Culturally responsive servant leadership may serve as a model for school counselor and teacher graduate students to create collaborative partnerships in the K-12 setting. Currently, research about servant leadership in school counselor and teacher preparation programs is limited, and research regarding teacher-school counselor partnerships. Thus, the authors propose an interdisciplinary project in which graduate students in school counseling and teacher preparation programs work collaboratively to create culturally responsive professional development integrating the components of the servant leadership framework. The authors expect the outcome of the project to impact graduate students’ continued professional endeavors, and inform future quantitative and qualitative studies regarding teacher-school counselor collaborative partnerships.
Servant leadership may serve as a framework for school counselors to meet the needs of Black female students. Through mixed methodology research, the authors examined comparisons between school counselor and servant leadership frameworks. They also investigated the leadership experiences of seven practicing school counselors when serving Black female students. Findings emphasize both similarities and differences between school counselor leadership and servant leadership characteristics. This article provides implications for practice, training, and future research.
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