Planning for Comprehensive Guidance and Counselling
Annual school division and school plans should include the components of guidance and counselling. An effective guidance/counselling program includes planned programs and activities, based on the needs of students, that result in student outcomes in terms of knowledge, skills, and attitudes in areas of personal/social, educational and career development. Planning should include all four components of the comprehensive guidance and counselling model.
Plans should address issues of diversity and inclusion and should identify the range of programs and services to address diverse needs of all students.
The process of planning should involve key stakeholders, including students, school staff, families, and the community in a meaningful way.
Planning for comprehensive guidance and counselling programs and services should include:
- A statement of vision and mission
- Identification of priorities or key target areas
- Statements of expected outcomes
- Strategies and activities to achieve the outcomes
- Measurable indicators of success (strategies for evaluating the effectiveness of activities).
Special consideration in planning should be given to the role of guidance and counseling in supporting and contributing to the six priorities of Manitoba Education:
- Improving outcomes especially for less successful learners
- Strengthening links among schools, families and communities
- Strengthening school planning and reporting
- Improving professional learning opportunities for educators
- Strengthening pathways among secondary schools, post-secondary education and work
- Linking policy and practice to research and evidence.
Visit Manitoba K-S4 Education Agenda for Student Success (2002-2006) for more information on the process of school planning.