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ERIC Number: ED159775
Record Type: RIE
Publication Date: 1978-Feb-17
Pages: 13
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effective Use of Pupil Personnel Staff--What Difference Does It Make?
Bobbitt, W. Leslie
Traditionally, school systems isolate pupil personnel staff from the classroom and the learning process. School psychologists, social workers, and counselors work one-to-one with special or problem students who are referred to them by classroom teachers. The Charlotte-Mecklenburg Schools in North Carolina reject this traditional model. Instead, the classroom teacher retains prime responsibility for the education of all students with the help of pupil personnel staff who are called in when needed as consultants. This model is based on several basic concepts. The classroom is the focus of action, not the counselor's office. Students are not merely referred by teachers to pupil personnel services staff. Instead, the teacher becomes, in effect, the client of the counselor. The approach is preventive rather than crisis-oriented. The first approach to dealing with a problem is to adjust the classroom to help the child, rather than removing the child from the classroom. Only when investigation and assessment determine that a child needs a special program, does the child receive special placement. The final factor in effective use of pupil personnel staff is quality control. The pupil personnel services staff must be closely supervised to help them stay abreast of their fields and solve day-to-day problems. (JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: North Carolina
Note: Paper presented at the Annual Meeting of the American Association of School Administrators (110th, Atlanta, Georgia, February 17-20, 1978)