Trish Hatch - Hatching Results Elementary School Counseling

Implementing Core Curriculum and Other Tier 1 Activities

Foreword by

• Erin Mason

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ISBN: 978-1-5063-8964-6

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It is my honor to contribute the foreword for Hatching Results for ElementarySchool Counseling: Implementing Core Curriculum and Other Tier 1Activities. I can personally attest to the passion and dedication thateach of the authors has for the school counseling profession. This is a bookwritten with genuine heart, soul, and real-world, been-there-done-that wisdom bythree uniquely qualified professionals who truly love school counseling and havededicated their careers to its growth and advancement. The authors have manyyears of experience in serving as school counselors, enacting leadership in theprofession through a variety of roles and contributions, and training countlessschool counselors across the country. Readers will be inspired and validated bythis practical and approachable text.

Trish Hatch is a longtime colleague, mentor, and friend, whom I met while workingas a school counselor a year into my doctoral program. Along with the late,great Judy Bowers, Trish co-authored the original ASCA National Model, a workthat profoundly and forever changed the face of the school counselingprofession. Having been an early adopter of the ASCA model, I was asked in 2006to help train other school counselors in the Cobb County School District and hadthe privilege of meeting Trish when she was brought in by the districtcoordinator, Gail Smith. As many will attest, Trishs motivational presentationenergy is a beloved trademark. Behind this energy, however, is anothertrademark: an ongoing, committed, fervent thought-storm about the professionthat unquestionably excites and challenges you if you have the privilege ofgetting caught up in it. The kind of deep thought and analysis that Trishengages in about school counseling is contagious, in a very real sense, forthose who know and work with her.

I met Danielle, a former student of Trishs, on a visit to San Diego in 2011 andwas immediately taken by her confidence and passion. I was convinced that whatshe had learned from Trish was a launching pad and that she would excel as aschool counselor and bring into focus the most important issues of theprofession. Danielle has done all that and more, and she is far from done! Shehas led her state association and participated in White House meetings throughthe Reach Higher initiative, consistently proving that she is dynamic in manyways. As a trainer and author, Danielle has a unique gift of helping schoolcounselors translate what they know they should do into what they can do;this is critical to moving the profession forward. Further, her ability toengage actively at the policy level of the education landscape is characteristicof her genuine loyalty to all students. I look forward to watching what she doesnext.

I met Lisa in 2009 after I began my first academic post at DePaul University, andshe was invaluable in helping me understand the unique role of the elementaryschool counselor in Chicago Public Schools (CPS), a role that was in great contrast to what I had experienced inGeorgia. While working in the district office for CPS, she asked me to partnerwith her in training the first cohort of elementary school counselors to pursueRecognized ASCA Model Program (RAMP), an honor and opportunity for me toleverage relationships with practitioners. Several years later, we were proud tocelebrate one of the cohort members as the first elementary school in CPS toachieve RAMP! Perhaps our most challenging work together, an effort for whichLisa was at the forefront, was redefining the role of the elementary schoolcounselor in Chicago to eliminate case management (all IEP oversight) from thejob description. This was an extremely long and arduous process. Lisascommitment to this work was steadfast, and in December 2016 it was announcedthat school counselors now have the contractual right to decline case managementduties in CPS.

Like these three esteemed authors, my passion for the profession originates frommy time in the field as a school counselor. I worked in several schools anddistricts in the metro-Atlanta area over a 13-year period and served in severalpositions in the Georgia School Counselor Association (GSCA). I have alsosupported the work of school counselors in Illinois and was the stateassociation president from 2012 to 2013. In recent years, I have expanded myconnections to school counselors at all levels nationally and internationallythrough social media, and I am currently training future elementary schoolcounselors at Georgia State University. As a school counselor educator, I oftentake the practitioner-scholar approach with an emphasis on assisting those inthe field in publishing their work from an action research framework. I believestrongly in Tier 1 as the means of reaching all students from a prevention-basedperspective, and I have written on topics such as curriculum design, lesson plandevelopment and delivery, and classroom management. All of these experiencesreinforce for me that elementary school counselors are and must beextraordinarily versatile in addressing a range of developmental levels andissues, spectacularly creative when it comes to delivering a variety ofinterventions, and uniquely impactful in setting the stage for what schoolcounseling is for all stakeholders.