Author: wrpvincent

Originally posted on July 31, 2016 @ 9:00 am

In this final post in my series reflecting on my first years experience of setting up a University & Careers guidance program I write about working with colleagues, students and their parents.

Giving advice 

Advising students is the central role of any guidance counselor, and for me actually represents the biggest challenge of the job. My background is as a science teacher having been a Head of Biology at my previous school and working with students in the ways required of a guidance counselor, while not entirely new to me certainly present a challenge for my style. I suppose that stepping into this role has been a major catalyst in growing my thinking about education in general. There have been some other factors, like the push from the IB for the integration of ATLS into teaching that have got me reflecting recently on the dynamic of learner-teacher and how this should be manifested in my own practice. I intend to write more on this soon, I just hope that it is possible for the leopard to change its spots.

Stepping into the shoes of guidance counseling I had to become very aware of my own preconceptions and prejudicies that I have carried with me from my own experience, and put these too one side. Guidance isn’t about telling students what you think is best for them in terms of your own limited understanding of where they are at and what options you think are better than others. It is much more about conversation, gaining trust and advocating for the student in what can be a very difficult time for them. They are adults and yet not quite, and whilst dealing with a lot Biological adjustments they can be going through some of the most pressured situations academically, socially and at home.

Looking back it seems as though the skills that I was introduced to and began to learn through Mindfulness Based Stress Reduction and meditation such as paying attention in the moment and bringing awareness to sensations, feelings and thoughts could not have come at a better time. They prepared me to be aware of the “baggage” in terms of my own ideas/prejudice that I was initially bringing to the role, as well as my tendancy to feel like the more that I talked at a student the better at counseling them I was.

Over this year I have come to see the role as more about questioning, about striving to build that authentic relationship with a student to help them to begin to articulate their own motivations, thoughts, worries and perceptions. Doing this will help them to bring more awareness to their own search for the right next step for themselves.

I still have a long way to go to fully develop the questioning and listening skills required to do this job well but I have made a start and I am aware that this is an area for improvement for me not just in counseling but in my teaching practice in general, as I strive to give kids the tools be become aware life-long learners in their own lives.

The actual practice of counseling comes on a cycle and this year because we had no grade 12 I was able to spend a lot of time working closely with our grade 11s in the first term, a luxury that I will not have next year as my teaching load increases and grade 12 comes through for the first time.

The hardest part was having the knowledge of different universities and courses, with which to advise my students and help them prepare their research and build their lists. None of my students are applying to just one country, and my knowledge was fairly limited to the UK and fairly prejudicial concerning what I knew about that system. This was a major driver for me to lobby the management at school about the need to get a system in place to help students and parents do their research. At this first stage the net needs to be cast quite wide, results can always be removed but they can be hard to find! This is why I opted for BridgeU, they offered a very competitive price for their services but they were also truly global unlike some of the other systems available and their offering comes with a calendar of when to work on the various projects with students, meaning that planning the delivery of particular interventions and meetings with students was simplified. I have posted about BridgeU here and here.

Working with your community

This year I certainly learn’t a lot about internal and external communication within a school environment this year and a lot about parents, partly because I became one myself, a process that had enabled me to empathise much more with parents but also because I have been working so much more closely with them.

Working with parents in this role is tricky one because, putting it bluntly, they pay the fees. This is a thought that I have struggled with this year.In a fee-paying school that runs as a business i.e. to make sales and profit, what are you selling? Who are the clients? the parents or the students?

If your child needs life saving treatment and you out them in a private hospital, you pay the hospital to pay the doctors to work in the interests of saving your child’s life. The hospital is run as a business to make a profit and it is selling its services. The doctors work for the child in the sense that they are saving this individuals life, not for the parent. You would have to be an idiot or mentally ill to think that as a parent, you had the skills and training to save your child’s life in this instance.

Things are much the same in a school like ours but sometimes parents do think that they have the skills and expertise and in my experience much more ready to challenge yours. There are many reasons for this, the communal respect that the teaching profession holds not being a minor reason but I am mindful of the Dunning-Kruger affect which states “The less people know the more the think they know”. This is a measurable effect and has been demonstrated in a few studies.

This is all well and good in work that is obviously highly skilled and one that requires a lot of expertise and training. But can be the same be said of guidance counseling or teaching? Well my experience this year would tell me that yes it can. Obviously to teach well requires years of experience for most people; I’ve been doing it for eight years and I am still along way from mastering it. For counseling the same is true. To understand how to mentor and question to serve students as a guide, as well as become an expert at the changing admissions landscape for several countries not just the UK or the US requires years and years of expertise. Unfortunately some parents that I have come across don’t seem to realise this. Speculation on the reasons why could fill another blog post. The fact is these are skilled professions and educating parents  suffering from the Dunning-Kruger effect can present a real challenge to the work of the counselor.

When I first start this work, I was unsure of how to handle this dynamic and was a trifle fearful of upsetting the parents as the fee payers. I guess part of this can be solved by having trust that your senior management will back you and trust you to know your job.

When I first started this role my Head told me that he didn’t rate the counselor in a previous school. They said that the counselor was telling students what they could achieve but telling them not to apply to the “name” schools. In this one year I have come to question this attitude from that Head, perhaps they too were suffering from Dunning-Kruger, but also because I firmly believe that nobody should be telling the kids what they can and can’t do. If I have learned one thing advising isn’t about telling, its about guiding and advocating for students. Even as a dad to a one year old daughter I don’t want to be telling her she has to do something when she is older, I don’t want to have preconcieved ideas about that. Instead I hope to be able to guide her to follow her interests and model the hard work that she will need to put in to achieve whatever she wants. Financially I am already planning to allow her to have the opportunities that she wants to pursue.

I am beginning to have more trust in myself and my convictions but I also recognise that part of this process is about also trying to mentor the parents as well as the students to help them through this confusing and difficult terrain.

One aspect that needs further workis communication with parents. I was astounded by a conversation I had with a parent this year who, after one of the university presentations commented on how it was a shame that not more of the parents were there, going on to say that she had spoken to another parent that morning who had no idea that this event was taking place.

To put this in context, I had sent a letter out to parents, posted a message on ManageBac, put it on the ManageBac calendar, put an announcement in homeroom and put it in the school newsletter.

The parent continued to tell me that none of the parents use ManageBac, the schools curriculum and communication platform, before suggesting that I set up a What’sApp group instead to let the parents know. I was polite and maintained composure but inside I was really riled by this conversation.

I wonder whether we need some communication routines to be developed within the school? And whether our parents need to be educated a little more about taking responsibility for reading the information schools send out? Another parent told me how she was annoyed when teachers didn’t immediately respond to her emails.

Again this is a topic for another blog post I suppose but I am still wondering about where the buck stops? Obviously as a school we need to get more intelligent about the way we communicate with parents and communicating the expectations that we have of parents to keep up to date with school news but on the other hand teachers and staff working with pupils shouldn’t be expected constantly find new ways to communicate with parents and reinvent the wheel. For one thing it just wastes time, time that is better spent in other ways like reflecting on practice, working with students, planning etc. The list goes on.

Any solutions? Answers on a post card please.

Careers Day

Originally posted on July 27, 2016 @ 9:00 am

In the third post in this series about my experiences setting up the guidance department at my school I describe which agencies you need to ensure that your school is registered with to support students applying to the UK, US and Canada as well as some information on the Athletic Scholarship system in the US.

Putting the school on the map pt 2: Essential Registrations

The other side of putting the school on the map when setting up the guidance department is to ensure that the school is registered with the various international agencies through which students apply and take tests. In the case of the UK this is UCAS for applications and the Admissions Testing Service for certain specific tests needed for certain tests in the UK. Registration for the latter is not essential as there may be an open centre near your school.

Register with UCAS as an application centre is essential if you have students applying to the UK. You should register as soon as you can and take advantage of all the free training that they offer. They also hold a International Advisers conference in June each year. I haven’t attended it yet but have heard excellent feedback about it and will be attending this academic year.

Be aware that applicants to UK may need to sit additional testing if applying to Oxbridge or for Med/Vet Sci courses etc. All the information is on the UCAS site but you may wish to have your school registered as a test centre for some of these tests.

For applications to the US and Canada and a few other universities students may need to take the SAT or ACT. While you don’t need to register for your school to deliver these tests you can of course at the relevant site. Again however students can take the tests at registered open centres nearby.

What your school will need is a CEEB (College Entrance Exam Board) Code. These are controlled by the college board and schools outside the US can apply for a code by emailing: international@collegeboard.org.

Students will need to give the CEEB code of your school on the CommonApp and on any standardised tests that they make take. In this way you will ensure that any results of these tests will be sent to you as the high school counselor.

For US applications you may also wish to register your school with the CommonApp. It is not immediately obvious as to how you do this but you can do it by registering as a school counselor on the website.

There are many other resources out there that are useful to sign up to but these are the ones that I have come across this year as the essential agencies to ensure that your school is registered with, on top of making sure that your details are in the database of as many admissions officers at as many universities as possible.

Not necessarily “essential” for college applications but certainly very useful to you as a college counselor would be registration of your school with CIS; their forum on Higher Education is very very valuable. In addition I would strongly recommend registering with IACAC. It only costs $50 and you get access to their facebook group (a life line) as well as the Annual conference. I haven’t yet attended but have been assured that it is another excellent resource.

Athletic Scholarships in the US

Finally I had the issue in this first year that one of my students had decided that he wanted to apply for scholarships in the US to play basketball. This area of applying for atheletic scholarships is a whole other minefield but the IACAC Webinar Wednesday and the CIS forum both provided materials that helped me navigate this process. To be clear this student is still in school and so I am not charting a path to success here, merely documenting what it was that I learned about the process of apply for atheletic scholarships in the US during the last academic year, hopefully most of it is correct and I am more than willing to be corrected if it is not, thats how I learn.

There are three federations which support college level sport in the US: The NCAA, NAIA and NJCAA. Different universities and colleges in the US will belong to one of these federations. From what I have worked out this year from my office in a school in Switzerland, it seems to me that the NCAA is premier association, while the NAIA is almost like a second “division” although the NCAA has three divisions, so the NAIA comes below this, while the NJCAA supports sports in two-year US colleges.

Before a student can apply for an athletic scholarship they have to register with one of these bodies. These bodies assess each athletes eligibility for a sport scholarship. If you have a student who is playing a sport  at a high level and is interested in this route then their work for university has to start earlier than most. As a college counselor you probably don’t have the expertise to assess the students sporting ability so its best that starting in G9 or 10 they start speaking to their coach about their suitability for University level sports. They should certainly get themselves on to a summer sports camp at a university in the US where they can be assessed but where they will also be able to get advice from coaches about which federation and which division they should be looking at. Another way to help is to have students go on to the team pages of particular colleges and look at the profiles of the team members that should give you and them a good idea of about what it takes to get into that college’s team in terms of physicality and skill.

Once the student-athlete knows what federation and division they should be aiming for based on advice from coaches they need to register with the divisions eligbility centre. It is the eligibility centre that will give the yes or no for a student to obtain a scholarship not the university.

Students need to begin this process in G9 or G10 and they need to get familiar with the rules as each federation has very specific rules on what qualifies and what doesn’t for athletic scholarships in each sport.

Students should also build a CV that details their academic and their sporting acheievements, film their practices and games and build a profile on Instagram and Youtube or any other social media platform where the coaches they write too once they are eligible can get an idea of the students level.

Originally posted on April 17, 2016 @ 9:00 am

On a rainy Friday morning in Barcelona a group of University Guidance Counsel(l)ors are shepherded onto a executive style bus. We are heading out of Barcelona to Esade’s campus in Santa Cugat, 25km outside of Barcelona. Our hosts are welcoming and warm in juxtaposition to the uncharacteristically cold weather.

Esade are a private but not-for-profit foundation business school in Barcelona that is consistently ranked as one of the best in Europe. For me, as a new guidance couselor, this is the first campus visit/fly-in that I have been invited to and particpated in and it is a very welcome chance for me to chew more ears about my particular predicament that I face at work, as well as network and get under the skin of a non-british university.

As a Brit, educated in British public schools and university I recognise that my appreciation for other Higher Education systems and establishments is somewhat limited. I began this work mindful of my internal Brit-prejudice, and so coming to Esade is a welcome tonic to this.

Esade operate two campuses – their law degree is taught at the Barcelona campus and is taught in Spanish. Their English taught BBA is based in Sant Cugat but they have plans to make all their programs taught in English over the years.

The drive takes about 40 minutes but we are caught up in traffic. I am assured that students can travel into Barcelona by train in under 30 minutes, so students can live in Barcelona and commute into class, but many opt to stay on campus at the purpose built residences.

The campus is charming and understated. The architecture is modern and functional but quite pleasing to look at none the less, and there is a feeling of togetherness on the campus.

The BBA looks like a very interesting option, that appears to be academically rigorous. We are stressed the need for Maths. IB students need to have studied SL Maths at least and A Level students need to have study A2 Math as a minimum for entry. There is an mandatory internship and international exchange program that students have to undertake in the 4th year of their study, that Esade helps its students to access. Teaching is carried out by experienced professionals who still work in business themselves. 270 faculty members are professionals as well.

The students that we speak to and hear from our convincing and impressive. Clearly they have been hand picked from the marketing department but they respond to difficult and testy questions from counselor with calm and laughter. I am particualrly impressed by one student who, when describing his experience in China for his exchange program and internship, is able to deftly demonstrate one of the benefits of this kind of education. His understanding of intercultural subtleties and a tangible demonstration of international-mindedness through his description of life in China as a French national studying in English at a Spanish University, all of which the people he meets have never heard of is applaudable. It is the type of student I hope to create.

The advantages of having an internship as part of your degree aside, Esade has an impressive rate of recruitment from Business. Some business, it seems only recruit from Esade and one other University in Spain. Students are recruited directly into Business and from the marketing it appears that Esade students are respected and sought after.

https://youtu.be/JAJm0gvwCFs

Esade has a global scope with a large number of nationalities making up the student body, plus roughly 150 exchange students at anyone time. This academic exchange in compulsory, as well as the academic internship; students have to go out and make a real connection with the business world. There is also an optional Summer University Development Service where students can undertake voluntary service in Latin America for a summer.

Esade BBA Course Structure

One of the additional strings to the Esade bow is the focus on language learning. Students are required to study Spanish even though the course is taught in English, as well as a second language from French or German. They receive official recognition of their proficiency in these languages as part of their certificate. Thus students become equipped with language skills that open the door to working in businesses in the Francophone and German speaking world and either french or german. As an institution they aim  to guarantee the language abilities to the graduate market.

During the course there is a specific focus on developing practical business skills. Team work is explicitly taught for example.

A final aspect that I thought was really cool and that I had overlooked initially was Esade’s Associations. These are sort of like clubs and societies but with a business twist. Students have to apply to join them, and they have entrance interviews. Each association has a marketing and HR department! and they are often linked to entrepreneurial ideas. One student stated that her DP CAS program taught her all the skills she needed to succeed in the wider life of the school.

Admissions requirements for BBA

Mathematics is essential. Students need to have taken maths during every year of high school and then Maths A level or SL and up for DP students.

There is no need for IELTS test if final two years of school are 100% classes in English. IELTS from 7.

Selection committee meets in January. Decision based on predicted grades. 1 out of 3 applications are rejected. Conditional admissions on passing the school leaving exams.

Deposit only refundable if they are not admitted.

Scholarships and Financial Aid

Average scholarship 9,500 – 58% of Esade students receive it. Not a loan, this is a grant. last year 1.7m euros in the budget.

Awards for academic excellence – 100% and awards for academic merit  – 2,500 euro – first year only.

Talent scholarships – need based 50-70 or 90 of tuition. Good academic record. all 4 years.

Housing scholarships covers 50% of the cost of the residence.

Originally posted on July 17, 2016 @ 9:00 am

Update July 31st 2016: since publishing this blog post earlier in July I received an email from Lucy Stonehill the founder of BridgeU which contained the following correction and update:

Dear Will,

First of all, thank you for the detailed and extremely helpful feedback via your blog post..

We’ve seen that there are certain features that you suggested which we actually already have, but you haven’t seen (obviously that’s our fault for not making them easy to find!) but i wanted to bring them to light in any event: 

• A search function for specific courses or universities exists (in the shortlist page)
• The ability to ‘un-discard’ courses or universities and to view them in a discard list

However, I also wanted to raise some of the great points you mentioned that are top priority for us to work on over the summer, such as:

• Recommending courses on a SL/ HL basis (to remove the possibility of showing courses where the student doesn’t meet the minimum requirements).
• Enabling you as the counselor to set internal deadlines for your school while ensuring external deadlines are tracked and kept.
• More detailed annotations on previous successful essays.

Earlier this year I blogged about my discussions with BridgeU and my decision to purchase their platform for use in our school, initially as a trial with our grade 11s (who are currently our oldest grade and just starting their applications to university). It was my intention to keep a running blog of my experience with BridgeU throughout last term, but unfortunately I was not able to meet that commitment, so I am intending in this post to provide an update of my experience with using BridgeU from last term.

Many of the counseling colleagues that I have met with in the last couple of months have been quite interested to hear what our experience of using BridgeU as a school has been, particularly that of the students. I write these reflections with these conversations in mind.

Logistics this term

We launched BridgeU with our cohort on 19th May and a representative of BridgeU ran a session for our 12 students first thing in the morning. Time was unfortunately a little more compressed for this event than I would have liked however the majority of the information was able to conveyed to the students in approximately 40 minutes.

During this session students, signed on to their accounts on the platform that had been set up for them previously. They were shown an overview of the different sections of the platform: University Matching; Strategy Advisor; University Scrapbook and Writing Builder and then began to complete their section entitled Profile Builder.

After this I  set up tasks for the students on BridgeU, met with my students individually at least once for 30 minutes over the next few weeks to discuss their profiles and matches and then in the final week ran a university applications workshop which we started by having students finish the tasks that I had set them over the previous weeks on BridgeU before looking at UCAS and the CommonApp in more depth.

The Platform

The insides of the platform are fairly straight forward and easy to understand. As an advisor I set up tasks for my students to complete. Each of these tasks corresponds to specific parts of the application cycle. The first being University Matching. Before completing this task students need to have completed the profile builder which is the area of the platform where students enter their details around country of interest, type of university, courses of interest and predicted grades.

Once the profile is completed, students can then see the university matches generated by the platforms algorithm and begin to “shortlist” or “discard” universities and courses. Under university matching, courses are presented to students in three categories: Reach, Match and Safety. In each group students will initially be presented with three choices in each of these categories. To see more choices for a particular category they have to opt to either “shortlist” or “discard” a course. Once they have clicked either of these options the course will disappear and a new option will be presented. In this way the students sift through all of the options available to them, discarding the ones they don’t like and shortlisting the ones that they remotely like in all of the three categories.

Once the matching phase is completed, students will be able to click through to their shortlist, the area on the platform where all the courses they shortlisted are stored. It is from here that students can begin to narrow down their shortlist to the courses that they intend to apply to be clicking the apply button that shows up on every course. This will add that particular course to the applications section of the platform.

Students can also complete the strategy advisor. This can be started at the same time as the profile builder section and essentially this task asks students to list their experiences against a set of prompts like “describe how your course may fit into your long term plans” or “describe any experiences where you have been in a position of responsibility” or “describe any special or unusual academic achievements you have had”. Students move through the prompts and write reflections against these. Then they categorise those experiences against “strategy factors” like “diligence”. “formative experience of the subject”, “critical thinking”, “Leadership”, “Resilience” etc. Finally they can peruse a “strategy report” which tells them how strong they are in each of the “strategy factors”. This task aims to help students begin thinking about their personal statements and college essays and the types of experiences that they have had that would support these the writing of these application elements.

The strategy report can be printed and it appears to be good jumping off point to get students thinking about how they use their time in and out of school to help themselves stand out from the crowd.

When students have completed the University Matching, selected the courses and universities that they wish to apply to as well as the Strategy Advisor, they will begin to see information populated into the applications area of the platform. Here they can see deadlines for applications for some of the courses they have selected, use the “writing builder” to begin the personal statements and essays, and manage their recommendations if necessary as well as find out information about any particular tests that they may need.

My students and I have not quite got on to using this area yet, but they should be using the writing builder this summer to make a start on writing the first draft of their personal statements etc. Having browsed through this area, I can see that there are a lot of exemplar annotated personal statements and college essays, although I am not sure of the source of these and so cannot comment on their reliability or the reliability of the annotations and feedback on them. Students can also get advice on selecting teachers to be recommendation writers, as well as information about testing – ACT vs SAT and UK based tests.

Pros

BridgeU is clearly very new. This gives the team a dynamism, responsiveness and flexibility that can be lacking in other, more established platforms. They have given me the impression that they want to work with counselors and develop from the feedback that they are given to produce a tool that will benefit all their stakeholders: schools, counselors and students alike.

Working with the BridgeU team this term I can say that they have been truly responsive and careful to respond to all my questions and emails and in a space of about 6 weeks I emailed them several times. There responses were always helpful and they didn’t shy away from difficult questions. For several weeks I was emailing asking about when the Netherlands would go live as some of my students want to apply to universities there. Each time I was fully updated on what was happening and why it wasn’t yet live on the system.

The platform is global. When I first signed, the UK, US and Canada were represented and now the Netherlands and Hong Kong are on there. I am sure that over the next 12 months we will see more countries added. This for me as a counselor in an international school where students each come with a vary different international background and who is also teaching 18 hours a week represents the biggest selling point for the platform. In one place I have a single area where my students can research and find out about university options in a variety of countries. It will make my task of advising them that much easier, especially when in one place I can sit down with a student and look through the options that are being presented across several countries. I am able to learn a lot and my students are also able to.

The platform is logical. From the students and counselors end the tasks are laid out and grouped in a manner that makes sense. The progression of tasks and the links from one area to the next are on the whole intuitive and smart.

The platform provides an inherent structure. As a new guidance counselor who is also setting up the counseling department in a new school, the timeline provided by BridgeU and structure of the platform give me a scaffold by which I can structure the counseling interventions for our grade 10, 11 and 12 students. This is also a real time saver for me and I already have a lot of ideas about restructuring my termly interventions schedule with my kids.

In addition its pricing as was explained to me is very competitive. We are only charged for the students that are in grade 11 but we can use it with students in grade 10, 11 and 12. The minimum number of students however is 20 and the price changes as student numbers increase above 20.

Cons

BridgeU is clearly new and is still under development and this brings some issues. Some of the resources that are available seem to lack robustness. For example the annotations provided on the exemplar personal statements seem to me to be a little superficial.

Some of my students and colleagues in other schools that I have spoken to have raised questions regarding the University matching algorithm. One of my students was able to find courses on UCAS that she wanted to apply for but were not coming up under BridgeU initially. I found this was because the “culture” match of the universities was low according to how this student had entered in the profile builder and yet this student had self identified these universities from UCAS and was adamant that she wanted to apply to the, even after I pointed out that these universities wouldn’t match the type of experience she had selected for in the profile builder. Improvement: Perhaps BridgeU would be able to add a search function so that students can search for specific courses and universities they already know that they wish to apply to.

Another student was also shown courses that she didn’t meet the minimum requirements to apply for. My students study the IBDP and this student was taking Maths Studies SL and was shown courses that needed Maths SL or HL and wouldn’t accepts Maths studies. If this is the case then this represents a fairly serious flaw in the programs algorithm.

Once students have discarded courses there is no way for them to go back to these universities and courses. In the event that a student may change their mind or if they decide to take a gap year and reapply then they have no way to get these courses back. Improvement: Perhaps BridgeU could provide a discard list in the same way that there is a shortlist.

In the applications section only some university application deadlines show up. I have a student who will be applying to Cambridge but the UCAS deadline of 15th October doesn’t show up on the calendar. In addition as a school counselor I need time to write the references for these students and so as a school we publish internal deadlines that are two weeks before the UCAS or other university deadlines. There is potential confusion for students if they are getting one deadline from me and another from the platform. Improvement: Perhaps BridgeU could provide a way for counselors to input internal school deadlines.

The testing management area seems a little limited to my eyes at this stage. Again the testing dates for UK based university tests do not seem to appear in the calendar.

Finally one of the first issues I discovered with BridgeU is their philosophy regarding predicted grades. Currently predicted grades are inputed by the students themselves and the platforms algorithm then uses these to churn out its recommendations. Counselors and teachers are not able to input predicted grades, although I can view students profiles individually and make any edits I deem necessary although this will become time consuming for counselors with large case loads. The problem for me is that while students do need to think about what their scores are likely to be, it is the school that publishes these grades, and it is the teachers professional judgement that these grades are based on. Schools need to develop a reputation with universities that the predicted grades that they produce are reliable as this develops trust from universities and therefore supports the applications of all future students. From this perspective BridgeU need to streamline the process by which teachers of students can input their predicted grades into the system.

Conclusions

BridgeU is clearly new and is still under development. I have come to think of it as in “Beta”. Many of the cons mentioned above are things that would be very easy to critise and cite as a reason for not using the product. However this is not a complete and finished product and this is something that counselors need to understand. For this reason It can’t be compared directly with established platforms like Naviance, that have a fixed product that is established in the arena of college counseling technology.

What BridgeU already have in place is logical, thought out and while still fairly simple, has the students and their school staff in mind. It is clear that the development team have thought about the different stages of the application cycle and have tried to build a product that supports students at different stages with the different tasks that they offer. What is exciting about BridgeU is that it is new and under development and this offers us, as counselors, the chance to work with them, to make suggestions and to help create a product that is truly global in perspective.

While writing this post I tweeted that I would be writing it and BridgeU immediately got in touch to send me this email:

Dear Will, 

I hope you are very well! As promised please find below the list of what we are currently working on:

Customised tasks – Allowing counsellors to assign students customised tasks, for activities and projects not covered in BridgeU.

Granular Tasks – Allowing customers to specify specific requirements within BridgeU projects – e.g. complete profile builder, submit first draft of personal statement, complete common app essay.

Tagging and filtering of students – Tag and filter students by labels such as Oxbridge, Russell Group, Medicine  and set specific tasks for groups of students

Refine subject tree – allow for simpler subject searching, ensuring students can find specific courses they are interested in

More data – further course specific data, within UK subject preferences

Parchment – Document sending to U.S and Canadian Universities

And as you already know, the new destinations for later this year:

Australia & Singapore 

Likely but not guaranteed:  Germany / Korea / other european destination   

BridgeU has already got me thinking about what I will change in my counseling program for next year, which will be my second as a guidance counselor and the second of the department I am building. I will certainly be running a morning workshop for the new grade 11s in September where I will introduce the concepts of university research and help them to begin thinking about how they can best utilise their CAS program to enhance their University applications, with a focus on the strategy advisor.

I will follow this up with a second workshop in term 2 as a checkpoint before the introduction to UCAS and the CommonApp workshop at the end of term 3. In this second workshop I will aim for the students to finish their university matching and strategy advisor before beginning a first draft of their UCAS personal statement and college essays in time for early May.

In the the final workshop I will take the students through the UCAS application and get students to focus on any test prep that they may need.

Originally posted on July 20, 2016 @ 9:00 am

I was originally planning to write up my experiences in a single blog post but it got too long and so I have broken it up into four separate posts: this one which will focus on my efforts to organise the counseling space and resources. The second two posts focuses on a) building relationships with other institutions and b) the agencies you need to be registered with, while the final post deals with the internal dynamics of advising students and communicating with parents.

This last year has been incredible in so many ways but also very, very hard. This post is partly a record and reflection of my experiences but I also write with a few other counselors in mind whom I met this year who were in a similar position to me: working in small or new schools and carrying the responsibility of setting up the university and careers provision.

In August 2014 I moved schools. The aim of my new job was to begin developing a boarding program for my new school. Unfortunately for me, in early September of that year the company that owned the school took the decision to place the boarding program on permanent hold.

The resulting two years have been a period in which I have learned an awful lot, met and worked with some truly inspiring colleagues, and had the opportunity to really reflect on and experiment in my teaching practice.

Losing the boarding project opened the door to another really exciting opportunity: the chance to found, set up and run my own College Counseling Department or Higher Education and Careers Department or University and Careers Counseling Department (Yep those are the three titles we have run through this year and we are sticking with the last one!).

To say that this last academic year has been challenging and stressful would be an understatement but it has also been a real honour to build something from the ground up, make decisions and have the opportunity to advocate on behalf of an interesting mixed cohort of kids, from a variety of very diverse backgrounds. I have learned a lot about myself, my own perceptions, my own prejudice, my limitations and my strengths. I want to use this post to reflect on my experience in the first year of setting up a careers and university advisory service in a school.

I officially started the role in August 2015 but I began preparations for it back in April of the same year. This was a start up school environment that at the time had just, in March of that year, received authorisation to begin teaching the DP and were also prepping for our MYP authorization visit that would come in October of that year. Thus everyone was busy, not just with the normal rounds of lesson planning, delivery and reflection; not just on the unit planning, horizontal and vertical articulation that comes with the MYP but also with the additional paperwork that comes with trying to get a school authorized to deliver a curriculum.

So I was effectively on my own. Where would you start to plan a university guidance (at the time I thought it was just university guidance) program? You have an office space and thats it. You have no real background in the area save working in secondary teaching for six years, some of which you have been a sixth form tutor in the UK and a Boarding House parent for 16-18 year olds.

Organising the Counseling Space & Resources

I started by buying maps. Maps of the continental US, UK, and the World. Large ones around 1.2m x 1.0m to put on the walls. While waiting for these to go through our schools insanely long procurement process, I then downloaded the UK University League tables and registered online with every university as a students and ordered a copy of their prospectus. Those that wouldn’t post a copy to Europe, I downloaded a digital copy and saved. Later these were uploaded to the University Guidance Group that I created on ManageBac as a place to share resources with our G9-G12 students. Along the same vein, I wanted to make sure that our space set aside for guidance counseling was warm and welcoming, a place where parents and students felt that they could just drop into. Always at the fore-front of my mind was that we were a very new school, in a very competitive area (26 or thereabouts international schools in the area) and I believe that the university and careers provision that any secondary school offers has to aim to build confidence amongst the community of student, parents and teachers that it is competent. Parents will seek out the “best” schools for the their children and while you there are thousands of different views of what may make a school best, I feel that after a solid academics program (parents want to know there children are learning), a guidance program that helps students identify their strengths and interests and guides them to the next natural step after secondary school successfully is a major want for secondary parents. A school that doesn’t offer that, especially one that you are paying for, will surely send red flags. Hence, ordering maps and materials for the guidance office, to help build the environment for students and parents seemed like a natural place to start. At this time I also ordered books and guides and I continued to do this over the course of the next year. The books I now have in the office aside from the prospectuses are:

• Loren Pope’s Colleges that change lives and Looking beyond the Ivy league.
• The HEAP Guide 2016
• The Fiske Guide to Colleges
• The CollegeBoard College Handbook
• Tina Quick’s Global Nomads Guide to University Transition (Donated by a parent)
• Julie Lythcott-Haims “How to Raise an Adult” (yet to be purchased for the department)

An additional resources that I came across last year that I make parents of students aware of is the gettingin podcast by panoply.

One of the essential tasks that went on alongside relationship building (see below) throughout the year was the creation of a variety of different resources to use both externally and internally of our school community. Early in the year I created the G11 counseling timeline and drafted the G12 counseling timeline which I will be finishing this summer. I scaffolded this process for myself by comparing the timelines produced by a variety of other schools that I had contact or a connection with.

At the same time I began to synthesise and summarise the key steps and information that lay at the heart of applications to the countries that my job description asked me to be responsible for – UK, US, Canada and Switzerland. For each of these countries I produced and essential information document, only two sides in total for each one that gave an overview for parents and students of the application process for each country.

Once all of these documents were created I decided to group them together into the first iteration of the University Guidance handbook, the development of which has carried on throughout the year as I have written new documents which have also been added to the handbook. I am hoping to be able to complete version 4 of the handbook over this summer break.

Early on in the year, and with input from a variety of the my colleagues, in  preparation for the CIS forum I created a school profile document. This document summarised our school, giving key information to admissions representatives. It was so liked by our marketing department that they subsequently hijacked it for use with prospective parents!

Throughout the year I also created a variety of forms to help with managing my meetings with students. These included permissions for students to miss class to attend university presentations, or open days, interview forms, teacher recommendation request forms and a university research form to help students build their shortlist of universities. I am not sure how useful some of these will be now that I am using BridgeU which provides a natural scaffold for structuring the timings of meetings with students which I will develop further for next year.

Towards the end of the year I worked with the DP and MYP coordinators to begin drafting policies for use in our community. These were the language course selection and university guidance policy, the predicted grades, teacher comments and recommendations policy as well as the attending university open days and guidance office events policy.

Finally in terms of resources, I was successful in April of this year in convincing the management at school that our community would benefit from the use of a guidance platform to primarily help students in their course and university research. I have blogged about the rollout of BridgeU here and here, so I won’t write too much here. In the final section of this blog on guiding students I will expand a little more as to why this was really important for me and my students.