‘I started a new job mid-year, and had to write recommendations for students I hadn’t met’

Starting a new role mid-year can be particularly challenging, especially when faced with tasks that require an in-depth understanding of students you haven’t had the chance to meet yet.

When I joined my school in January, I was immediately faced with significant challenges, such as writing recommendation letters for students I barely knew, and managing their applications across various platforms, with deadlines looming.

I hope to help other counsellors overcome similar challenges by sharing my strategies and insights.

Drawing on colleagues’ knowledge

To address the challenge of writing recommendation letters for students I was unfamiliar with, I prioritised building strong relationships with the heads of years and the examination officer. These key staff members were invaluable in providing insights and background information on the students.

Scheduling regular meetings: I organised meetings with the heads of years and the examination officer to discuss student progress, behaviour and academic achievement.

Attending staff briefings: being present at staff briefings allowed me to stay informed about any significant events or issues affecting students.

Collaborative approach: we worked together to gather and share relevant information about students, ensuring comprehensive and personalised recommendations.

Implementing Unifrog

Managing applications across different platforms, such as Ucas and the Common App, can be daunting. To streamline this, I decided to implement Unifrog for the next academic year. We already had access to the platform, but it was not being used regularly. I had been using Unifrog in my previous school, and I was aware of the benefits that this platform could offer us.

Training: I arranged to have training sessions with the Unifrog team, and planned training for all relevant staff, to familiarise everyone with Unifrog’s functionalities. My previous role was also in the Middle East, so the Unifrog team members were the same people I had previously worked with. This made it very easy to ask for their guidance and training.

Centralised information: Unifrog allows us to centralise all student application information, making it easier to track progress and deadlines.

Consistency across applications: we can ensure consistency in the information provided across different application platforms, reducing the risk of errors and omissions.

Student access: students were able to update their profiles on Unifrog, as well as adding achievements and tracking their application status.

Using brag sheets

To write detailed and personalised recommendation letters, I introduced the concept of brag sheets. A brag sheet is a document where students can list their achievements, strengths, extracurricular activities and any other relevant information.

The process involved the following steps:

Introduction to students: I introduced myself during assembly and sent a video message to be played during registration period.

Digital recommendation request: students had to complete a Microsoft form if they wanted a recommendation letter, and attach their brag sheet to the form, thus streamlining the process.

Review and feedback: I reviewed the brag sheets as they came in, providing feedback to students and helping them to highlight their most significant achievements and strengths.

Access to students: I placed posters with QR codes around the two buildings for students to scan and book meetings with me, so that we could discuss their recommendation letters in person.

Advertising my availability

Working in a segregated school added another layer of complexity. To manage my availability effectively, I established clear boundaries with the students.

Timetable distribution: I distributed copies of my timetable to all students, indicating the office hours and locations that I would be available in the two different buildings.

Clear communication: I communicated clearly with the students about my availability, emphasising that I was there to support them during the specified times and in the specified locations.

Incorporating wellness strategies

In addition to the administrative strategies, incorporating wellness techniques into my practice was crucial. Embedding wellness into career counselling can significantly enhance student engagement and reduce stress.

Here are some techniques I used:

Building rapport: I spent time greeting students, attended extracurricular activities and taught some lessons across both buildings. This helped to build rapport, and made students more comfortable sharing their achievements and aspirations with me.

Mindfulness and breathing techniques: I introduced simple breathing techniques and mindfulness exercises during sessions, to help students calm their minds and focus on the task at hand. This was particularly useful during the stressful application periods.

Facing these challenges was daunting, but with strategic planning and collaboration, things became manageable. I hope these strategies can guide other counsellors facing similar obstacles, helping them to provide the best possible support for their students.