The field of school counseling has evolved to feature varied means of supporting students, including individual counseling, group counseling, and classroom instruction. However, classroom instruction is typically overlooked in school counselor training programs, and school counselors often lack the skills needed to design effective lessons. This longitudinal study explored the experiences of 21 school counselors in a year-long, post-master's professional development program focused on improving classroom instruction. Data were drawn from interviews, curricular artifacts, and reflective journals and analyzed using interpretive qualitative methodology. This study's contributions lie in findings that illustrate school counselors’ nuanced perceptions of the utility of the Understanding by Design instructional approach as a framework for implementing ASCA Student Standards; the utility of learning science as a framework for designing classroom instruction that leads to long-term learning; and supports or challenges to implementing classroom instruction in individual contexts.

中文翻译：

---

学校辅导员通过专业发展加强课堂教学的经验

学校咨询领域已经发展为以多种方式支持学生，包括个人咨询、团体咨询和课堂教学。然而，学校辅导员培训计划通常会忽视课堂教学，而且学校辅导员通常缺乏设计有效课程所需的技能。这项纵向研究探讨了 21 名学校辅导员在为期一年的硕士后专业发展计划中的经验，该计划的重点是改善课堂教学。数据来自访谈、课程工件和反思性期刊，并使用解释性定性方法进行分析。这项研究' 其贡献在于发现，这些发现说明了学校辅导员对“理解设计”教学方法作为实施 ASCA 学生标准框架的效用的微妙看法；学习科学作为设计课堂教学框架的效用，可导致长期学习；在个别情况下实施课堂教学的支持或挑战。