Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

2007 ◽  
Vol 17 (4) ◽  
pp. 409-442 ◽  
Author(s):  
Matthew Militello ◽  
Chris Janson
Keyword(s):  
School Counselors ◽  
Distributed Leadership ◽  
Q Methodology ◽  
School Counselor ◽  
School Principals ◽  
Professional Standards ◽  
Professional School ◽  
Professional Relationship ◽  
Leadership Framework ◽  
The Relationship

This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

Four Views of the Professional School Counselor-Principal Relationship: A Q-Methodology Study

2008 ◽  
Vol 11 (6) ◽  
pp. 2156759X0801100
Author(s):  
Christopher Janson ◽  
Matthew Militello ◽  
Natalie Kosine
Keyword(s):  
School Improvement ◽  
School Counselors ◽  
Q Methodology ◽  
School Counselor ◽  
Professional School ◽  
Professional Relationship ◽  
Professional School Counselor ◽  
The Relationship ◽  
School Improvement Initiatives ◽  
Interpersonal Collaboration

This study in this article investigated how school counselors and principals perceive their professional relationship. Q methodology was used to develop 45 opinion statements about the relationship between school counselors and principals, and 39 professional school counselors and principals then sorted the statements. Four factors emerged representing different viewpoints of this relationship. Each contained constructive attributes of the school counselor–principal relationship, but one factor exhibited an appreciation of the context of interpersonal collaboration along with the content of school improvement initiatives.

scholarly journals Rural School Principals’ Perception of the School Counselor's Role

2018 ◽  
Vol 30 (3) ◽  
Author(s):  
Gerta Bardhoshi ◽  
Kelly Duncan
Keyword(s):  
Service Delivery ◽  
School Counselors ◽  
Service Provision ◽  
School Counselor ◽  
School Principals ◽  
Rural School ◽  
Professional Standards ◽  
Professional School ◽  
American School Counselor Association

Responding to the lack of clarity related to the defined role of the school counselor, the authors investigated school principals (n = 538), in a rural Midwest state, and their perceptions of the role of the school counselor. The survey utilized was developed based on professional standards of service delivery for professional school counselors as identified by the American School Counselor Association and a listing of identified appropriate and inappropriate school counselor tasks. Results indicate that school principals see responsive service provision as an essential task of the school counselor. School principals also perceive a number of ASCA identified inappropriate tasks as being important. Recommendations are made to further enhance school principals' understanding of the appropriate role of the school counselor.  

National Certification: Evidence of a Professional School Counselor?

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000 ◽  
Author(s):  
Amy Milsom ◽  
Patrick Akos
Keyword(s):  
No Child Left Behind ◽  
School Counselors ◽  
School Counselor ◽  
Educational Programs ◽  
Professional School ◽  
Archival Data ◽  
Left Behind ◽  
Professional School Counselor ◽  
National Certification ◽  
The Relationship

National certification and the professionalism of school counselors are becoming more salient, particularly as a result of the No Child Left Behind Act. Archival data were used to examine the relationship between preparation at programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and national certification for school counselors. Significantly more individuals who obtained the National Certified Counselor credential were graduates of CACREP-accredited programs while the majority of school counselors who obtained the National Certified School Counselor credential were graduates of non-accredited programs. Implications for school counselors are examined.

Collective Self-Esteem and Burnout in Professional School Counselors

2005 ◽  
Vol 9 (1) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
S. Kent Butler ◽  
Madonna G. Constantine
Keyword(s):  
School Counselors ◽  
School Counselor ◽  
Geographic Location ◽  
Self Esteem ◽  
Professional School ◽  
Professional Burnout ◽  
School Environments ◽  
Collective Self ◽  
Collective Self Esteem ◽  
The Relationship

The authors examined the relationship between collective self-esteem (i.e., the extent to which school counselors possess favorable perceptions of their professional or social group) and professional burnout in a sample of 533 school counselors. They also explored whether there were significant differences in professional burnout in school counselors by sex, geographic location of work setting, and number of years employed as a school counselor. Results indicated that higher collective self-esteem generally was associated with lower professional burnout. Moreover, the authors found that school counselors working in urban school envi-ronments reported significantly higher levels of burnout than did their peers working in other types of school environments. Furthermore, school counselors who had been employed in their roles for 20 years or longer reported higher levels of burnout than did their counterparts working fewer than 10 years. Implications of the findings are discussed.

Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

2007 ◽  
Vol 11 (2) ◽  
pp. 2156759X0701100
Author(s):  
Jennifer Curry ◽  
Glenn W. Lambie
Keyword(s):  
School Counseling ◽  
School Counselors ◽  
Stakeholder Engagement ◽  
School Counselor ◽  
Professional School ◽  
Large Group ◽  
Accountability Measures ◽  
School Counseling Programs ◽  
Large Group Guidance ◽  
Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

School Counseling Leadership Team: A Statewide Collaborative Model to Transform School Counseling

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Carol J. Kaffenberger ◽  
Sally Murphy ◽  
Fred Bemak
Keyword(s):  
School District ◽  
School Counseling ◽  
School Counselors ◽  
School Counselor ◽  
Leadership Team ◽  
Professional School ◽  
Collaborative Model ◽  
Counseling Supervisors ◽  
Future Plans

The School Counseling Leadership Team (SCLT) is a model of a collaborative team formed to advocate for the transformed role of professional school counselors. The members of the SCLT included school district counseling supervisors, counselor educators, and leaders of statewide school counselor organizations. This article reviews the need for and evolution of the SCLT, its goals, accomplishments, and future plans. Suggestions and guidelines are offered for replicating the model.

Future School Principals’ Views of the Roles of Professional School Counselors

2007 ◽  
Vol 11 (1) ◽  
pp. 2156759X0701100
Author(s):  
Charles C. Chata ◽  
Larry C. Loesch
Keyword(s):  
School Counselors ◽  
Educational Administration ◽  
School Principals ◽  
Professional School ◽  
Asca National Model ◽  
National Model ◽  
Professional School Counselors ◽  
The University ◽  
University Council ◽  
Future School

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

The School Counselor Caseload and the High School-to-College Pipeline

2014 ◽  
Vol 116 (10) ◽  
pp. 1-30 ◽  
Author(s):  
Chenoa S. Woods ◽  
Thurston Domina
Keyword(s):  
High School ◽  
School Counselors ◽  
School Counselor ◽  
College Enrollment ◽  
Multinomial Logistic Regression ◽  
School Level ◽  
Enrollment Rates ◽  
High School To College ◽  
Transition From High School ◽  
The Relationship

Background Advising students on the transition from high school to college is a central part of school counselors’ professional responsibility. The American School Counselor Association recommends a school counselor caseload of 250 students; however, prior work yields inconclusive evidence on the relationship between school counseling and school-level counseling resources and students’ college trajectories. Focus of Study This study evaluates the relationship between access to school counselors and several critical indicators of student transitions between high school and college. Research Design The study utilizes the Education Longitudinal Study of 2002 to explore the relationships between the school counselor caseload and students’ progress throughout the high school-to-college pipeline. The key indicator is the counselor caseload for students at a given high school, measured as the number of 10th graders per counselor at the high school at which each student is enrolled. The outcome variables are students’ college expectations, whether students spoke with a counselor about college, taking the SAT, and college enrollment. Logistic and multinomial logistic regression analyses are applied to examine the relationships between these variables. Findings Students in schools with small counselor caseloads enjoy greater success at navigating the high school-to-college pipeline. Controlling for student- and school-level characteristics, students in schools where counselors are responsible for advising a large number of students are less likely to speak with a counselor about college, plan to attend college, take the SAT, and enroll in a four-year college. Conclusions The findings support the claim that a smaller school counselor caseload may increase students’ access to key college preparation resources and raise four-year college enrollment rates.

Principals’ Perceptions of Transformed School Counselors

2019 ◽  
Vol 103 (2) ◽  
pp. 139-157
Author(s):  
Ashley Lawrence ◽  
Carolyn Stone
Keyword(s):  
School Counselors ◽  
School Principals ◽  
Hiring Practices ◽  
Leadership Qualities ◽  
Factors Affecting ◽  
Counselor Educator ◽  
Effective Principal ◽  
The Relationship ◽  
Principals Perceptions ◽  
Perceptions Of School

This study investigated the relationship between the Transformed School Counseling (TSC) initiative counselor educator programs, the perceptions of school principals hiring TSC-prepared school counselors, and factors affecting principal’s hiring practices. Results indicated that principal’s value TSC candidates because they: (a) have effective principal-counselor relationships that positively affect students, (b) exemplify leadership qualities, (c) align their work with the mission of the school, (d) have strong communication skills, and (e) do not require additional training.

School Counselor Assignment in Secondary Schools

2009 ◽  
Vol 13 (1) ◽  
pp. 2156759X0901300
Author(s):  
Patrick Akos ◽  
Heidi Schuldt ◽  
Meg Walendin
Keyword(s):  
Secondary Schools ◽  
School Counselors ◽  
School Counselor ◽  
Professional School ◽  
Future Research ◽  
Research Directions ◽  
Secondary School Counselors ◽  
Significant Difference ◽  
Future Research Directions ◽  
Preliminary Study

Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.

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