THE USER

PERSONA’S
INTRODUCTION

PROBLEM STATEMENT

OBJECTIVES

BACKGROUND/CONTEXT

MAIN CONTENT

SOLUTIONS/RECOMMENDATIONS:

CONCLUSION
PRESENTATION
OVERVIEW
INTRODUCTION

These anecdotes provide glimpses into

collaborative efforts among educators,
students, and guidance counselors in a
high school setting.
PROBLEM STATEMENT

Students encounter various challenges

—personal issues, disruptive behavior,
academic struggles, and instances of
misconduct.
OBJECTIVES

• Recognize and address changes in student behavior

and academics.
• Collaborate for targeted intervention plans between
teachers and guidance counselors.
• Provide resources and support for students navigating
personal challenges.
• Encourage active student participation and
engagement in their development.
Background/Context

The anecdotes are set in a high school

environment, emphasizing the importance of
collaboration between educators, students, and
guidance counselors to address diverse
challenges and promote student well-being.
MAIN CONTENT

The stories revolve around instances where

educators (teachers and guidance counselors)
identify challenges, collaborate to implement
support plans, and engage students in their
academic and personal development.
 USER DESCRIPTION: GOALS:

Identifies changes in student behavior, • To create a positive and inclusive

initiates conversations with students facing learning environment.
challenges, and collaborates with the
guidance counselor for additional support.

NAME: Mr. Alvarez FRUSTRATIONS: PERSONALITY: INTERESTS:

AGE: Late 30s • Seeing students • Caring • Literature, fostering

struggle with personal • Perceptive student growth.
challenges. • Proactive. • Researching
OCCUPATION: Teacher

LOCATION: Dew Drive

 USER DESCRIPTION: GOALS:

Supportive and responsive guidance • To support students in overcoming

counselor. challenges.
Conducts follow-up meetings, provides
guidance, and connects students with
appropriate resources based on observed
challenges.
Interest: Student well-being, counseling.
NAME: Mrs. Rodriguez FRUSTRATIONS: PERSONALITY: INTERESTS:

AGE: Late 40s • Communication gaps • Empathetic, • Literature, fostering

in addressing student • organized student growth.
issues. • committed • Researching
OCCUPATION: Guidance Counselor

LOCATION: Dew Drive

 USER DESCRIPTION: GOALS:

Tenth-grade student facing personal • To navigate personal challenges and

challenges. succeed academically
Actions: Experiences personal challenges,
benefits from teacher and guidance
counselor support, and shows improvement
in behavior and engagement over time.

NAME: Sarah

FRUSTRATIONS: PERSONALITY: INTERESTS:

AGE: 15

• Coping with personal • Initially engaged and • Literature, art

OCCUPATION: Student challenges affecting participative but
academic performance. becomes withdrawn
and agitated..
LOCATION: Dew Drive
 USER DESCRIPTION: GOALS:

Attends a parent-teacher conference, awaits • Ensure her child receives the necessary
communication about an academic support and guidance.
misconduct incident, and proactively
follows up to address concerns.

Mrs.
NAME: FRUSTRATIONS: PERSONALITY: INTERESTS:
Rodriguez

• Delayed • Concerned, patient, • Child's education, well-

AGE: Late 40s communication and engaged. being.
regarding academic
Parent of a issues.
ROLE: high school
student.

LOCATION: Dew Drive

 USER DESCRIPTION: GOALS:

Class adviser of Isabella. • Maintain a positive and focused learning

Shares information about Isabella's atmosphere.
academic misconduct, takes the initiative to
follow up on communication with the
guidance office, and collaborates to ensure
the matter is addressed promptly.

NAME: Mr. Santos

AGE: Late 30s

FRUSTRATIONS: PERSONALITY: INTERESTS:

OCCUPATION: Teacher • Academic misconduct • Responsible, • Student success, class

affecting the class communicative, and dynamics.
environment. committed.
LOCATION: Dew Drive
 USER DESCRIPTION: GOALS:

Dedicated guidance counselor. • Provide effective guidance and support

Acknowledges and rectifies to students.
communication oversight, collaborates with
Mr. Santos, and ensures the prompt
resolution of the academic misconduct
incident.

NAME: Ms. Mendoza

AGE: Late 40s FRUSTRATIONS: PERSONALITY: INTERESTS:

Guidance • Communication lapses • Student development,

OCCUPATION:
Councillor impacting student • Responsive, academic success.
well-being. empathetic, and
committed.
LOCATION: Dew Drive
 USER DESCRIPTION: GOALS:

Involved in academic misconduct, subject • Learn from the incident and move
to disciplinary action. forward academically.
Actions: Experiences a delay in
communication, benefits from collaborative
efforts, and engages in the resolution
process.

NAME: Isabella

AGE: 16 FRUSTRATIONS: PERSONALITY: INTERESTS:

• Academic misconduct • Involved in academic • Art, extracurricular

OCCUPATION: student consequences. misconduct, subject to activities.
disciplinary action.

LOCATION: Dew Drive

 USER DESCRIPTION: GOALS:

Science teacher at Roosevelt High School. • Foster a positive and focused learning
Collaborates with Ms. Mendoza to address environment.
behavioral concerns in a ninth-grade class
and supports the effort to create a
supportive environment.

NAME: Mr. Alvarez

AGE: Late 30s

FRUSTRATIONS: PERSONALITY: INTERESTS:

OCCUPATION: Teacher • Disruptive behavior • Observant, concerned • Science education, student

impacting academic about disruptive engagement.
performance. behavior, and
LOCATION: Dew Drive committed.
 USER DESCRIPTION: GOALS:

Identifies changes in student behavior, • Actively participate in personal and

initiates conversations with students facing academic development.
challenges, and collaborates with the
guidance counselor for additional support.

NAME: Mark

AGE: 17
FRUSTRATIONS: PERSONALITY: INTERESTS:

OCCUPATION: Student • Seeing students • Actively engages with • Academic success,

struggle with personal guidance office extracurricular activities.
challenges. initiatives, proactive,
LOCATION: Dew Drive and seeks guidance for
future endeavors
SOLUTIONS/RECOMMENDATIONS:

• Implement targeted intervention plans and counseling for

personal challenges.
• Address academic misconduct transparently through
teacher-counselor collaboration.
• Proactively address behavioral concerns, communicate with
parents, and compile reports.
• Encourage active student participation through initiatives
like information sheets and seminars.
Conclusion

These anecdotes collectively highlight positive outcomes from

collaborative efforts, proactive measures, and effective
communication. Whether addressing personal challenges,
behavioral concerns, or academic struggles, the narratives
emphasize the importance of a unified approach among
educators, students, and guidance counselors for a conducive
environment fostering academic success and personal growth.
THANK YOU