Introduction to Special Issue: The School Counselor as                     Leader

Curry, Jennifer R.; DeVoss, Joyce A.

doi:10.1177/2156759x0901300201

Cited by 2 publications

(2 citation statements)

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“…A growing body of literature (Adelman & Taylor, 2002;Curry & DeVoss, 2009;DuFour, DuFour, Eaker, & Karhanek, 2004;Hord & Hirsh, 2009;Lambert, 2002;Marzano, 2003;Murphy, 2002) recognizes that improving the quality of education and increasing opportunities for all students requires intentional collaboration and implementing evidence-based practices (DuFour, 2003a;Reeves, 2011). Specifically, the presence of collaborative processes, partnerships, and practices can also contribute to sustained learning outcomes that help students achieve at high levels (Bryan, 2005;DuFour et al, 2010;Gallimore, Ermeling, Saunders, & Goldenberg, 2009;Neuman & Simmons, 2000).…”

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confidence: 99%

Enhancing School Counselor Instructional Leadership Through Collaborative Teaming

2013

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Many educational models emphasize that best instructional practices are effective when working collaboratively with stakeholders. Professional learning communities focus on learning, collaborative endeavors, and shared accountability. The purpose of this article is to introduce an effectual framework for developing school counselor instructional leadership through the implementation of school counselor collaborative teams. The authors highlight the combined impact of intentional collaborative school counseling and instructional best practices. Four types of collaborative configurations and a school example are presented to illustrate the framework.

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confidence: 99%

Enhancing School Counselor Instructional Leadership Through Collaborative Teaming

2013

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“…As an advisor, counselors are needed to support the school climate (García-López et al, 2016). Counselors play a role in advising clients after alternative problem-solving (Curry & DeVoss, 2009;Dockery, 2011;Steen et al, 2012). The components of cross-cultural counseling competence included beliefs/attitudes, knowledge, and skills (Minami, 2009;Hladik & Jadama, 2016).…”

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confidence: 99%

Semar: A Personal Model for Counselors

Gumilang¹,

Robinson

2022

pmmg

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Semar is an Indonesian wayang figure, a servant to other wayang characters Pandawa. Semar's personality is shown as a good, wise and wise individual, so he is suitable to be used as a counselor's personality model. This qualitative study applied Gadamerian hermeneutics, an objective type of hermeneutic research. The primary data in this study were texts discussing Semar, namely “Apa dan Siapa Semar” by Sri Mulyono and “Semar Dunia Batin Orang Jawa” by Tuti Sumukti. The data were also collected through an interview with Indonesian wayang expert, Ki Manteb Sudarsono. This study found that Semar’s (1) advisor, (2) congruent, (3) honest, and (4) empathetic personalities could be used as a counselor’s personal model.

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Introduction to Special Issue: The School Counselor as Leader

Cited by 2 publications

References 1 publication

Enhancing School Counselor Instructional Leadership Through Collaborative Teaming

Enhancing School Counselor Instructional Leadership Through Collaborative Teaming

Semar: A Personal Model for Counselors

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