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to two peers and the replies were between 250–300 words in length
1.) Reply to Melanie Long
Dollarhide & Saginak (2017), describe in detail the school counselors role as a leader within the school. The school counselor is considered “Co-pilot” to the principle and should act accordingly. Dollarhide & Saginak (2017), describe a leaser as having the following skills “Establishing a vision for the program, setting standards for performance of tasks or excellence of endeavors, creating focus and direction for collective efforts, caring deeply about what the organization or group does, and building relationships and empowering other”(p. 95). First, the school counselor helps problem solve with the principle and other staff. The school counselor is also seen to be an advocate for students and their families (Dollarhide & Saginak, 2017). The school counselor is to ensure that all students are on the right path to success from educational equality and access (Dollarhide & Saginak, 2017). The school counselor is also a leader within multicultural awareness in the schools, as well as, mentoring programs, student leadership and pupil assistance committees (Dollarhide & Saginak, 2017).
The school counselor might collaborate with any other staff members in order to help students reach their full potential. Dollarhide & Saginak, 2017 list several roles of the school counselor as a collaborator, which are as follows: “recruits stakeholders to provided input into the decision or effort, explores goals, needs, assumptions and values of all participants in order to secure participation, establishes and clarifies concrete goals of the collaborative, remains inclusive and responsive to all persons in the effort” (p.98) , etc. The school counselor can not meet all of the students needs alone, which is why it is important for them to collaborate with others.
The school counselor can support systematic change within a K-12 school setting by figuring out how the current system oppresses some by denying access to opportunities, while also privileging some (Dollarhide & Saginak, 2017). The four steps to promoting systematic change are understanding the demographic and performance data, understand the dynamics of educational hegemony, be able to lead, advocate and collaborate for changes, and finally be able to recollect the data for document the success from the changes (Dollarhide & Saginak, 2017).
The school counselor should be willing to serve as an advocate for the students, parents and colleagues (Dollarhide & Saginak, 2017). In order for the school counselor to advocate, there must be some sort of action. This can include private conversations, public presentations, print form, and community advocacy (Dollarhide & Saginak, 2017). A school counselor might advocate for a student in issues of diversity in the school and exclusion issues within the school (Dollarhide & Saginak, 2017).
Dollarhide, C. T., & Saginak, K. A. (2017). Comprehensive school counseling programs: K-12 delivery systems in action (3rd ed.). Pearson
2) Reply to Darcy Lord-Evans
The school counselor’s role as a leader is fundamental for all that they hope to accomplish professionally within their schools. The Education Trust has determined that this is the most important role of the school counselor so that they can effectively implement matters of collaboration, systemic change, and advocacy (Dollarhide & Saginar, 2017). School counselors need to be able to lead committees, workshops, and student programming. Leaders use a variety of ways to motivate people and school counselors must be able to learn to motivate different personalities, groups, ages with an understanding that different people are motivated by different means (Dollarhide & Saginar, 2017).
The school counselor is a collaborator in matters of student development. Because they have a bird’s eye view of what is going on in the school and with the data, school counselors are in the position to involve others in ways that promote academic, career, and social development of the student. To this end, they recruit families, teachers, and people from the community who are in a position to help. Collaborating with teachers is imperative for a successful school counseling program and teachers need to have a thorough understanding of the role of the school counselor and how it can help student development (Reiner & Pérusse, 2018). School counselors are able to pull from different areas of strength and help communities join together to share resources. One example of collaboration is that a school counselor could work in conjunction with a local housing authority to identify and provide tutoring to students who may not have the financial resources to acquire it.
The school counselor promotes systemic change within a K-12 school setting by being aware of access, attainment, and achievement gaps demonstrated in the data. With this awareness, school counselors involve administration and implement programs to bridge these gaps. School Counselors begin to break down barriers by helping students have equitable opportunities that have previously been impeded by the system (Dollarhide & Saginar, 2017).
School counselors advocate for students who have been diminished or demeaned by purposefully engaging others (Dollarhide & Saginar, 2017). School counselors care about matters of inequity and social justice and actively speak out on behalf of these populations in their schools and some school counselors do this in the community and some become politically active as well. School counselors work with teams who can add to the conversation and better promote advocacy as a team (Dollarhide & Saginar, 2017).
Dollarhide, C. & Saginar, K (2017). Comprehensive school counseling programs: K-12 delivery systems in action (3rd ed., pp. 90, 91, 96, 101). Pearson. p. 90, 91, 96, 101
Reiner, S. M., Colbert, R. D., & Pérusse, R. (2018). Teacher perceptions of the professional school counselor role: A national study. Professional School Counseling. https://doi.org/10.1177/2156759X0901200507