Espoo’s model for high - quality guidance in basic education

In Espoo, there is a model for pedagogical cooperation between pre-primary and early primary education. Children just starting the school path are provided, when possible, with the opportunity to visit their new school and learn more about school activities in cooperation with pre-primary and primary education. Pre-primary education is about providing the information needed for basic education. Guardians play an important role in supporting their children in this transition. Several primary schools have support pupil activities that help new pupils become part of the school community. 

Guidance aims to support pupils’ smooth transition to their next school, from grade 6 to grade 7. Each pupil’s transition is supported by cooperation between their class teacher/supervisor, special-needs teachers and guidance counsellors. In many secondary schools, there are support pupils who help new grade 7 pupils learn the ways of their new school. Cooperation between different school operators and cooperation with the guardians is important. Schools take care of the transfer of any information necessary for providing pupils with teaching. If necessary, multidisciplinary cooperation is also carried out. In addition, it is ensured that during the transition period, pupils receive sufficient information about their upcoming studies and get to know their new school.  

At the transitional phase of basic education and upper secondary education, guidance aims to support pupils in planning their careers and choose their further studies according to their own strengths. The goal is a smooth transition and sufficient readiness to start further studies. Cooperation between basic education and guidance staff and upper secondary education and guidance staff as well as cooperation with guardians are important. If necessary, multidisciplinary cooperation is also carried out. 

The guidance counsellor monitors where pupils who have ended their basic education end up in their further studies, takes care of the guidance for pupils who did not get a study place in the joint application system and reports the pupils without a study place to the municipal instructor responsible for the pupils of compulsory education age. Principal is responsible for transferring any information necessary for the provision of education pursuant to the Act on Compulsory Education to the pupils’ next educational institution.  

A pupil’s school path may, in addition to transitions from one educational institution to another, include other transitions during which the significance of guidance is highlighted. These include, for example, changing from 

• one school to another school
• preparatory education to basic education
• basic education for children to basic education for adults  

In order to make the transition as smooth as possible, the transfer of information necessary for the provision of teaching must be ensured in cooperation with the pupil, guardian and educational institution.

• Provides necessary age-appropriate guidance for the pupil’s school skills, ability to learn and social skills. 
• Acts as the immediate counsellor of their group and motivates the pupils to study.
• Introduces students to school practices and is responsible for the continuous team building of their pupils together with other adults at school.
• In teaching and assessment, takes into account different learners and promotes interaction and good group dynamics during their own lessons. Informs pupils and guardians about the assessment and grading of a particular subject.
• Monitors the progress of their pupils' studies, well-being and possible need for support, together with other teachers and guardians, and guides them personally if necessary.
• Supports their pupils’ engagement in school, monitors and prevents pupils’ absence from school.
• Talks about concerns and successes in the pupil’s school work with the pupil and, if necessary, the pupil’s guardian. Guides pupils to change their actions and coordinates support at the school.
• Discusses the pupil’s need for support and well-being with the pupil and their guardian as agreed at the school, promoting the pupil’s best interest. 
• Is responsible for updating learning support plans in cooperation with other teachers. 
• Guides pupils and guardians in making subject choices (optionality, languages, emphases) and recognising their impacts on things such as entry to secondary school. 
• Coordinates the distribution of pupils’ and guardians’ credentials needed for different school systems.
• Maintains interaction with pupils and guardians through various systems (e.g. Wilma, electronic learning environments).
• Participates in guardian events together with other teachers.
• If necessary, refers pupils to correct professionals (e.g. Special-needs teacher, nurse, school social worker, psychologist).
• Teaches curriculum-compliant guidance counselling content in grades 1–6.
• Acts in a language- and gender-aware manner, recognising the individuality and personality of each pupil, guiding them to make choices that suit them as individuals. 
• Knows the study techniques of the subjects they teach and guides pupils in learning the skills needed to learn in the subject. Instructs pupils to set goals, plan their work and time, and evaluate their progress. Directs pupils to utilise technological and other tools in their studies.
• Introduces pupils to the professions found in school, families and everyday life. Guides pupils in realising the significance or work and effort, the opportunities in entrepreneurship and their own responsibility as members of a community and society.
• Is aware of the further study opportunities and work life needs of their subject and helps pupils learn more about them. Guides pupils to identify their professional interests and decide on their further studies in a justifiable manner that is based on their own situation. 

• Provides age-appropriate guidance in school skills, learning skills (also subject-specifically) and social skills during their own subject lessons and in the everyday life of the school.
• Teaches the study techniques and methods of their own subject, as well as the language of their field..
• Takes care of the continuous team-building of their group.
• Instructs pupils to set goals, plan their work and time, and evaluate their progress in order to study the subject. Directs pupils to utilise technological and other tools in their studies.
• Within their subject, maintains interaction with pupils and guardians through various systems (e.g. Wilma, electronic learning environments).
• In teaching and assessment, takes into account different learners and promotes interaction and good group dynamics during their own lessons. Informs pupils and guardians about the assessment and grading of a particular subject.
• Is aware of the further study opportunities and work life needs of their subject and helps pupils learn more about them. Guides pupils in realising the significance or work and effort, the opportunities in entrepreneurship and their own responsibility as members of a community and society.
• In terms of their subjects, guides pupils to identify their professional interests and decide on their further studies in a justifiable manner that is based on their own situation. Collaborates with further educational institutions and work life. 
• Acts in a language- and gender-aware manner, recognising the individuality and personality of each pupil, guiding them to make choices that suit them as individuals. 
• Cooperates with other teachers and guidance counsellors (e.g. work life visits, school visits and theme days).
• In terms of their subjects, monitors the progress of their pupils' studies, well-being and possible need for support, together with the class supervisor and pupils and guardians, and guides them personally if necessary.
• Guides pupils and guardians in making choices related to their subjects (optionality, languages, emphases) and recognising their impacts on things such further studies and work life. 
• Participates in guardian events together with other teachers. 

• A class supervisor supervises their own specific class.
• Provides necessary age-appropriate guidance for the pupil’s school skills, ability to learn and social skills. 
• Acts as the immediate counsellor of their group and motivates the pupils to study.
• Introduces the pupils to the school’s practices and is responsible for the continuous team-building of their pupils.
• Monitors the progress of their pupils' studies, well-being and possible need for support, together with other teachers and guardians, and guides them personally if necessary.
• Supports their pupils’ engagement in school, monitors and prevents pupils’ absence from school.
• Talks about concerns and successes in the pupil’s school work with the pupil and, if necessary, the pupil’s guardian. Guides pupils to change their actions and coordinates support at the school.
• Discusses the pupil’s need for support and well-being with the pupil and their guardian as agreed at the school, promoting the pupil’s best interest. 
• Is responsible for updating learning support plans in cooperation with other teachers. 
• Coordinates the distribution of pupils’ and guardians’ credentials needed for different school systems.
• Maintains interaction with pupils and guardians through various systems (e.g. Wilma, electronic learning environments).
• Participates in guardian events together with other teachers.
• If necessary, refers pupils to correct professionals (e.g. nurse, special-needs teacher, psychologist, school social worker, guidance counsellor). 

• In cooperation with subject teachers, a special-needs teacher identifies pupils who need support.
• Helps students find their own study methods and supports subject teachers in using diverse study methods.
• Teaches pupils in learning the subject-specific learning skills.
• Provides necessary age-appropriate guidance for the pupil’s school skills, ability to learn and social skills.
• Instructs pupils to set goals, plan their work and time management, and evaluate their progress in order to learn successfully. Directs pupils to utilise technological and other tools in their studies.
• Takes care of the organisation of the tests related to learning.
• If necessary, issues statements for the purpose of applying for further studies.
• Guides pupils in the planning of their further studies in cooperation with the guidance counsellor.
• Monitors the progress of their pupils' studies, well-being and possible need for support, together with subject teachers and guardians, and guides them personally if necessary.
• Maintains interaction with pupils and guardians through various systems (e.g. Wilma, electronic learning environments).
• Acts in a language- and gender-aware manner, recognising the individuality and personality of each pupil, guiding them to make choices that suit them as individuals and, through this, alleviating the segregation of study, education and career choices.
• If necessary, refers pupils to correct professionals (e.g. nurse, psychologist, school social worker, class supervisor, guidance counsellor).

• Provides personal and small-group guidance; personal guidance must be offered to all grade 9 pupils at least once.
• Provides in-class guidance in accordance with curriculum contents.
• Coordinates the assessment and implementation of the need for intensive guidance.
• Provides, according to their assessment, intensive personal guidance to pupils who need it in grades 8-9. Guides pupils in making their own study plans.
• Introduces pupils to the work life through TET periods and possible company visits in cooperation with the other adults at the school. Guides pupils in realising the significance or work and effort, the opportunities in entrepreneurship and their own responsibility as members of a community and society.
• Guides pupils in applying for further studies and career planning.
• Organises information sessions and informs pupils about information sessions on topics such as the joint application system and further studies.
• Maintains interaction through electronic systems (e.g. Wilma, electronic learning environments).
• Guides and monitors that pupils fulfil their application obligation.
• Checks where pupils have started their studies after basic education and reports any pupils without a study place to their municipality of residence and their guardian and/or other legal representative.
• Participates in guardian events in the role of a guidance expert.
• Participates in community-based student welfare work as a pedagogical expert in guidance.
• Plans and coordinates guidance within their school.
• Is familiar with different learning techniques and guides pupils in learning suitable learning skills.
• Instructs pupils to set goals, plan their work and time, and evaluate their progress. Directs pupils to utilise technological and other tools in their studies.
• Acts in a language- and gender-aware manner, recognising the individuality and personality of each pupil, guiding them to make choices that suit them as individuals and, through this, alleviating the segregation of study, education and career choices.
• Guides pupils to identify their professional interests and decide on their further studies in a justifiable manner that is based on their own situation while being aware of the influence of traditional gender roles and other role models.
• If necessary, refers pupils to correct professionals (e.g. nurse, psychologist, school social worker, class supervisor, special-needs teacher, school secretary, principal).
• Maintains their professional competence by participating in meetings and training for guidance counsellors.
• Adopts the perspective of guidance when cooperating with other comprehensive schools, secondary schools, higher education, TE services, companies, business life and other parties related to guidance.
  
   

• Acts as the immediate counsellor of their group and motivates the pupils to study.
• Introduces the pupils to the school’s practices and is responsible for the continuous team-building of their pupils.
• In teaching and assessment, takes into account different learners and promotes interaction and good group dynamics during their own lessons. Informs pupils and guardians about the assessment and grading of a particular subject.
• Is responsible for preparing the curriculum in cooperation with the pupils’ teachers and guardians within three months of the start of preparatory education.
• Takes care of the organisation of the tests related to learning.
• If necessary, issues statements for the purpose of applying for further studies.
• Guides pupils in the planning of further studies. Guides guardians in enrolling pupils in a local school at the end of preparatory education. Cooperates with the guidance counsellor when a pupil applies for basic education for adults (AIPE), TUVA training or special educational institutions.
• Monitors the progress of their pupils' studies, well-being and possible need for support, together with subject teachers and guardians, and guides them personally if necessary.
• Supports their pupils’ engagement in school, monitors and prevents pupils’ absence from school.
• Talks about concerns and successes in the pupil’s school work with the pupil and, if necessary, the pupil’s guardian. Guides pupils to change their actions and coordinates support at the school.
• Discusses the pupil’s need for support and well-being with the pupil and their guardian as agreed at the school, promoting the pupil’s best interest.
• Is responsible for updating the curriculum and learning support plans in cooperation with subject teachers.
• Guides pupils and guardians in making subject choices (optionality, languages, emphases) and recognising their impacts on things such as entry to secondary school.
• Coordinates the distribution of pupils’ and guardians’ credentials needed for different school systems.
• Maintains interaction with pupils and guardians through various systems (e.g. Wilma, electronic learning environments).
• If necessary, refers pupils to correct professionals (e.g. Special-needs teacher, nurse, school social worker, psychologist).
• Teaches applicable guidance counselling content compliant with the basic education curriculum in grades 1–9.
• Provides necessary age-appropriate guidance for the pupil’s school skills, ability to learn and social skills.
• Acts in a language- and gender-aware manner, recognising the individuality and personality of each pupil, guiding them to make choices that suit them as individuals and, through this (alleviating the segregation of study, education and career choices).
• Knows the study techniques of the subjects they teach and guides pupils in learning the skills needed to learn in the subject. Instructs pupils to set goals, plan their work and time, and evaluate their progress. Directs pupils to utilise technological and other tools in their studies.
• Introduces pupils to the professions found in school, families and everyday life. Guides pupils in realising the significance or work and effort, the opportunities in entrepreneurship and their own responsibility as members of a community and society.
• Is aware of further study opportunities and work life needs, and helps pupils learn more about them. Guides pupils to identify their professional interests and decide on their further studies in a justifiable manner that is based on their own situation while being aware of the influence of traditional gender roles and other role models.
• The teacher of a preparatory class guides pupils to learn about their future class/school.
• The teacher of a preparatory class takes care of the transfer of information to the future class/school. 

Presented more broadly: https://www.luvn.fi/en/services/family-centre/student-welfare(external link, opens in a new window)

• Helps pupils understand the impact a healthy lifestyle has on well-being, successful studies and life management. 
• Tells pupils how possible illnesses can limit career choices.

https://www.luvn.fi/en/services/family-centre/student-and-pupil-welfare/school-health-care(external link, opens in a new window)

• Is a social welfare expert who supports and promotes pupils’ social and mental well-being, emotional life, study motivation, smooth daily life and functional capacity. 
• Provides support in challenging situations in studies and life.

https://www.luvn.fi/en/services/family-centre/student-and-pupil-welfare/student-welfare-school-social-worker-services(external link, opens in a new window)

• Promotes pupils’ ability to study, mental and social well-being and helps pupils with problems related to their life situation and studies.  

https://www.luvn.fi/en/services/family-centre/student-and-pupil-welfare/student-welfare-school-psychologist-services(external link, opens in a new window)

School management has the administrative responsibility for solutions related to the provision of teaching, guidance, student healthcare and learning support in the school community, on all grades and in all subjects. This also includes the systematic prevention of school attendance problems and absences, as well as the identification and removal of barriers to growth and learning from school practices.

• Through their own actions, maintains the school’s guidance-oriented culture.
• Enables successful comprehensive guidance by allocating resources appropriately.
• Supports the school’s guidance counsellor and other key actors for guidance.
• Manages and maintains the continuous development of teachers’ guidance skills.
• Develops evaluation in a guidance-oriented manner, supports teachers’ assessment skills.
• Is responsible for for organizing actions related to teaching, such as class divisions, schedules, and group divisions.
• Implementation of flexible teaching arrangements and learning environments (e.g. co-teaching and flexible teaching groups, visits).
• Report cards and administrative decisions (e.g. changing schools, school admissions, pupil-specific support measures)
• Teaching arrangements that support the conditions for learning, such as the formation of teaching groups so that the objectives in instruction can be achieved and teachers can take the needs of the group they are teaching properly into account. (https://okm.fi/en/support-for-learning-and-school-attendance(external link, opens in a new window))
• Coordination of regional cooperation (e.g. cooperation in transitional phases) and ensuring the transfer of information necessary for the provision of teaching
• Makes it possible for teachers and guidance counsellors to maintain their professional competence. 

• Acts as an administrator of the student register (e.g. Wilma).
• Manages Wilma credentials issued by the school.
• Advises on matters related to school rides, accident reports, travel card information, TET travel cards, and meal reimbursements.
• Checks pupils’ information on Opintopolku.
• Guides pupils in the daily life of the school. 

Each adult at the school participates, through their position, in the guidance of pupils in the daily life of the school. Other adults working at the school include school assistants, caretakers, cleaners, kitchen staff, afternoon club instructors, property managers. In addition, the school may have teachers of preparatory education, TEPPO/JOPO instructors, community instructors, school youth workers. Here is an example of guidance-related tasks, if the school has a TEPPO instructor.   

• Guides and supports pupils and helps them find work-life period places and provides them with personal guidance.
• Guides pupils in making their own study plans.
• Holds TEPPO elective lessons. 
• Provides information about TEPPO studies within the school and to guardians and other cooperation parties (expert organisations, companies).
• Strengthens the school’s work life and business cooperation.
• Maintains communication with pupils on work-life periods.
• Selects and/or prepares TEPPO teaching materials. 
• Network work with other TEPPO instructors in Espoo.