Principals: Proponents of High School Guidance Programs

Murray, B. G.

doi:10.1177/019263659507957012

Cited by 7 publications

(4 citation statements)

References 1 publication

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“…Such an understanding comes from learning about professional organizations, effective school counseling program characteristics, current legislative movements, and school counseling resources. In addition, secondary principals need to become effective communicators and work cooperatively with school counselors (Murray, 1995a).…”

Section: Secondary Principals and School Counselors Working Togethermentioning

confidence: 99%

Hiring Effective Secondary School Counselors

McGlothlin

Miller

2008

NASSP Bulletin

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Today's effective school counselors are integral in education reform, school leadership, and student achievement. It is typically the responsibility of building principals to hire effective school counselors. This article builds on previous literature and provides principals with questions to ask and information to gather that may be helpful in hiring successful school counselors in the areas of educational background, technology competencies, ethics, aptitude, professional identity, behavioral characteristics, and ability to promote change.

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Section: Secondary Principals and School Counselors Working Togethermentioning

confidence: 99%

Hiring Effective Secondary School Counselors

McGlothlin

Miller

2008

NASSP Bulletin

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“…However, such a transformation may be outside the purview or understanding of current school principals. Notably, there may be disagreement among school educators regarding the duties of the professional school counselor (Amatea & Clark, 2005;Fitch et al, 2001;Lampe, 1985;Murray, 1995;Shoffner & Williamson, 2000). Principals' perceptions of the roles and responsibilities of school counselors can be incongruent with the standards and benchmarks that have emerged from school counseling professional organizations and movements (Perusse et al, 2004).…”

Section: New Pressures and New Roles For Principals And Counselorsmentioning

confidence: 99%

“…Likewise, the relationships and interactions of school professionals have been emphasized to promote effective leadership (Crow, Hausman, & Scribner, 2002;Gronn, 2000). Although there is a need for school counselors and principals to work jointly, there is an apparent disconnect between the perceptions of the duties of the school counselor and principal (Amatea & Clark, 2005;Fitch et al, 2001;Lampe, 1985;Murray, 1995;Shoffner & Williamson, 2000). Although heuristics and artifacts of distributed leadership have emerged-as have other vague, ambiguous educational concepts (e.g., instructional leadership, data-driven decision making, and professional learning communities)-it is critical to determine what the heuristics look like in practice.…”

Section: A Distributed Frameworkmentioning

confidence: 99%

Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

Militello

Janson

2007

Journal of School Leadership

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This study investigated how school counselors and principals perceive their professional relationship with each other. Specifically, it used Q methodology to develop 45 statements about the relationship between the school counselor and the principal. Subsequently, 39 professional school counselors and principals sorted the statements. Four factors emerged, each representing a distinct view of this relationship. The factors were analyzed using a distributed leadership framework. Although each factor contains constructive attributes of the school-counselor–principal relationship, one factor contains characteristics closely approximating the distributed leadership framework reflected in the literature and in the current school counselor and administrator professional standards.

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“…Disiplin ise psikolojik danışmanın güven ve açık iletişim ilkesine uymayan bir boyuttur. Çalışmalara göre yöneticiler psikolojik danışmanların görevleriyle ilgili psikolojik danışmanlardan farklı düşünmektedirler (Murray, 1995a;Stalling, 1991). Okul psikolojik danışmanlığı işlevlerinin öğrenci temelli olduğu söylense de psikolojik danışmanlara okulun ana programını geliştirmek, tuvaleti, koridoru ve salonları gözetimde tutmak gibi sekreterlik ve yarı yönetsel etkinliklerle ilgili sorumluluklar da verilebilmektedir.…”

Section: Introductionunclassified

Okul Psikolojik DanıGmanlarının Rol ve GGlevleri: Yöneticiler ve Psikolojik DanıGmanların GörüGleri

Owen¹

2003

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. Previous American and Turkish research hasdemonstrated that counselors and school administrators often have divergent attitudes and beliefs regarding the role and function of the school counselor. This study sought to investigate the perceived importance of 27 key elements of a guidance program by Turkish school counselors and administrators. Data were collected from 90 school administrators and 243 school counselors using the Counseling Opinion Questionnaire. Participants were selected from primary and secondary schools in seven Turkish cities (Ankara, Istanbul, Izmir, Samsun, Corum and Kayseri, & Yalova). Survey results for both groups were examined for significant differences and the findings are discussed. SUMMARYProblem Statement: Previous research has demonstrated that counselors and school administrators often have divergent attitudes and beliefs regarding the role and function of the school counselor. Counselors frequently assert that despite years of training and preparation they are frustrated in performing their role because of competing demands and expectation of the school principle. Since school administrators define many aspects of the school counselor's role it is important that both the counselor and the administrator share a common view of the guidance program and the counselor's role.

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Principals: Proponents of High School Guidance Programs

Abstract: The effective principal should under stand the school guidance function and encourage collaboration and sharing among all groups to define problems and develop strategies that serve the students and the school community.

Cited by 7 publications

References 1 publication

Hiring Effective Secondary School Counselors

Hiring Effective Secondary School Counselors

Socially Focused, Situationally Driven Practice: A Study of Distributed Leadership among School Principals and Counselors

Okul Psikolojik DanıGmanlarının Rol ve GGlevleri: Yöneticiler ve Psikolojik DanıGmanların GörüGleri

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