Planning for Leadership in School Counselling Essay

Planning for Leadership in School Counselling Essay

Planning for Leadership in School Counselling Essay

Planning for Leadership in School Counselling Sample Essay

            Other than administering academic evaluation tests and setting up schedules for students, school counselors are required to display appropriate leadership skills to help enhance and accelerate learning (Geesa et al., 2019). It is thus very crucial for school counselors to identify the most applicable leadership style to promote collaboration with other school officials. The purpose of this paper is to elaborate on the different leadership dimensions that can be adopted by school counselors and how they can develop and implement Comprehensive School Counseling Programs (CSCP) initiatives

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Leadership Dimensions

            School counselors have the leverage of adopting different leadership dimensions when leading an initiative in a school environment. With horizontal leadership dimensions, school counselors serve as change agents within their present setting. This leadership dimension promotes collaborative partnerships and efforts with all stakeholders to ensure successful outcomes of the developed and implemented initiative (Oberman & Studer, 2021). Horizontal school counselors thus lead change efforts within the school environment to ensure improved student outcomes by initiating programs or services. The vertical leadership dimension on the other hand incorporates all the horizontal leadership aspects in addition to the responsibility of developing leadership via professional development training of all the school counseling professionals being supervised. Vertical school counselors lead change from within, collaborate with stakeholders, consider systems, build links, and believe in people to improve student outcomes.

Difficult Conversation

            In an event of an uncomfortable or difficult conversation in an educational or professional setting, school counselors are expected to utilize appropriate leadership skills to smooth the way for all who are involved (Sakız & Sarıçalı, 2019). For instance, I remember this time that I had to discuss with a parent their child’s risks of suicidal ideation. The conversation was very uncomfortable as the parent seemed not convinced by the truthfulness of what I was disclosing. However, I utilized empathy and active listening skills to help make the conversation more comfortable. However, I still find it necessary to work on my use of open-ended questions and use of simple words to help promote understanding and ease the tension in the conversation.

Participation, Mindset and Behaviors, and Outcome Data

School counselors are trusted with the significant role of developing and implementing CSCP initiatives to promote the outcome of students. Different types of data are however required to help create, modify and execute CSCPs through the ASCA National Model Framework (Goodrich et al., 2020). For instance, participation data is utilized to help determine the number of students who will take part in the program. The mindset and behavior data will give an idea of how the CSCP initiative will be received. The ASCA National Model Implementation Guide requires school counselors to assess the attitude, skills, and knowledge that constitute the ASCA Mindsets & Behaviours for the success of students. Outcome data depicts the results of the CSCP initiative in terms of how the initiative impacted the identified goals, achievement gaps, and areas of growth.

CSCP Initiatives

According to ASCA, school counselors need to spend 80% of their time providing students with indirect and direct services (Geesa et al., 2019). Such services are expected to be drawn from the ASCA National Model framework instead of inappropriate roles allocated to school counselors as outlined in the ASCA National Model Executive Summary. Examples of indirect and direct services include reviewing school data, establishing outcome goals for students annually, reporting action plan outcomes to the school community, and taking part in annual administrative conferences to discuss the primacies of the school counseling program.

Conclusion

School counselors play a significant role in ensuring the success of students. As such, they must adopt the most effective leadership styles, such as horizontal or vertical leadership dimensions. As change agents, school counselors are also required to utilize various types of data to promote the development, modification, and execution of CSCP initiatives to promote the outcome of students.

References

Geesa, R. L., Elam, N. P., Mayes, R. D., McConnell, K. R., & McDonald, K. M. (2019). School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model. Journal of Educational Leadership, Policy, and Practice34, 25–43. https://doi.org/10.21307/jelpp-2019-002

Goodrich, K. M., Kingsley, K. V., & Sands, H. C. (2020). Digitally Responsive School Counseling Across the ASCA National Model. International Journal for the Advancement of Counselling42(2), 147–158. https://doi.org/10.1007/s10447-020-09396-9

Oberman, A. H., & Studer, J. R. (2021). A guide to practicum and internship for school counselors-in-training. Routledge, Taylor & Francis Group.

Sakız, H., & Sarıçalı, M. (2019). Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice. Journal of Psychologists and Counsellors in Schools, 29(1), 69-81. doi:10.1017/jgc.2018.23

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  • Compare and contrast the vertical and horizontal leadership dimensions that school counselors can demonstrate in the school environment when leading an initiative.
  • Identify a time when you had to have a difficult conversation in a professional or educational setting. What were some of your strengths as a leader to navigate this situation? What are some opportunities for growth that you might require?
  • Using the ASCA National Model position statement and Making DATA work text, describe the ways in which school counseling leaders use participation, mindset and behaviors, and outcome data to develop and implement initiatives in their Comprehensive School Counseling Programs (CSCPs).
  • Using the ASCA National Model framework, provide examples of ways that school counseling leaders deliver direct and indirect services in their CSCP initiatives and how these impact the school community.

Assignment Expectations: The extent to which work includes the required components. In page paper: •Compare and contrast the vertical and horizontal leadership dimensions. •Identify a time when you had to have a difficult conversation in a professional or educational setting. What were some of your strengths as a leader to navigate this situation? What are some opportunities for growth that you might require? •Using the ASCA National Model position statement and Making DATA work text, describe the ways in which school counseling leaders use participation, mindset and behaviors, and outcome data to develop and implement initiatives in their Comprehensive School Counseling Programs (CSCPs). •Using the ASCA National Model framework, provide examples of ways that school counseling leaders deliver direct and indirect services in their CSCP initiatives and how these impact the school community.

Thoroughly addressed all required components of the assignment with a well-developed submission that exceeds expectations and includes reference to and integration of the learning resources.

Learning Objective: Address assignment learning objectives: The extent to which mastery of knowledge is demonstrated relative to the learning objectives: – Students will be able to apply leadership dimensions to the roles of school counselors and collaborative work. – Students will be able to analyze personal characteristics in relation to successful leadership and collaboration.- Students will be able to evaluate leadership characteristics required by school counselors for successful collaboration.

Demonstrated understanding and integration of course content to the extent that the learning objective was mastered.

Submission Quality:The extent to which the submission demonstrated quality and professionalism. Includes references to resources.

Assignment was extremely organized, concise, well-written, and complied with APA formatting for citing and referencing sources. Assignment demonstrated professionalism and was courteous and respectful.

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