Increasing partnerships in educational leadership and school counseling: a framework for collaborative school principal and school counselor preparation and support

Using a convergent mixed-methods design, we investigated role understanding and collaboration between school counselors and principals. Specifically, this study situated aspiring school counselors and principals in a curriculum intervention on the role of their counterpart and then brought the two professions together in a collaborative powerful learning experience. The results of our pilot study demonstrate that both school counselor and educational leadership graduate students benefit from and value a presentation on roles of their opposite counterpart and the opportunity to practice collaboration in their graduate preparation programs.

“…Findings reiterate that collaboration and reduction of power dynamics can also build social capital across these roles (Geesa et al, 2020).…”

Section: Qualitative Findingsmentioning

confidence: 70%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Facilitating Role Understanding and Collaboration Between Aspiring School Counselors and Principals

Gonzales

Limberg

Cunningham

2022

“…This theory proposes that organizational resources and expertise are centered within social networks, and that effective change capitalizes on the use of social connections ( Coleman, 1990 ). Collaborative efforts between school counselors and school administrators can lead to increased social capital among school stakeholders, resulting in more positive educational outcomes for all students ( Boyland et al, 2019 ; Geesa et al, 2020 ; Lowery et al, 2019 ; McConnell et al, 2020 ). Social capital can be enhanced by using relational networks to develop and enhance trust, goodwill, authority, community, empathy, shared identity, respect, and collaboration.…”

mentioning

confidence: 99%

School Counselor and Administrator Perceptions of Response to the COVID-19 Pandemic

Kruczek

Geesa

Mayes

et al. 2022

Self Cite

Collaborative efforts by school counselors and school administrators that are grounded in social capital principles have the potential to better support students’ educational success, health, and well-being in the wake of challenging and adverse events, such as the COVID-19 pandemic. The purpose of this study was to assess perceptions of school counselors and administrators to determine the extent to which they had a shared vision of the challenges and strengths in their school’s initial response to the pandemic. We also explored their sense of the anticipated future needs within the context of social capital theory and trauma-informed practices. Participants included 381 current pre-K–12 school administrators and school counselors throughout the United States who completed a mixed-methods survey in spring 2020. Use of these findings can help school stakeholders continue to foster students’ social/emotional, academic, and career and college readiness development during continued and future mass trauma events.

“…Both groups of professionals (i.e., school counselors and principals) are committed to ensuring that all students succeed. Together, principals and school counselors can promote equitable practices and social justice (Boyland et al, 2019; Geesa et al, 2020) to serve all students, especially those from underrepresented and underserved communities.…”

mentioning

confidence: 99%

Introduction to the Special Issue: Creating Social Capital through School Counselor-Principal Collaboration

Dahir

Geesa

2022

Self Cite

Intentional collaboration among school principals and school counselors can improve the student experience by better meeting students’ social/emotional, academic, and career and college readiness needs. In this special issue, we seek to share the many ways school counselors and school administrators (e.g., principals, assistant principals) can effectively work together to ensure that school counseling programs throughout pre-K–12 schools are comprehensive, support equitable opportunities, and empower all students to experience success. This special issue includes 11 articles representing conceptual, qualitative, quantitative, mixed-methods, and best practices methodologies with a commitment to equity and access while simultaneously bridging social capital to create networks of resources within the school and the community to support all students.