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School Counselor
Instructor: Mrs. Mainwaring   
Welcome to the Coles School Counseling Department
I am here to help students reach their own potential by being a listening ear and attempting to remove any roadblocks in the way. If I can be of service to either you or your child, please do not hesitate to contact me by email, phone, appointment, or letter. I look forward to making this the best year yet!

Coles Elementary School Counseling Mission Statement

"Keeping Coles Roadrunners on the road to achievement....for the long run!"

The mission of the Coles Elementary School Counseling Program is to provide a comprehensive counseling program to promote high expectations for each student in achieving his/her highest potential in all academic, personal, social and career competencies. Through continual collaboration with staff, students, parents, and community resources in a diverse, safe, and motivating school environment, each student will develop respect for self, others, and community, while developing an attitude towards pursuing lifelong learning and productive citizenship in a changing society.

Coles Elementary Counseling Vision Statement 
The students at Coles Elementary are high academic achievers who are prepared with personal/social, academic and career skills to be successful in solving real world 21st century
problems. Students will be life-long learners prepared for college and careers, productive workers, responsible citizens, environmental stewards and leaders within a diverse community.

The counselor at Coles Elementary School believes that:
  • Each student’s dignity and culture (including: race, ethnicity, gender, abilities/disabilities, learning style, spirituality/religion, home language, socio-economic status) is respected, valued, and considered when implementing the school counseling program.
  • All students have the right to participate in the school counseling program, which is relevant, proactive, relational, engaging, and preventative.
  • All students can achieve to each individual’s highest potential.
  • All K-5 students shall have access to a comprehensive, developmental school counseling program implemented by, at minimum, master’s level, state-certified professional school counselors.
The Coles Comprehensive School Counseling Program will:
  • Be based on specific school-wide goals and developmental student academic, personal/social, and career competencies for all students K-5.
  • Be designed, implemented, assessed, used, and continuously improved by the school counseling team working collaboratively with other school staff, parents/guardians, and community representatives.
  • Use data to drive program development, evaluation, and improvement.
  • Actively involve the counselor in monitoring students’ results with other stake-holders including administration, faculty, and parents.
The counselor at Coles Elementary School will:
  • Abide by the professional school counseling ethics identified and advocated by the American School Counselor Association.
  • Participate in professional development activities essential to maintain a quality school counseling program.
  • Proactively advocate for all students, including collaborating with stakeholders, for needed systemic change

Coles Counseling Program Goals

Academic Goal
Students will acquire necessary skills to be academically successful as well as increase educational, training, and employment options upon completing high school.

Personal/Social Goal
Students will acquire an understanding of respectful and responsible behavior and demonstrate respectful and responsible citizenship towards themselves and others.

Career Goal
Students will acquire necessary skills to be academically successful as well as increase educational, training, and employment options upon completing high school.


About Mrs. Mathwin
Mrs. Mathwin earned her Bachelor of Music, with Concentration in Music Education in 1996, Bachelor of Music Therapy in 1997, and Masters Degree in School Counseling from George Mason in 2003. Mrs. Mathwin has been working as a professional school counselor since 2004 right here at Coles Elementary. Prior to being at Coles Elementary, Mrs. Mathwin taught music in elementary schools in Fauquier County for seven years.  Mrs. Mathwin enjoys working with children, learning new strategies for counseling and increasing student academic achievement as well as spending time with her family, singing, and scrapbooking.

How Students See Mrs. Mathwin Individually

There are several ways that students can see Mrs. Mathwin indivdiually.
1. Student refers him/herself by placing a note in my box or asking a teacher to email.
2. Teacher referral: sometimes academic, many times for personal/social issues.
3. Administrative referral
4. Parent referral: If you would like for me to speak with your child about an issue, please feel free to contact me either by phone, email, or letter. I will work to speak with your child in a timely manner.


Counseling Schedule
The counseling schedule is a proposed schedule in which Mrs. Mathwin works to adhere to as much as possible. Within the calendar, you will be see links of the lessons for each of the classroom counseling lessons as well as lesson plans for small groups within her office. If you ever have questions as to the lesson, please contact Mrs. Mathwin. Please click on the link below to visit the Counseling Calendar.

Technical Difficulties... working with technology department to link

Elementary School Counseling Objectives

  • KA.1: Recognize responsibilities of being a student worker in school.
  • KC.1: Identify areas of interest.
  • KC.2: Develop awareness of careers in the community.
  • KP.1: Recognize and appreciate one's unique abilities.
  • KP.2: Identify and understand the meaning of various feeling words.
  • KP.3: Develop awareness of empathy.
  • KP.4: Distinguish between appropriate and inappropriate behavior in school.
  • KP.5: Use appropriate communication skills to ask for help when needed.


  • 1A.1: Develop skills and positive work habits (including task completion) to successfully meet school requirements.
  • 1A.2: Understand that mistakes are essential to the learning process.
  • 1A.3: Understand the importance of goal setting.
  • 1C.1: Develop an understanding of roles and contributions of workers in school, home, and community.
  • 1C.2: Identify personal skills, abilities, and interests in the areas of academic, career, and personal/social development.
  • 1P.1: Describe how to express feelings in constructive ways (i.e. "I statements.")
  • 1P.2: Develop an awareness of the importance of personal safety (i.e. Know telephone number, home address, emergency contact information, Stranger Danger).
  • 1P.3: Identify situations requiring adult professional help.

  • 2A.1: Develop awareness of goal-setting steps.
  • 2A.2: Recognize the relationship between goal setting and accomplishing work.
  • 2A.3: Work independently to achieve academic success.
  • 2A.4: Identify and utilize test-taking skills.
  • 2C.1: Learn about the variety of traditional and non-traditional occupations in a changing work place.
  • 2C.2: Identify resource people in the school and community and understand how to seek their help.
  • 2P.1: Identify forms of communication (e.g., listening, speaking, body language, etc.)
  • 2P.2: Develop awareness of individual differences.
  • 2P.3: Define "friend" and describe what is meant by "friendship."
  • 2P.4: Recognize how personal behavior affects group dynamics.
  • 2P.5: Recognize peer pressure and bullying situations.
  • 2P.6: Recognize different coping strategies to deal with situations.


  • 3A.1: Set realistic short-term goals.
  • 3A.2: Recognize the relationship between learning/achievement and personal effort.
  • 3A.3: Identify and utilize study, organizational, and test-taking skills.
  • 3A.4: Display a positive work ethic (persistence, self-motivation, punctuality, etc.)
  • 3A.5: Identify how group participation contributes to learning.
  • 3C.1: Demonstrate how a positive outlook regarding self, education and work enhances potential and increases productivity.
  • 3C.2: Recognize that skills, abilities, and interests are considerations in the choice of careers.
  • 3C.3: Understand that jobs with similar characteristics may be grouped as job families or career clusters.
  • 3P.1: Identify different modes of interpersonal communication (verbal, non-verbal).
  • 3P.2: Positively communicate thoughts, feelings, and needs to others in a variety of situations.
  • 3P.3: Demonstrate and accept responsibility for individual behavior and how it affects others.
  • 3P.4: Demonstrate self-control.
  • 3P.5: Demonstrate how to communicate positively in a conflict situation.
  • 3P.6: Explain the skills needed to function effectively in groups.
  • 3P.7: Identify the decision-making process.
  • 3P.8: Understand that diversity exists in the United States of America and appreciate the similarities and differences of all ethnic backgrounds.

  • 4A.1: Identify and describe how decision-making, problem-solving, and coping skills support or interfere with academic achievement.
  • 4A.2: Identify and utilize effective test-taking skills.
  • 4A.3: Demonstrate time management and organizational skills.
  • 4A.5: Understand how personal learning styles can impact school achievement.
  • 4C.1: Identify hobbies and interests.
  • 4C.2: Relate each step of the decision-making/problem-solving process to career development (awareness, exploration, and preparation).
  • 4P.1: Evaluate methods of expressing feelings.
  • 4P.2: Identify and describe the steps in a decision-making/problem-solving process.
  • 4P.3: Identify factors that influence personal decisions.
  • 4P.4: Generate alternative solutions to problems and consider/evaluate consequences.
  • 4P.5: Demonstrate the decision-making process.
  • 4P.6: Recognize that group members may have differing opinions.
  • 4P.7: Demonstrate different coping strategies for various situations and life changes.
  • 4P.8: Identify factors that impact personal safety and well-being (i.e. substance abuse, etc.).
  • 4P.9: Demonstrate self-reliance.


  • 5A.1: Set realistic long-term goals.
  • 5A.2: Apply personal learning style.
  • 5A.3: Recognize the benefits of individual initiative and teamwork.
  • 5C.1: Compile a list of personal abilities.
  • 5C.2: Describe how personal strengths in school work affect future goals and career options.
  • 5C.3: Understand that the changing workplace requires lifelong learning and acquiring new skills.
  • 5C.4: Acquire employability skills such as teamwork, problem-solving, and organization.
  • 5C.5: Identify career choices through various means of exploration.
  • 5C.6: Describe changes as inevitable and necessary to adapt to new situations, (e.g., middle school).
  • 5P.1: Describe how verbal and non-verbal behavior influence interpersonal relationships.
  • 5P.2: Demonstrate how to communicate with others.
  • 5P.3: Demonstrate appreciation and respect for similarities and differences in opinions.
  • 5P.4: Describe strategies for getting along with others.
  • 5P.5: Demonstrate how to disagree with other without provoking them.
  • 5P.6: Demonstrate appropriate responses to ease a conflict situation.
  • 5P.7: Demonstrate effective responses to peer pressure and bullying situations.
  • 5P.8: Identify and analyze group dynamics in a variety of situations.
Class Announcements
Virginia Cooperative Extension, PWC

Virginia Cooperative Extension, PWC
Strengthening Families through Education

When Families Get Angry (WFGA) class starting soon!!

(Registration form attached)

When Families Get Angry (WFGA) is a three session, six hour course, developed to assist parents in understanding and constructively dealing with anger in the home. It will focus on anger between parents, parents and children, and siblings, with recognition of influences from outside forces.

When Families Get Angry (WFGA)

Manassas, VA
Tuesdays, February 17 – March 3, 2015

7:00 pm – 9:00 pm
Sudley North Government Center

Coles is NOW a Recognized ASCA Model Porgram!
We did it! Coles Elementary Counseling Department is now a nationally recognized comprehensive counseling program by the American School Counseling Association! Way to go TEAM!
Class Files
 Counseling Calendars
Monthly and Weekly Calendars of the School Counselor including small group and classsroom guidance times
 Parenting Resources
Filled with information on various topics from ADHD, grief, seperation, etc. and will be updated periodically throughout the year.
 PWCS School Counseling Curriculum
These are a list of objectives by grade level taught during classroom guidance.
Class Contacts
+ Mrs. Mathwin
Click on name to see details.
School Counselor Calendar
Please see weekly calendars in Counseling Schedule Folders under Counseling Files. Thank you.

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