Berkeley Elementary

Home of the Fawns

Welcome to Berkeley Elementary's School Counseling Web Page! 

Jesse DeRosier, BES School Counselor

Berkeley Elementary School Counseling Vision Statement
The vision of the Berkeley Elementary School Counseling Program is to provide a comprehensive, developmental counseling program that addresses the academic, social, and emotional needs of all students.  Through advocacy, leadership, and collaboration, the school counselor is a professional student advocate who provides support to maximize student potential and academic achievement.  In partnership with our stakeholders, Berkeley Elementary strives to facilitate and coordinate a multi-tiered support system to ensure that all students are prepared and have access to the knowledge and skills necessary to become globally competitive, lifelong learners.     
 
Berkeley Elementary School Counseling Mission Statement
The mission of the Berkeley Elementary School Counseling Program is to decrease barriers to academic achievement through student advocacy and to promote student success through a focus on academic achievement, social/personal, career, and multicultural/global citizenship development
 

 As a School Counselor,  I perform the following roles in order to promote positive development in academic, career, and social/emotion domains:

  • Classroom/ whole group lessons
  • Small group counseling
  • Individual counseling
  • Observe students in various school environments
  • Consult and collaborate with parents, teachers, administrators, social workers, and students
  • Respond to school crises or emergency situations
  • Provide information and resources to parents on a variety of issue

The Profession School Counselor's Responsibility to Students

The professional school counselor:  
a. Has a primary obligation to the student, who is to be treated with respect as a unique individual.

b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student.

c. Respects the student’s values and beliefs and does not impose the counselor’s personal values.

d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights.

Confidentiality

The professional school counselor:

Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed.

Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives.

Classroom guidance begins the first week of school. I introduce myselof  to the students and tell them what a school counselor does the services that I offer.

There are three main types of counseling that we do at Berkeley Elementary School based on need: individual counseling, small group counseling, and classroom guidance.

At Berkeley Elementary, the school counselor's time is spent in the following manner which is consistent with the four parts in the Delivery System of the American School Counseling Association National  Model for a Comprehensive School Counseling Program.

Guidance Curriculum:  35-45 % of the day.

This is the Classroom Guidance portion of our day.  I see every class grades 4K-2 on a monthly basis. I do lessons on such topics such as Bullying, Manners, Conflict Management and Careers.  Each of my lessons is correlated with national standards, and is designed to achieve the goal of higher student learning and increased personal/social development. We tell our students that my job is to “guide” them to be successful in school, grow up and get a good job and be happy in their life.

Responsive Service:  30-40% of the day

This is the “reactive” part of the day.  I meet with individual students or small groups of children to help them “fix” their problems.  Some of the issues addressed would be academic concerns, relationship/friend concerns, and grief, loss and family issues. I, along with the teachers am mandated to report abuse cases.  I am involved in facilitating the child’s recovery and adjustment.  I hold conferences with teachers and parents to facilitate their children’s academic and personal/social development.

System Support:  10-15% of the day

This component deals with all the school wide programs that support the guidance program, the school and the individual students.  Examples of this would be working with PTO, school improvement planning, conducting counseling research, coordinating Red Ribbon Week, Character Education programs, writing newsletters, working with administration, groups of parents and the community.

Individual Planning:  5-10% of the day.

Individual planning entails collaborating with the student’s parent and teacher to facilitate the achievement of the student’s academic, personal/social and career goals.  This may involve creating an academic or personal intervention plan or collaborating with a team to create a 504 plan.

Email:  derosierj@bcsdschools.net 


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