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- W2337827142 abstract "Overview Identifying competencies for one’s own school or school district is often so cumbersome that the process itself prevents many counselors from establishing comprehensive competencybased guidance programs. There is a mistaken belief that more competencies are better than fewer competencies and that original competencies are better than borrowed or modified competencies. Over and over again, counselors with whom we have talked claim that two or three competencies per domain and per grade level are much more manageable than having one detailed competency written for every behavioral or attitudinal outcome desired by counselors, teachers, administrators, and parents. Clearly, the “Keep it simple!” principle is advocated for those beginning the process of implementing a CCBG program in their school or school district. Therefore, competencies from several different districts are reprinted here to facilitate the process of identifying relevant outcomes. Note the differences in format from district to district as there is no one correct way to state desired competencies. Some districts will prefer competencies presented as “I” statements, for example, “I know how to listen and how to ask questions in class.” Others will want outcomes stated behaviorally, for example, “Students will...demonstrate good work habits.” Even the number of domains and titles of the domains vary from district to district. Regarding these competency-selection processes, counselors are urged to be “possibility thinkers” and to avoid artificial barriers that will stand in the way of quickly and efficiently determining what competencies will be adopted for immediate use. We have found that the entire process need not take more than two hours to complete at the elementary, middle school, or high school level." @default.
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- W2337827142 modified "2023-09-27" @default.
- W2337827142 title "CCBG Competencies: Grades 9 to 12" @default.
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