Leadership
Leadership, according to ASCA (2012), can be defined as the, "capacity or ability to guide others" (p. 142). It also explains that it is important for professional school counselors to use their leadership skills and abilities in their role as an advocate in the school. The goal for professional school counselors is to use our leadership positions to affect student outcomes in a more positive manner. This includes areas of academic development, career development, and personal/social development. According to ASCA (2012), "utilizing effective school counselor leadership requires: visionary thinking, challenging inequities, shared decision making, collaborative processing, modeling excellence, and a courageous stance" (p. 11). These characteristics are essential for professional school counselors to become a leader and an advocate withing their own schools. Also, using leadership practices is important at all levels of the ASCA National Model and is something all professional school counselors should thrive for on a yearly basis.
According to House and Hayes (2002), "school counselors must be proactive leaders who are effective collaborators in advocating for the success of all students." Professional school counselors have the ability to impact many people in the school on a daily basis. As some would say, professional school counselors are the eyes and the ears of the school (House & Hayes, 2002). Through presentations and other direct service activities, students see the professional school counselors throughout the school in numerous roles. However, the professional school counselor is also often seen as an administrator at the school in the eyes of parents and other faculty. This puts professional school counselors at a unique advantage to be a leader in the school and to work hard for school reform (House & Hayes, 2002).
The ASCA National Model helps a professional school counselor easily facilitate his or her role as a leader in the school. The ASCA National Model outlines the specific roles of the professional school counselor and outlines what the school counselor should do with his or her time. Action plans and calendars are essential in helping the professional school counselors determine this leadership role (Schwallie-Giddis, Ter Maat, & Pak, 2003). The professional school counselor's calendar would be a great way to advocate for one's program by informing parents, teachers, and other administrators of what the counselor does, when the counselor does it, and how the others can get involved. The calendars are also an easy way for professional school counselors to organize what they do each year and when they need to do it (ASCA, 2012).
An example from Roosevelt School is provided that shows how a school counselor might keep track of what he or she needs to do each year. There is also an example from that same school of the calendar that the school counselor might provide for others.
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.). Alexandria, VA: Author.
House, R. M. & Hayes, R. L. (2002). School counselors: Becoming key players in school reform. Professional School Counseling, 5.
Schwallie-Giddis, P., Ter Maat, M., & Pak, M. (2003). Initiating leadership by introducing and implementing the ASCA national model. Professional School Counseling, 6, 170-173.
According to House and Hayes (2002), "school counselors must be proactive leaders who are effective collaborators in advocating for the success of all students." Professional school counselors have the ability to impact many people in the school on a daily basis. As some would say, professional school counselors are the eyes and the ears of the school (House & Hayes, 2002). Through presentations and other direct service activities, students see the professional school counselors throughout the school in numerous roles. However, the professional school counselor is also often seen as an administrator at the school in the eyes of parents and other faculty. This puts professional school counselors at a unique advantage to be a leader in the school and to work hard for school reform (House & Hayes, 2002).
The ASCA National Model helps a professional school counselor easily facilitate his or her role as a leader in the school. The ASCA National Model outlines the specific roles of the professional school counselor and outlines what the school counselor should do with his or her time. Action plans and calendars are essential in helping the professional school counselors determine this leadership role (Schwallie-Giddis, Ter Maat, & Pak, 2003). The professional school counselor's calendar would be a great way to advocate for one's program by informing parents, teachers, and other administrators of what the counselor does, when the counselor does it, and how the others can get involved. The calendars are also an easy way for professional school counselors to organize what they do each year and when they need to do it (ASCA, 2012).
An example from Roosevelt School is provided that shows how a school counselor might keep track of what he or she needs to do each year. There is also an example from that same school of the calendar that the school counselor might provide for others.
American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs (3rd. ed.). Alexandria, VA: Author.
House, R. M. & Hayes, R. L. (2002). School counselors: Becoming key players in school reform. Professional School Counseling, 5.
Schwallie-Giddis, P., Ter Maat, M., & Pak, M. (2003). Initiating leadership by introducing and implementing the ASCA national model. Professional School Counseling, 6, 170-173.
Roosevelt Example | |
File Size: | 90 kb |
File Type: | doc |
Roosevelt Weekly Calendar | |
File Size: | 77 kb |
File Type: | png |