Cultivating Collaboration: Revising School Counselor and Principal Preparation Programs to Facilitate Positive and Inclusive Relationships

• In Event: Creating Social Capital Through School Counselor-Principal Collaboration: Fostering Equitable and Accessible Student Learning Environments

Abstract

Objectives
In order to cultivate collaboration among school counselors and principals to provide better meet students’ needs throughout their PK-12 schooling, practitioners and educators need to understand school counselor and principal roles and their mutual areas of focus in schools. The purpose of this study is to present a framework designed for collaborative principal and school counselor preparation and ongoing support to facilitate positive and inclusive relationships.

Theoretical Framework
School counselors and principals can collaborate with the goal to meet students’ social-emotional, academic, mental health, and career and college readiness needs through culturally responsive practices. We analyze ways for this school counselor-principal collaboration to occur through the lens of relational leadership. Relational leadership explains leadership “as human social constructions that emanate from the rich connections and interdependencies of organizations and their members” (Uhl-Bien, 2006, p. 655). The theory focuses on effective relationships and interactions with various individuals (e.g., school counselors and principals).

Methods & Data Sources
In 2017, we (educational leadership and school counseling faculty members in one mi-sized, Midwestern university) developed of an initial collaborative framework for school counselors and principals (Authors, a). Based on research during the past four three years, we recognized the need to revise the collaborative framework to include relational leadership and enhance the focus on mental health needs of students. We referred to national models and standards for school counseling and educational leadership during this process, such as the American School Counselor Association (ASCA) National Model (2019), ASCA competencies and mindsets, and National Educational Leadership Preparation (NELP) Standards for Building-Level Leaders (2018). Additionally, we reviewed scholarly, peer-reviewed literature focused on collaboration and relationship-building for school counselors and principals (e.g., Dahir et al., 2010; McCarty et al., 2014) and articles related to the development and sustainability of trauma-informed schools to address students’ social-emotional needs (Overstreet & Chaufouleas, 2016). Lastly, we surveyed current principals and school counselors about their training and professional learning needs related to collaboration and leadership.

Results
Based on our research, we designed a framework that includes six elements: 1) effective pre-service preparation involving multi-tiered system of supports training ; 2) sustainable partnerships via relational leadership; 3) stakeholder collaboration; 4) current practitioner support; 5) model site development; and, 6) ongoing research and professional learning (see Figure 1). Each of these elements includes key knowledge, skills, and competencies for pre- and in-service school counselors and principals to cultivate collaboration. In addition to addressing students’ academic and college and career readiness needs, efforts to support students’ social-emotional and mental health needs and utilize culturally responsive practices should be ongoing.

Scholarly Significance
“Cultivating Equitable Education Systems for the 21st Century” requires intentional collaboration and relationship-building between school counselors, leaders, educators, families, and community members. This framework offers a way to foster such collaboration. It is critical that preparation and professional learning programs for school counselors and principals provide relevant and meaningful content, resources, and learning experiences to cultivate collaboration amongst one another and other school stakeholders to support equitable and comprehensive educational programs for all students.

Authors

• Theresa Kruczek, Ball State University

• Rachel L. Geesa, Ball State University