Stella Maris Academy of Malolos opened its doors to the youth of Malolos City and the neighboring towns of Bulacan in 2004. Driven by a strong commitment to providing quality, holistic education, the school is guided by its PVMGO (Philosophy, Vision, Mission, Goals, and Objectives) to shape the future of all its learners.
The Guidance and Counseling program, at the heart of SMA education, is driven by the provisions in Republic Act 9258, specifically in Rule Sec. 3 (Manila Standard 2007). This law defines counseling as a profession that involves an “integrated approach to the development of a well-functioning individual, primarily by helping them utilize their potential to the fullest and plan according to their abilities, interests, and needs.”
Our Goal
To provide a high-quality program that offers students a variety of activities designed to enhance their self-awareness, enabling them to discover their full potential; improve relationships, helping them relate effectively with others; and uncover a deeper sense of meaning and purpose in life.
Objectives
The SMA Guidance Program aims to facilitate students in:
The collection of extensive information about the individual for proper understanding, decision-making and placement.
This service is a very important aspect of SMA education: Proper placement in the beginning spells success in the end.
Admission
The Individual Inventory Service at the time of admission is an ongoing process from the time of admission throughout the student’s stay in the school. Prior to enrolment, each student undergoes a screening process which includes collection of required documents.
A student cumulative folder is compiled containing the initial screening results based from the child initial test results, checklists reports, documents, school records and evaluation reports thru other professionals, if there are. Interview data from the parents/ caregivers are also recorded and included.
The data collected during the admission phase allow for a view of the entry skill level of the student, possible learning difficulties, and indicated diagnosis of conditions if there are.
This information will help determine the educational placement of the child.
Placement & Implementation
- Regular Program
- Special Education Program
- Individualized Educational Program
- Special Classes
- SpEd Tutorial
- Pull out
- Therapy
Evaluation of the Learner’s Educational Placement
Evaluation is vital to determine program effectivity and success and so the next step may be determined. Each of these programs undergo evaluation periodically, with characteristics differences.
In all the phases of the SMA learner’s education, close coordination with the teachers, parents and caregivers is done on a continuous basis through anecdotal reports, parent-teacher conferences, observation checklists of the learners general personality make-up, performance outputs, biographical sketches, academic/ behavior monitoring procedures, administration of psychological tests and the like.
All pertinent data and information about the learner are periodically evaluated to determine the steps to be taken in helping the learner in his/ her growth and development.
Information Service
The comprehensive and systematic collection and dissemination of information to students, teachers, parents and other stakeholders through various methods and programs are prioritized to ensure the realization of the objectives of the guidance program.
The guidance program provides information necessary for the individual’s adjustment to his/ her workplace or environment. It lays a foundation for all the stakeholders, students, parents, teachers, staff, in the entire stay in school of the child. It promotes cooperation, understanding and support amongst and within the school system.
The guidance program provides regular In- Service Training for all teachers, PEP Talk for parents and staff to equip them with knowledge and skills for the improvement of their craft.
These methods promote close parental engagement with their children as they understand the processes in their developments.
These are powerful learning tools for students, teachers and parents. They are used to relay information, reinforce lessons and promote cooperation, understanding and commitment. Bulletin boards are part and parcel of the information service and are constructed periodically by each department.
Exchange of ideas, feedbacking and giving in and receiving information is a salient feature of the Information Service of the Guidance Program. Parents are encouraged to visit anytime without prior appointments. On the other hand, they may be invited to visit to see the Guidance Counselor as deemed necessary.
Conference is scheduled every end of the quarter to discuss learners academic and behavioral performance. However, teachers’ role as a guidance worker includes giving immediate feedback to parents through phone calls, home visits or a face-to-face interactions.
Counseling Service
At Stella Maris, our counseling program fosters personal growth through dynamic interactions between counselors and students. We use a variety of methods to support students in different areas of development.
Counseling Areas:
Group Guidance and Counseling
Testing
This service helps the students assess and understand their abilities, capabilities, interests, personality and pressing concerns. This is also a useful tool as basis for guidance counselors as basis for guidance counseling and helps diagnose behavior that need further attention and assessment.
Test results are vital to the guidance and counseling program of the school. Gathering of information about the child begins during the admission procedure for placement, program implementation, modification and evaluation.
During the school year, testing as a gathering tool for the development of learners undergoes the following cycle:
- Instruct
- Observe children in various situation
- Document, reflect, record while observing as soon as possible
- Analyze, evaluate
- Summarize- plan and communicate
The guidance counselor together with the teachers utilize this scheme within the curriculum instructions and for specific purpose.
Non-formal testing tools, like sentence completion tests, Likert scales or questionnaire are used to get a glimpse of the learner’s interests, aptitude, attitude, abilities strengths and weaknesses.
Skills assessment in Reading and Math are also part of the service for placement, program modification and remediation.
Results of achievement tests administered by the national government are utilized to guide students for decision-making regarding their academic transitions and career.
Referrals
Referrals are made when an individual needs to be directed to a more qualified professional, either within or outside the school, to address a specific concern or case.
If a Guidance Counselor identifies a problem or concern that is beyond their expertise, they may refer the individual to an expert from a roster of qualified professionals. The counselor will ensure that the client’s decision to be referred is discussed and agreed upon.
The counselor must inform the student of their limitations and explain why a referral to another counselor or expert is necessary. Referrals may also be made for ethical reasons, such as conflicts of interest arising from affiliations with the student or family ties.
The counselor may refer the student to a psychologist, social worker, or another counselor with specialized training or expertise relevant to the student’s needs.
Students displaying alarming signs or symptoms may be referred to specialists such as:
- Speech Therapist
- Social Worker
- Psychiatrist and other medical specialist
- Psychologist
- Occupational Therapist
Follow-Up Service
The SMA Guidance Program ensures that students facing behavioral issues, absences, incomplete schoolwork, failed subjects, and other academic challenges receive follow-up support through academic consultations.
Additionally, follow-up services are conducted to check on students’ progress and assess if further assistance is needed. Special programs, such as tutorials or class pull-outs, may be recommended as necessary.
The following are practices under the Follow-Up Service of the SMA Guidance Program:
Class Advisers will submit a list of students needing follow-up due to failed, incomplete, or dropped subjects. This list should be submitted within the first month of each quarter. The counselor will follow up with these students using the Academic Follow-Up Form and submit a report to the Principal.
For students with a history of poor attendance or academic performance, the counselor will facilitate the completion of the Academic Performance Monitoring Form. Teachers will provide details on the student’s absences and academic performance. If two or more subjects are failing, the counselor will arrange a consultation with the student and confer with the parents as well.
Students with academic and behavioral concerns will be closely monitored by the counselor. This includes interviews with the student’s adviser, subject teachers, parents, and the student to discuss any issues and provide the necessary support.
After counseling, it is the counselor’s responsibility to follow up with the student to track any progress or provide further assistance if needed.
Developmental Career Guidance Program
SMA believes that career development must take place during the entire educational journey of every learner. It is important that learners along with academic knowledge must also grow knowing themselves, their abilities, intelligences, values among others in order to be successful in the future in which career generally partakes in. With this, the SMA Career Guidance Program ensures that every learner develops holistically for them to be productive and purpose-driven members of the community.
SMA’s Career Guidance Program is anchored on the school’s Mission-Vision. The program aims to develop the learners to be intelligent, self-directed, values oriented and proud Filipinos who in the long run have a strong sense of identity and thus, are able to determine the career path that they want to pursue in life.
The SMA learners are nurtured according to the Multiple Intelligences Theory of Howard Gardner. Through this, the learners are well aware of their own intelligences or their strengths which are big factors in determining what they are capable of doing as their future professional careers. Along with their capability is their passion in certain activities associated with their dominant multiple intelligences. With this, the learners are instilled with the knowledge that they are intelligent in different aspects and that they need to find which path they will be interested in. The school is providing opportunities for the learners to establish themselves, explore and develop their intelligences and cultivate their love and commitment to what they are passionate about.
The lessons in every grade level not only revolve around the Multiple Intelligences, lessons also ensure that learners are equipped with 21st century skills necessary to be globally competitive. Learners starting from their young age are honed to be good and effective communicators, collaborators, critical thinkers and creators in order to contribute meaningfully in their respective career paths.
It is very important for the learners to receive the necessary knowledge and skills that they will need in their professions. But along with this, as part of the school’s mission-vision, the career guidance program also ensures that the learners really live the school’s mantra: Education for Myself and My Community. The learners are taught that in crafting their career, they must also know and decide what their unique contributions for the betterment of the community will be. It is instilled with them that they are receiving quality education not only for themselves, but more importantly for the greater community.
All in all, SMA aims to guide its learners to create their directions in life through ensuring that they are having quality and meaningful academic and career journey in school.
The SMA Teacher as a Guidance Team Member
The teacher serves as the first line of contact between students and the school’s Guidance Program. They interact with students daily, establishing relationships based on trust and respect, which can be pivotal for students’ well-being.
The teacher can play a key role in facilitating the implementation of Guidance services through the following roles:
Students often turn to teachers for advice. When teachers offer support and guidance, students may require less direct intervention from the guidance counselor. However, when the issue is beyond the teacher’s scope, they can assist in other, less direct ways.
Due to their daily personal contact with students, teachers can identify individual needs and strengths. Through regular interactions, projects, and written work, they are often in a unique position to detect students who may benefit from counseling and to make appropriate referrals.
Class activities can help reveal student talents and potentials. Teachers can encourage and nurture these abilities, providing valuable input for career planning discussions between the counselor and the student.
Teachers can integrate career education into their teaching. By cultivating positive attitudes toward work and education, teachers can help students understand the connection between learning, career choices, and decision-making.
Teachers can serve as role models for positive human relationships. They can guide students through healthy group interactions, creating a positive classroom environment. Their role may also involve:
- Collaborate with counselors on educational activities.
- Identify students needing special education support.
- Suggest improvements to the curriculum and instruction.
- Serve as resource persons when needed.
- Contribute to home-school partnerships for comprehensive student support.
The SMA Guidance Counselor
The SMA Guidance Counselor strives to ensure every student feels known and cared for, acting as their advocate. Beyond academic success, she fosters the development of thoughtful, empathetic, and forward-thinking students, helping them succeed in all areas of life.
By maintaining close collaboration with teachers, the Child Study Team, and administration, she gains a comprehensive understanding of each student’s strengths and areas for growth. She provides various services, including:
- Emotional, social, developmental, and behavioral support for students and families
- Academic guidance and support, including monitoring performance and facilitating school-home communication
- Career awareness, exploration, and planning, with assistance in goal setting and decision making
- Crisis intervention and referral services
- Classroom observations
- Coordination of state testing programs
- Individual and small group counseling sessions
- Classroom guidance lessons promote values like respect, responsibility, trustworthiness, fairness, caring, and citizenship
- Active participation in academic teams and regular consultations with teachers on student needs
- Teacher/parent consultations
- Referral assistance