FAQ #1: What if I get a new college counselor at the beginning of my senior year?

ANSWER: First, as soon as you can stop by the counselor’s office to introduce yourself and say hello. Second, make an appointment with the counselor and do everything to help him or her get to know you. Without becoming a bother, on a regular basis continue to stop by (with a smile on your face) so that you and your name become familiar.

Provide the counselor with as much organized information about you and your applications as you can. To do that, simply follow the directions in the previous section, “What To Provide The School Counselor.”

If you are worried that the new counselor won’t be able to provide the kind of School Report you desire and your old counselor is still at the school, ask the latter to fill out the School Report forms. Depending on the relationship you had with the old counselor, your request might be granted. If the old counselor simply cannot complete the school report forms for you, then talk with him/her about ways the two of you can help the new counselor.

Finally, remember to thank the counselor for whatever he or she does for you. By your attitude and actions, you can turn an overworked, reluctant counselor into an enthusiastic advocate who supports your case and spends the time and energy necessary to help you realize your admissions goals.

B. HIGH SCHOOL TEACHERS: TEACHER EVALUATION AND INSTRUCTOR RECOMMENDATION FORMS
While counselor recommendations are general “takes” on students, teacher evaluations and recommendations usually focus specifically on students’ academic background. Teacher recommendations usually include these topics:

• A student’s work in a particular subject

• A student’s qualities (e.g., dependability, motivation, initiative, resourcefulness, maturity, perseverance, independence, respect for others) as relates to the academic world and college

• An identification of and comments about a student’s different abilities and skills (e.g., writing or verbal skills, language, mathematical, musical, artistic)

• Remarks about performance or potential that distinguishes a student from others (e.g., a student’s thoroughness, organizational skills, participation in class discussions, research capabilities, analytical prowess, etc.)

• Unique knowledge about how a student fits or will offer a particular college

• How a student’s work in a class relates to a future major