June 2, 2025 • 20 mins
You followed the model. You tracked the data. You did everything “right.”
So why does it still feel wrong?
In this episode, we talk about how school counseling’s best intentions became a trap, and what to do when the map you were given stops working.
If you’re tired of measuring your worth by minutes and metrics, this one’s for you.
Mentioned in this episode:
Episode 4, "Your Data Does Not Define Your Worth as a School Counselor"
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
I missed my flight.
It was a TSA delay.
There was absolutely nothing Icould have done about it, and it
was the day before we weresupposed to go back to school
from spring break and the schooldistrict docked my pay.
They said I should have plannedbetter.
And that one sentence has stuckwith me for over a year and a
(00:24):
half.
How many school counselors arecarrying that same message and
that same invisible guilt insidetheir heads each and every day?
I'm going to tell you the wholestory in 30 seconds.
Hey, my friend, welcome back.
I'm Steph Johnson, a licensedprofessional counselor and
(00:47):
full-time school counselor, justlike you.
If you're tired of schoolcounseling advice that sounds
like it came from Pinterest,you're in the right place Around
.
Here, we're keeping it real,we're keeping it grounded and
I'm giving you tools and ideasthat actually work, because you
deserve more than prettygraphics and empty promises.
(01:10):
Hey, my friend.
So here's what happened.
I had taken a trip with myfamily.
My daughter is part of anaudition only choir event that
happens every spring, and we hadtraveled quite a ways away from
Texas.
We went to Florida and had agreat trip, a great concert late
(01:32):
Saturday night, and we wereready to return home early
Sunday morning, but on the wayback everything just went
sideways.
Tsa was absolute chaos.
It was hours upon hours ofstanding in line, people waving
their boarding passes, pleadingto be let through.
The lady in front of us wascrying and talking in a language
(01:55):
that I could not identify and,needless to say, we missed our
flight.
And then, after we missed ourflight, we tried to get on
different flights to get home.
Everything was booked becauseit was during that spring break
time of year, and we even lookedinto renting a car and driving
from Florida to Texas.
(02:16):
We were desperate and in themiddle of this I let my school
district administration knowthat we were stuck in a
different state.
We were likely, after fourattempts of flying standby,
we're not going to be able toget a spot on a plane and that I
would probably not be at workthe following Monday.
(02:37):
So they docked my pay Just likethat, no more questions, and
they said we should have plannedbetter.
And for a second I almost boughtinto the idea that I hadn't
been responsible enough, Ihadn't tried hard enough, I
hadn't been prepared enough toget my family home on time.
(03:01):
But the truth was there wasnothing I could do about any of
it, right?
So what did we do instead?
We made peace with it.
We got out of the airport, wewent and had a great time.
We did some more sightseeing ofsome things that we didn't get
to be a part of during ouroriginal itinerary, and we had a
great time.
(03:22):
My family still talks about howthat was one of the most fun
impromptu trips we have everbeen on together, and I think
what made it so great was thatit was an unexpected surprise,
but also that we didn't let thecraziness of the morning ruin
the whole day.
We let the chaos be part of thejourney and we we embraced it
(03:45):
and we just had a great timewhere we were in the moment.
So what does that have to dowith you and school counseling?
It's because I think we dothese same things all the time.
Let me tell you what I mean.
So from day one of our schoolcounseling coursework, we're
(04:09):
handed a map right.
The map is the ASCA nationalmodel.
The map is the 80-20recommendations for time.
The map is the 1 to 250 ratio,and we're told that if we just
follow the right route, we'llget where we need to go.
(04:32):
But what happens when just likemy unexpected detour in my trip.
What happens when the journeydoesn't match the map?
Because when they don't match,we don't question the map.
We question ourselves right,and we start thinking things
(04:52):
like I must have done somethingwrong, I must be falling behind,
everybody else is doing betterthan me, because we confuse the
framework for the destination,and then we beat ourselves up
for all the detours we had totake that we didn't choose, all
(05:14):
the delays that we couldn'tcontrol, and all the
expectations that are placed onus that don't even match the
reality of what we're doing inour schools.
And this is crazy to me, but Ihave to admit I have fallen in
this trap as well.
We need to be careful andremember that these maps are
(05:39):
supposed to guide us, not shameus.
Guide us, not shame us, and soin this episode, I want to talk
about how to stop turning theseprofessional tools into personal
judgments.
So, in order to do that, we haveto start by looking at the
(06:02):
factory model of education,because 99.9% of school
counselors are working withinthis model.
I'll bet you know or have heardsomewhere that historically,
schools were meant to mimicfactory conditions, creating
workers for the future, right,and so that's why we have bells.
(06:26):
It's like the factory whistle,and a factory model of education
is based on things likestandardized outputs, visible
productivity.
You can't have anybody standingat the assembly line idle, idle
(06:53):
, an assembly line thinking butguess who doesn't fit that mold?
It's us.
Our work is not visible, it isoften very invisible to the
people that we work around.
We don't generate a quoteunquote product and our pace
moves at the speed of humanbehavior, not at the speed of a
bell schedule.
So when you can't have theimpact on your campus that
(07:15):
you're wanting to make, thesystem starts whispering to you
you're not doing enough.
But, my friend, that voice isnot the truth.
That voice is the echo of asystem that only understands
output.
And if you let yourself believethat your output is what
(07:37):
measures your worth as a schoolcounselor, you start to judge
yourself, just like I almost didwith my trip detour Right,
because for a moment I thoughtmaybe I should have scheduled an
earlier flight.
Spoiler, there was no earlierflight and our concert was at 8
(07:58):
pm the night before.
There was no way we could havedone things any differently.
But for a minute I was temptedto think in that direction, and
I know that in these schoolcounseling situations you're
doing the same thing where,logically, you may know it's not
a good idea, but try convincingyour heart.
(08:18):
And when you start trying tomeasure your worth by your pace
instead of your presence, thingsget super problematic.
So, talking about the map in theASCA model, let me be very
(08:38):
upfront by this and say that Ihave been critical of ASCA in
the past and continue to be, butI am not here to bash the ASCA
national model.
That model was created to helpdefine our roles and justify
staffing and protect our time.
And justify staffing andprotect our time and, given the
right circumstances and levelsof advocacy which, between you
(09:02):
and me, I don't think we'reseeing right now, but that's a
whole other podcast episode itcould be very advantageous to
our field.
But here's what really happenswith that national model.
You know it's preached at usfrom day one of beginning our
school counseling coursework,but our administrators rarely
(09:24):
understand it or implement it.
Truth be told, that nationalmodel has been gatekept behind a
$60 price tag for some time.
Thankfully, here in the nearfuture, asca says they're going
to release it as a PDF.
I hope that's true becausethat's been hamstringing our
field for years.
But beyond admins notunderstanding or implementing
(09:47):
the model, there's noaccountability if schools and
districts don't follow it, andeducation is very accountability
driven.
So it's no wonder we're notseeing more of this in our
schools.
And unfortunately, if we want toget really real about this
(10:07):
model, we are most often theones using it against ourselves.
You've seen it all over socialmedia, you've heard your friends
talking about it and maybeyou've even done it to yourself.
I can't reach 80% in directservice.
What is wrong with me?
I didn't run enough smallgroups this year.
(10:30):
I failed.
I'm not logging every minute ofmy day.
Did it even matter?
Logging every minute of my day?
Did it even matter?
I know that school counselorsare thinking these things
because I talk to them each andevery week.
I know exactly what's going on.
And again, to be real, I'vedone this to myself.
I'm not immune to it.
(10:51):
I've been there too.
And then sometimes it even goesa step further and it creates
judgment in our field thatprogram isn't comprehensive
enough.
Well, their ratio was lowerthan mine, y'all.
That's not what this model wasmeant to do.
And then we have all of thisramp award baloney going on,
(11:15):
with less than 1% of schoolsattaining that designation.
Does that tell you something?
It's not that you're failing,it's that 99% of the schools in
America are in the same boatthat you are in.
So if you haven't made it there, don't beat yourself up.
(11:35):
Most of us won't, and that'sokay.
But in my opinion, thatshouldn't be the focus of this
model.
Anyway.
This model should be seeking toelevate us, not divide us.
So if you have in the past, ormaybe even currently in your own
head, are using this model as aweapon, it's time to stop,
(12:00):
because if you're not hittingall the benchmarks and all the
criteria of a so-called perfect,comprehensive program, it is
not your fault.
You are navigating a map thatwas never designed for the
terrain that you are walking andyou know what.
That's okay.
But let's move to another mapthat I see school counselors
(12:27):
relying on a lot as a benchmark.
You know I'm a data gal.
I believe in it, I teach it, Ilead my School for School
Counselors, mastermind members,through it all school year long.
But, my friends, your programdata is not the answer to
(12:47):
everything and it is definitelynot the place you should be
going to find your self-worth.
Your self-worth, your data, isonly as good as your
circumstances right.
It's all about the context.
(13:08):
If you were in a program whereyou were able to call all the
shots, determine where all ofyour time goes, and you were
never given any mandates ever,at any time, we might expect
your data to be on point.
But you and I, we don't work inthat world, do we?
We work in a world where thereare specific outcomes that are
expected, there are crises thatpop up, there are administrators
(13:31):
who want to speak for our timebefore we've even spent it, and
so your use of time data issimply a reflection of the
priorities of your campus andyour administrator.
Once you get the golden ticketand you get to call all the
shots, then your data becomes areflection of you, but until you
(13:55):
reach that monumental momentwhere they turn everything over
to you, it's simply not areflection of how good you are
in school counseling.
It's important, too, to rememberthat your data does not capture
all of the emotional labor thatyou spend in your job.
It's the unseen factor of ourwork.
(14:17):
It's the unseen factor of ourwork, and sitting across from a
kid in a counseling session whois telling you one of the most
horrible stories you've everheard in your life is very
different than presenting asocial studies unit in the
classroom next door, right.
It's really hard to quantifywhat that emotional labor is or
(14:44):
what the fallout of it is, andyour data also doesn't track the
amount of energy that you spendbuilding trust, managing
conflict or supporting the othergrown-ups that are around you.
So when we talk about minutesspent in indirect versus direct
services, what we're beingpushed to do is to try to count
our worth instead ofexperiencing the job.
(15:05):
So if you're one of thosethat's been obsessing over the
use of time charts and logs,trying to prove that you're
quotequote an effective schoolcounselor, take a breath.
That is not what that data isfor.
Your data is meant to help youin your advocacy efforts, to
(15:29):
support communication acrossstakeholders on your campus and
to highlight the trends.
Your data needs to serve as amegaphone, not a mirror.
So collect it, compile it anduse it, but don't let it define
(15:51):
you All right.
So here we are, another schoolyear wrapping up another year of
wondering did I do enough?
Did I do it right?
Will next year finally feeleasier?
I wish I would have done that.
I wish I could have intervenedthere.
(16:11):
I wish this outcome would havebeen different, right?
And if you're anything likemost of the counselors that I
work with, you're alreadythinking about how to fix things
for next year.
But what if that's not what youactually need to be considering
?
It is super difficult to planfor unexpected detours, right,
(16:37):
so you're sort of settingyourself up for failure.
If that's the way you're goingto approach this, what if your
most powerful shift for the nextschool year isn't about better
plans or checking more boxes ordoing more, but about looking at
your work in an entirelydifferent way that helps you
(16:58):
feel more confident, morecompetent and like a stronger
school counselor, where you stopchasing unattainable standards,
stop chasing perfection onimperfect campuses and stop
dragging this pressure behindyou, because that is the perfect
map for burnout.
(17:19):
You, my friend, are not theproblem, unless you're just
sitting around doing absolutelyjack squat.
You are not the problem.
You are stuck in a role thatdoes not understand what
anything outside of the factorymodel should look like, sound
(17:42):
like or feel like.
But once you realize that, thegame changes, all right.
If that hit a nerve for you,good, I'm glad.
I want to get you thinking.
I want you to conceptualizeyour work in a completely
(18:03):
different way, one that empowersyou and reminds you how amazing
you are to show up on yourcampus each and every day and
say, yes, I will help.
Send that to me.
I have a lot more like thiscoming for you this summer that
is designed for schoolcounselors who are ready to work
(18:24):
differently, those who areready to work strategically and
sustainably and without sellingtheir soul to these metrics and
models and maps that do notmatch what they are actually
doing in the real world.
I'm going to be talking a lotabout my smart school counseling
(18:46):
framework.
It's not a curriculum, it's nota checklist and it's not
anything that you can put in abinder.
It's what happens when youdecide to stop trying to prove
yourself through theseunattainable ideals and start
leading in your truth as aschool counselor.
(19:06):
I'm going to have way morecoming up for you in the next
few episodes, but for now,here's what I want you to do
Step out of the guilt.
Step out of the guilt, step awayfrom the noise and be ready to
enjoy the detours and the dirtroads that we are inevitably
(19:27):
going to encounter in our work.
It is okay.
It makes the journey all themore rich, and I promise you
you're going to be so muchbetter for that, and then next
year y'all we are going to dothis school counseling thing
completely differently.
All right, that's it for thisepisode, but keep listening
(19:49):
because I'm going to be backsoon with more.
Until then, keep fighting thegood fight, believe in yourself
and know you are amazing for thework that you do every day.
Take care.
I missed my flight.
It was a TSA delay.
There was absolutely nothing Icould have done about it, and it
was the day before we weresupposed to go back to school
from spring break and the schooldistrict docked my pay.
They said I should have plannedbetter.
And that one sentence has stuckwith me for over a year and a
(00:24):
half.
How many school counselors arecarrying that same message and
that same invisible guilt insidetheir heads each and every day?
I'm going to tell you the wholestory in 30 seconds.
Hey, my friend, welcome back.
I'm Steph Johnson, a licensedprofessional counselor and
(00:47):
full-time school counselor, justlike you.
If you're tired of schoolcounseling advice that sounds
like it came from Pinterest,you're in the right place Around
.
Here, we're keeping it real,we're keeping it grounded and
I'm giving you tools and ideasthat actually work, because you
deserve more than prettygraphics and empty promises.
(01:10):
Hey, my friend.
So here's what happened.
I had taken a trip with myfamily.
My daughter is part of anaudition only choir event that
happens every spring, and we hadtraveled quite a ways away from
Texas.
We went to Florida and had agreat trip, a great concert late
(01:32):
Saturday night, and we wereready to return home early
Sunday morning, but on the wayback everything just went
sideways.
Tsa was absolute chaos.
It was hours upon hours ofstanding in line, people waving
their boarding passes, pleadingto be let through.
The lady in front of us wascrying and talking in a language
(01:55):
that I could not identify and,needless to say, we missed our
flight.
And then, after we missed ourflight, we tried to get on
different flights to get home.
Everything was booked becauseit was during that spring break
time of year, and we even lookedinto renting a car and driving
from Florida to Texas.
(02:16):
We were desperate and in themiddle of this I let my school
district administration knowthat we were stuck in a
different state.
We were likely, after fourattempts of flying standby,
we're not going to be able toget a spot on a plane and that I
would probably not be at workthe following Monday.
(02:37):
So they docked my pay Just likethat, no more questions, and
they said we should have plannedbetter.
And for a second I almost boughtinto the idea that I hadn't
been responsible enough, Ihadn't tried hard enough, I
hadn't been prepared enough toget my family home on time.
(03:01):
But the truth was there wasnothing I could do about any of
it, right?
So what did we do instead?
We made peace with it.
We got out of the airport, wewent and had a great time.
We did some more sightseeing ofsome things that we didn't get
to be a part of during ouroriginal itinerary, and we had a
great time.
(03:22):
My family still talks about howthat was one of the most fun
impromptu trips we have everbeen on together, and I think
what made it so great was thatit was an unexpected surprise,
but also that we didn't let thecraziness of the morning ruin
the whole day.
We let the chaos be part of thejourney and we we embraced it
(03:45):
and we just had a great timewhere we were in the moment.
So what does that have to dowith you and school counseling?
It's because I think we dothese same things all the time.
Let me tell you what I mean.
So from day one of our schoolcounseling coursework, we're
(04:09):
handed a map right.
The map is the ASCA nationalmodel.
The map is the 80-20recommendations for time.
The map is the 1 to 250 ratio,and we're told that if we just
follow the right route, we'llget where we need to go.
(04:32):
But what happens when just likemy unexpected detour in my trip.
What happens when the journeydoesn't match the map?
Because when they don't match,we don't question the map.
We question ourselves right,and we start thinking things
(04:52):
like I must have done somethingwrong, I must be falling behind,
everybody else is doing betterthan me, because we confuse the
framework for the destination,and then we beat ourselves up
for all the detours we had totake that we didn't choose, all
(05:14):
the delays that we couldn'tcontrol, and all the
expectations that are placed onus that don't even match the
reality of what we're doing inour schools.
And this is crazy to me, but Ihave to admit I have fallen in
this trap as well.
We need to be careful andremember that these maps are
(05:39):
supposed to guide us, not shameus.
Guide us, not shame us, and soin this episode, I want to talk
about how to stop turning theseprofessional tools into personal
judgments.
So, in order to do that, we haveto start by looking at the
(06:02):
factory model of education,because 99.9% of school
counselors are working withinthis model.
I'll bet you know or have heardsomewhere that historically,
schools were meant to mimicfactory conditions, creating
workers for the future, right,and so that's why we have bells.
(06:26):
It's like the factory whistle,and a factory model of education
is based on things likestandardized outputs, visible
productivity.
You can't have anybody standingat the assembly line idle, idle
(06:53):
, an assembly line thinking butguess who doesn't fit that mold?
It's us.
Our work is not visible, it isoften very invisible to the
people that we work around.
We don't generate a quoteunquote product and our pace
moves at the speed of humanbehavior, not at the speed of a
bell schedule.
So when you can't have theimpact on your campus that
(07:15):
you're wanting to make, thesystem starts whispering to you
you're not doing enough.
But, my friend, that voice isnot the truth.
That voice is the echo of asystem that only understands
output.
And if you let yourself believethat your output is what
(07:37):
measures your worth as a schoolcounselor, you start to judge
yourself, just like I almost didwith my trip detour Right,
because for a moment I thoughtmaybe I should have scheduled an
earlier flight.
Spoiler, there was no earlierflight and our concert was at 8
(07:58):
pm the night before.
There was no way we could havedone things any differently.
But for a minute I was temptedto think in that direction, and
I know that in these schoolcounseling situations you're
doing the same thing where,logically, you may know it's not
a good idea, but try convincingyour heart.
(08:18):
And when you start trying tomeasure your worth by your pace
instead of your presence, thingsget super problematic.
So, talking about the map in theASCA model, let me be very
(08:38):
upfront by this and say that Ihave been critical of ASCA in
the past and continue to be, butI am not here to bash the ASCA
national model.
That model was created to helpdefine our roles and justify
staffing and protect our time.
And justify staffing andprotect our time and, given the
right circumstances and levelsof advocacy which, between you
(09:02):
and me, I don't think we'reseeing right now, but that's a
whole other podcast episode itcould be very advantageous to
our field.
But here's what really happenswith that national model.
You know it's preached at usfrom day one of beginning our
school counseling coursework,but our administrators rarely
(09:24):
understand it or implement it.
Truth be told, that nationalmodel has been gatekept behind a
$60 price tag for some time.
Thankfully, here in the nearfuture, asca says they're going
to release it as a PDF.
I hope that's true becausethat's been hamstringing our
field for years.
But beyond admins notunderstanding or implementing
(09:47):
the model, there's noaccountability if schools and
districts don't follow it, andeducation is very accountability
driven.
So it's no wonder we're notseeing more of this in our
schools.
And unfortunately, if we want toget really real about this
(10:07):
model, we are most often theones using it against ourselves.
You've seen it all over socialmedia, you've heard your friends
talking about it and maybeyou've even done it to yourself.
I can't reach 80% in directservice.
What is wrong with me?
I didn't run enough smallgroups this year.
(10:30):
I failed.
I'm not logging every minute ofmy day.
Did it even matter?
Logging every minute of my day?
Did it even matter?
I know that school counselorsare thinking these things
because I talk to them each andevery week.
I know exactly what's going on.
And again, to be real, I'vedone this to myself.
I'm not immune to it.
(10:51):
I've been there too.
And then sometimes it even goesa step further and it creates
judgment in our field thatprogram isn't comprehensive
enough.
Well, their ratio was lowerthan mine, y'all.
That's not what this model wasmeant to do.
And then we have all of thisramp award baloney going on,
(11:15):
with less than 1% of schoolsattaining that designation.
Does that tell you something?
It's not that you're failing,it's that 99% of the schools in
America are in the same boatthat you are in.
So if you haven't made it there, don't beat yourself up.
(11:35):
Most of us won't, and that'sokay.
But in my opinion, thatshouldn't be the focus of this
model.
Anyway.
This model should be seeking toelevate us, not divide us.
So if you have in the past, ormaybe even currently in your own
head, are using this model as aweapon, it's time to stop,
(12:00):
because if you're not hittingall the benchmarks and all the
criteria of a so-called perfect,comprehensive program, it is
not your fault.
You are navigating a map thatwas never designed for the
terrain that you are walking andyou know what.
That's okay.
But let's move to another mapthat I see school counselors
(12:27):
relying on a lot as a benchmark.
You know I'm a data gal.
I believe in it, I teach it, Ilead my School for School
Counselors, mastermind members,through it all school year long.
But, my friends, your programdata is not the answer to
(12:47):
everything and it is definitelynot the place you should be
going to find your self-worth.
Your self-worth, your data, isonly as good as your
circumstances right.
It's all about the context.
(13:08):
If you were in a program whereyou were able to call all the
shots, determine where all ofyour time goes, and you were
never given any mandates ever,at any time, we might expect
your data to be on point.
But you and I, we don't work inthat world, do we?
We work in a world where thereare specific outcomes that are
expected, there are crises thatpop up, there are administrators
(13:31):
who want to speak for our timebefore we've even spent it, and
so your use of time data issimply a reflection of the
priorities of your campus andyour administrator.
Once you get the golden ticketand you get to call all the
shots, then your data becomes areflection of you, but until you
(13:55):
reach that monumental momentwhere they turn everything over
to you, it's simply not areflection of how good you are
in school counseling.
It's important, too, to rememberthat your data does not capture
all of the emotional labor thatyou spend in your job.
It's the unseen factor of ourwork.
(14:17):
It's the unseen factor of ourwork, and sitting across from a
kid in a counseling session whois telling you one of the most
horrible stories you've everheard in your life is very
different than presenting asocial studies unit in the
classroom next door, right.
It's really hard to quantifywhat that emotional labor is or
(14:44):
what the fallout of it is, andyour data also doesn't track the
amount of energy that you spendbuilding trust, managing
conflict or supporting the othergrown-ups that are around you.
So when we talk about minutesspent in indirect versus direct
services, what we're beingpushed to do is to try to count
our worth instead ofexperiencing the job.
(15:05):
So if you're one of thosethat's been obsessing over the
use of time charts and logs,trying to prove that you're
quotequote an effective schoolcounselor, take a breath.
That is not what that data isfor.
Your data is meant to help youin your advocacy efforts, to
(15:29):
support communication acrossstakeholders on your campus and
to highlight the trends.
Your data needs to serve as amegaphone, not a mirror.
So collect it, compile it anduse it, but don't let it define
(15:51):
you All right.
So here we are, another schoolyear wrapping up another year of
wondering did I do enough?
Did I do it right?
Will next year finally feeleasier?
I wish I would have done that.
I wish I could have intervenedthere.
(16:11):
I wish this outcome would havebeen different, right?
And if you're anything likemost of the counselors that I
work with, you're alreadythinking about how to fix things
for next year.
But what if that's not what youactually need to be considering
?
It is super difficult to planfor unexpected detours, right,
(16:37):
so you're sort of settingyourself up for failure.
If that's the way you're goingto approach this, what if your
most powerful shift for the nextschool year isn't about better
plans or checking more boxes ordoing more, but about looking at
your work in an entirelydifferent way that helps you
(16:58):
feel more confident, morecompetent and like a stronger
school counselor, where you stopchasing unattainable standards,
stop chasing perfection onimperfect campuses and stop
dragging this pressure behindyou, because that is the perfect
map for burnout.
(17:19):
You, my friend, are not theproblem, unless you're just
sitting around doing absolutelyjack squat.
You are not the problem.
You are stuck in a role thatdoes not understand what
anything outside of the factorymodel should look like, sound
(17:42):
like or feel like.
But once you realize that, thegame changes, all right.
If that hit a nerve for you,good, I'm glad.
I want to get you thinking.
I want you to conceptualizeyour work in a completely
(18:03):
different way, one that empowersyou and reminds you how amazing
you are to show up on yourcampus each and every day and
say, yes, I will help.
Send that to me.
I have a lot more like thiscoming for you this summer that
is designed for schoolcounselors who are ready to work
(18:24):
differently, those who areready to work strategically and
sustainably and without sellingtheir soul to these metrics and
models and maps that do notmatch what they are actually
doing in the real world.
I'm going to be talking a lotabout my smart school counseling
(18:46):
framework.
It's not a curriculum, it's nota checklist and it's not
anything that you can put in abinder.
It's what happens when youdecide to stop trying to prove
yourself through theseunattainable ideals and start
leading in your truth as aschool counselor.
(19:06):
I'm going to have way morecoming up for you in the next
few episodes, but for now,here's what I want you to do
Step out of the guilt.
Step out of the guilt, step awayfrom the noise and be ready to
enjoy the detours and the dirtroads that we are inevitably
(19:27):
going to encounter in our work.
It is okay.
It makes the journey all themore rich, and I promise you
you're going to be so muchbetter for that, and then next
year y'all we are going to dothis school counseling thing
completely differently.
All right, that's it for thisepisode, but keep listening
(19:49):
because I'm going to be backsoon with more.
Until then, keep fighting thegood fight, believe in yourself
and know you are amazing for thework that you do every day.
Take care.
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