partners of the instructional staff in the development of good citizens and leaders, per our School District Mission Statement and our School District Strategic Plan.
    Our nation is rich in multicultural diversity. Effective School Counseling Programs and staff reflect and are responsive to diversity in our schools and communities. The Upper St. Clair model serves all students and acknowledges that diversity and individual differences are valuable to all. The nature of this model helps ensure equal opportunity for all students to participate fully in the educational process.In this way, all students receive systematic support for their development. Because each individual student has needs and goals which are unique, available programs must be broad and varied.