TPC Journal-Vol 9- Issue 2-Full-Issue

80 Hilary Dack, Clare Merlin-Knoblich Improving Classroom Guidance Curriculum With Understanding by Design Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of Understanding by Design , a research-based approach to curriculum design used widely in K–12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success. Keywords : school counseling, school counselor, classroom guidance, school counseling core curriculum, Understanding by Design In comprehensive school counseling programs, school counselors use a range of approaches to support students’ academic achievement, social and emotional growth, and career development (American School Counselor Association [ASCA], 2012). Classroom guidance is one delivery method of such supportive approaches, advantageous in part because it allows school counselors to reach all students in their schools (ASCA, 2012; Lopez & Mason, 2018). This curriculum is ideally “a planned, written instructional program that is comprehensive in scope, preventative in nature, and developmental in design” (ASCA, 2012, p. 85). In systematically delivering classroom guidance, school counselors use planned lessons crafted to ensure students acquire the desired knowledge, skills, and attitudes suited to their developmental levels (ASCA, 2012). These lessons comprise critical time school counselors spend in direct service to students. ASCA (2012) recommends school counselors spend 15%–45% of their time (depending on school level) delivering classroom guidance; thus, development of classroom guidance curriculum warrants careful consideration and intentionality (Lopez & Mason, 2018; Vernon, 2010). Researchers have highlighted the value of classroom guidance for student outcomes (Bardhoshi, Duncan, & Erford, 2018; Villalba & Myers, 2008). For example, Villalba and Myers (2008) found that student wellness scores were significantly higher after a three-session classroom guidance unit on wellness. Similarly, Bardhoshi et al. (2018) found that teacher ratings of student self-efficacy were significantly higher after a 12-lesson classroom guidance unit on self-efficacy. In a causal-comparative study of 150 elementary schools, Sink and Stroh (2003) found that after accounting for socioeconomic differences, schools with comprehensive school counseling programs including classroom guidance had higher academic achievement than schools without such interventions. The ASCA National Model (2012) reflects the importance of classroom guidance in a comprehensive school counseling program. For instance, designing a curriculum action plan is a key task in the management quadrant of the model. ASCA recommends school counselors develop a curriculum for classroom guidance that aligns with both student needs and prescribed standards. (Although ASCA The Professional Counselor Volume 9, Issue 2, Pages 80–99 http://tpcjournal.nbcc.org © 2019 NBCC, Inc. and Affiliates doi:10.15241/hd.9.2.80 Hilary Dack is an assistant professor at the University of North Carolina at Charlotte. Clare Merlin-Knoblich, NCC, is an assistant professor at the University of North Carolina at Charlotte. Correspondence can be addressed to Hilary Dack, Department of MDSK, Cato College of Education, University of North Carolina at Charlotte, 9201 University City Blvd., Charlotte, NC 28223, hdack@uncc.edu.