Janson, Militelo & Kosine (2008) examined “how school counselors and principals their relationship” (p. 353). They gathered data through Q method. The Q method allowed them to involve qualitative and quantitative approaches subjectively of individual viewpoints while providing (Janson et al., 2008) with quantitative statistical technique to analyze data” (p. 354). Their analysis formed “four opinion groupings working alliance, impediments to alliance, shared leadership and purposeful collaboration” (p.354-356). (Janson et al., 2008) (pin pointed the following barriers of school counselors and principals relationship: “principals do not feel school counselors should focus on whole school issues, principals and school counselors do not agree on duties and principals perceptions of roles and responsibilities are incongruent with standards and benchmarks that emerged from school counselors professional organization”(p.354-356). (Janson et al., 2008) found that “if the relationship between principals and school counselors were clearer than their relationship would not be difficult” (p.356-359). The focus of the study was to use the results to help counselor educators and education administrators train future school counselors and principals. The training received in their graduate programs “may improve job satisfaction of school counselors and provide a foundation for and about change mission of schooling and how school counselors and principals work together”(357-358). This article is essential piece to my research. My topic focuses on principal’s perceptions and professional school counselor’s role perception. I will examine how their perceptions translate into actual responsibilities. The two major themes are their per... ... middle of paper ... ...2). This piece is new. Articles read thus far, have not mentioned this consequence. The concern regarding principal’s perceptions appears to have multiple layers. I am not sure if all will be address in my final project. References Mason, L. K., & Diltz, P. D. (2010). Factors that influence pre-service administrator’s views of appropriate school counselor’s duties. Journal of School Counseling, 8(5), 2-28. Janson, C., Militello, M., & Kosine, N. (2008). Four views of the professional school counselor principal relationship: a q methodology study. Professional School Counseling Journal, 11(6), 356-361. Mason, L. K., & Diltz, P. D. (2010). Factors that influence pre-service administrator’s views of appropriate school counselor’s duties. Journal of School Counseling, 8(5), 2-28. Retrieved from http://www.jsc.montana.edu/articles/v8n5.pdf
Strother expressed that as a counselor, he is “constantly advocating” for his job. This is most likely due to the difference of perspectives when it comes to defining the role of the school counselor. Mr. Strother makes this clear when he states “our role within the school is usually determined by how the administrator view our position. This is the most challenging part.” At times, Mr. Strother feels as though he is assigned roles and duties that are not in his best interest or the student(s). On the other hand, Ms. Leonard believes that it is important for a counselor to establish a “delicate balance”, specifically when it comes to counseling students and meeting the expectations of administrators. As practicing school counselors, both Strother and Leonard believe they have various roles, but their main role is to be a support system to their
The program audit, provided by the American School Counselor Association, serves to set the standard for the school counseling program. The program assessment aligns with the four components of the ASCA National Model and serves as an instrument for analyzing each component (ASCA, 2012). By using all the components of the audit, strengths and areas of improvement of the programs are determined and goals for the following year are created (ASCA, 2005).
A professional school counselor is skilled and trained to use his/her best judgment when it comes to students’ rights and confidentiality. One should behave as a professional at all times and be mindful of their behavior. One not only have to be aware of professional values they should also be knowledgeable of applying these standards as they apply to the role of the school counselor. The professional school counselor is responsible for removing barriers to learning and to advocate for change for all students. In the case study assigned for review, I will examine ethical violation as it contains to student rights, confidentiality and professionalism relationships. The school counselor lives and works in a community where one socializes
Deciding to become a Student Guidance Counselor was not a fly by night decision. I did a great deal of reading and research before making a decision. I knew once I started a graduate program in School Guidance Counseling, it would be both challenging and a commitment until the end. I am somewhat nervous about this new journey that I am about to partake; however, I am ready to accept the challenge and make the commitment. I am a newly licensed teacher and there will be areas and terminology which I am not familiar. But, what I have found out thus far is that a teacher and a student counselor have quite a few things in common. They both work with other teachers, parents, school administrators, and the community in an academic setting. The skills I have acquired as a preschool director and teacher will be integrated into my career as a guidance counselor. I will have the skills to guide and enhance the social, academic, and personal growth of my students by using a variety of strategies which will be my primary goal. I will be able t...
I received the pleasure of interviewing two school counselors, Mrs. Jean Harmon and Mr. Devon Herrick. I was excited about interviewing school counselors within the Chicago land area. Despite many negativities spoken about the Chicago Public School (CPS) system, I desire to work within CPS. I’ve heard many pros and cons of working at a selective enrollment school, compared to a public charter school. By interviewing these two individuals, I assumed that I would get a snapshot of a potential work day for a school counselor. Mrs. Harmon is a school counselor at King College Preparatory high school. Mr. Herrick is a personal counselor at Urban Prep Charter Academy- Bronzeville campus. It was interesting in learning about the daily responsibilities,
... that school counselors and professionals are aware of the ethical and legal procedures that are required to efficiently help students in many factors that affect their personal, social, and academic development. School counselors should always considered their ethical standards when helping students, in accordance with their school policies. However, school counselor should be aware if their school policies represent an ethical dilemma with their ethical standards and current laws.
The Wharton School District Principal Evaluation form was not developed through a job analysis by a professional consultant. The Principal’s job description was broken down into categories by the Superintendent and used as a refe...
Lane, Kenneth, Mary Jane Connelly, Julie Mead, Mark Gooden, and Suzanne Eckes, eds. The Principal’s Legal Handbook. 3rd ed. Dayton: Educational Law Association, 2005. 34-57.
In this paper, it will be explored the meaning behind the ASCA national model, its importance, and how it will shape the counselors to be. As a counselor in training, it was understood the ASCA national model is a guideline for professional school counselors to be more productive and sufficient in the workplace. Therefore, as a trainee it is vital to grasp and implement these four components: foundation, management system, delivery system, and accountability.
The topic of this paper focuses on the battles school counselors face as the law and ethical standards collide. School counselors face a number of legal and ethical issues and recognizing a clear decision isn’t always easy. School counselors have to work with a large number of students, parents, and administrators while conforming to ethical codes, state laws, and school board guidelines. This topic is of great relevance to me as I will be going into the school counseling profession. It is also a meaningful topic to me because life-changing decisions are made every day in reference to legal and ethical issues. Researching this topic has shed some light on the difficulty for school counselors to fulfill both legal and ethical requirements. The main reason for this is that laws and ethical codes may sometimes provide differing and contradictory messages regarding the same subject. This can lead to legal ramifications, even while following ethical norms as we will look at in the example case of Woodlock v. Orange Ulster B.O.C.E.S. (2006/2008).
Erford, B. T. (2011). Transforming the School Counseling Profession, 3d Edition. Upper Saddle River, NJ: Pearson Education, Inc.
Creswell (2005) identifies limitations as potential problems or weak areas of a study. The proposed study does not intend to determine the level of teacher satisfaction select teachers have with the leadership of the principal. This study is motivated to provide and identify strategies through the use of observations and interviews of select elementary school teachers and principals to add information to the knowledgebase
Counselors have large shoes to fill. They not only administer assessments, but are also involved in group counseling, individual counseling, and have to plan and implement comprehensive school guidance programs. A counselor must know and be competent in all realms of their position. School counselors work with all children, including children with disabilities in various settings within the school (Villalba, Latus, Hamilton, & Kendrick (2005 p 449). As stated by the Individuals with Disabilities Education Act (IDEA), school counseling services must be made available to all students in special education programs as part of their right to a Free and Appropriate Public Education (FAPE) (Bowen & Glenn, 1998; Clark, 1998). School counselors are to take on this role in the educational and personal-social well being of students in special education programs. Federal law does require that children, who receive special education services, and do not display appropriate behavior have a Functional Behavior Assessment (FBA) team (Villalba, Latus, Hamilton, & Kendrick (2005) p 449). This team constructs a BIP. Since counselors should be active on the FBA team, there is a need here that must be addressed because this article defines a lack of knowledge present with practicing counselors. With that, counselors do receive relevant training throughout their program. There are only so many classes and hours of instruction that the pre-counselors receive. The curriculum that is generated encompasses what counselors need, but could their be a few gaps and missing pieces? This study was conducted to determine counselors awareness, knowledge, and role in the Functional Behavioral Assessment (FBA) process (Villalba, Latus, Hamilton, & Ken...
Based on the Statement of Ethics for School Administrators of the National Association of Elementary School Principals and The School Superintendent Association, an educational administrator’s professional behavior must conform to an ethical code. As a leader, the principal must keep in mind that the school ultimately belongs to the stakeholders; however, he or she assumes responsibility for providing professional leadership in the school and community. This responsibility requires the administrator to maintain high standards of professional and personal conduct. Moreover, it must be understood that the administrator’s actions will be scrutinized by all stakeholders.
It takes a knowledge base and an innovated mind to succeed in a competitive society. Preparing to succeed starts in early education programs where students learn discipline, structure, and organization in a safe learning environment. A teacher's positive relationship, high expectations and confidence in students allow for students to learn in an environment that is conducive for learning. Varied student activities and instructional methods arranged for students to engage in, allows for individuality, growth and a quality education. School administrators have an important role in their community. Their professional behavior must be respected and their leadership must be accepted by those that they serve. They follow the National Association of Elementary School Principals and National Association of Secondary School Principals (NAESP/NASSP) ethical code of behavior. This ethical code helps to assist the profession in protecting those deserving its protection. It also helps to raise the confidence and conscience of administrators on behavioral issues. Fundamental ethical principles are always present to guide administrators in confronting, predicting or defining situations. The administrator serves in a public school. He/she is responsible for providing educational opportunities to all and displaying exemplary professional leadership. The motivational factor for the educational administrators is to do what is best for the student. This is important because students are the future of our country.