The transformed school counselor chapter 4

School Counselors as
Leaders
The Transformed School Counselor
Chapter 4

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


Collaborative Leadership


Builds and sustains relationships for the development,
acceptance, and achievement of goals leading to
academic success for all students



Facilitates collaboration among multiple parties such as
community members, parents, teachers, administrators, and
school counselors



Places the principal at the hub, but extends to other players



The new ASCA model emphasizes leadership with the
ultimate purpose of casting a wider net and impacting
greater numbers of students

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors as
Collaborative Leaders


Leadership is full participation as an integral part
of the mission and function of schools, in
supporting each student and impacting the system
to enable student success.



Leadership is carried out through collaboration
with the significant people in the lives of students,
including teachers, administrators, family, and
community members.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


Leadership as a Mindset
A school counselor identifies environmental
and institutional barriers that stratify
opportunities for student success.
 A school counselor supports indicators of

student success such as grades, attendance,
discipline referrals, test scores, dropout
rates, and student retention.


©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


Personal/Social Consciousness
Skills and Leadership
Leadership requires:
Vision
 The ability to develop others
 Collaboration skills
 The willingness to be accountable
 The ability to see the big picture
 Moral purpose and a mindset for action


©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


Principals as Partners


School counselors work in partnership with the principal
and other critical stakeholders toward common goals.



Principals have a very difficult job and frequently seek
collaboration with a leadership team.



The principal and school counselor in a leadership
partnership will gain support for the school’s counseling
program, enhance the school counselor’s effort to be
viewed as a critical player, and make a difference for
students in the school.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Growth toward leadership can be facilitated by the
exercise of Power.
Types of power behind leadership roles:

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Position or legitimate power

Referent or relationship power
Caring power
Transformational or developmental power
Connection power
Reward power
Technical, information, or expert power

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Position or legitimate power – power that comes
from the authority invested in the job or position



Derived from being in charge of committees or
having positions within professional organizations

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Referent or relationship power – power that
comes from positive relationships with others



Involves community building, working with
others, facilitating, exercising good listening
skills, and persuasion



Facilitates work as consultants, change agents, and
systemic reformers

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Caring power – derives from one’s compassion
and the ability to translate it into furthering one’s
mission and goals



Has more potential than any other type of

leadership power



Centers around motivating students, supporting
teachers, and assisting administration

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Transformational or developmental
power – the ability to empower others

 Shapes

goals, vision, and motives by
empowering others

 Is

effectively exercised on the school
improvement team (SIT)

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.

School Counselors and Power
Continued…


Connection power – derives from connection
with people of power or influence



Is especially useful when it involves people (such
as school board members, central administration
staff and parent organization members) who are in
a position to positively influence the future

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Reward power –the ability to effect results
through material or psychological rewards



Can be in the form of praise, support, recognition,

promotions, and monetary rewards



Can influence or shape the behaviors of others

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors and Power
Continued…


Technical, information, or expert power –
possession of specialized knowledge, information,
or expertise



Can lead to bestowal of leadership when other
members of a group have less knowledge,
information or expertise



Is embodied to a high degree in counselors’
specialized training in areas such as consultation,
counseling, data analysis, and collaboration

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors Developing
Leadership Skills
School counselors who are effective leaders
developed their leadership skills through:
1. Self-awareness
2. Facilitative communication
3. Team development
4. Staff development
©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors Developing
Leadership Skills, continued…
1. Self-Awareness
 Developing leadership skills starts with a personal
analysis of your strengths and weaknesses.
 Techniques to help you understand your
leadership strengths are:
 Examining your behavior in prior leadership roles
 Using feedback from colleagues and friends

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.

School Counselors Developing
Leadership Skills, continued…
2. Facilitative Communication

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Interactions are enhanced by sending a message that you
are listening and understanding what is being said to you.
Reflecting – responding by expressing the meaning beyond
the words spoken
Paraphrasing – repeating in different words what was
communicated
Clarifying –bringing ambiguous meaning into focus
Questioning – gathering information through open-ended
questions, allowing the speaker to convey information,
feelings, and understanding.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors Developing
Leadership Skills, continued…
3. Team Development
Use Hackman’s five principles and consider:
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Is the team a real team or a team in name only?
Does the team have a compelling direction for its work?
Is the structure of the team designed to enable rather than
impede teamwork?
Does the team operate within a supportive environment?
Does the team have expert coaching?

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


School Counselors Developing
Leadership Skills, continued…
3. Team Development, cont’d…


Group leaders need to foster the evolution of individual
group skills through grooming and attention.



Start with a small project and carefully cultivate your skills
and increase your leadership.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.

School Counselors Developing
Leadership Skills, continued…
4. Staff Development
 School counselors who deliver presentations
to faculty, parents, students, and community
stakeholders are exercising a powerful
leadership role.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


The Impact of the School
Counselor as Leader
Improving School Climates
 Successful Instructional Program
 Developing High Aspirations in Students
 Course Enrollment and Tracking
Patterns


©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


The Impact of the School
Counselor as Leader
Improving School Climates

 Promoting a safe environment that supports
opportunities for all students to get a good
education

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


The Impact of the School
Counselor as Leader
Successful Instructional Program


Through collaborative efforts with the principal and other
key stakeholders



Conducting staff development for teachers and parents in
educational planning, motivation, student appraisal, and
diversity issues



Helping teachers understand and use tests to maximize
learning for students



Meet Robert (Bob) Turba, who improved an Instructional

Program

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.


The Impact of the School
Counselor as Leader
Developing High Aspirations in Students


Working with other key stakeholders to help students
develop high aspirations



Improving student motivation and helping students
understand their choices



Helping students understand the relationship between
academic preparation and career development



Meet the High-School Counselors of Jacksonville, FL,
who are Developing High Student Aspirations

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of

copyright laws.


The Impact of the School
Counselor as Leader
Course Enrollment and Tracking Patterns





School counselors can operate professionally as “door
openers” when they understand how tracking and
course-taking affect opportunities for students.
Course selection contributes to furthering or hindering
educational opportunity.
School counselors can influence enrollment patterns
and implement academic safety nets for students who
are willing to attempt academic rigor.

©2012 Cengage Learning. These materials are designed for classroom use and can be used for educational purposes only. Reproduction for commercial use is in violation of
copyright laws.