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Standard 22


Candidates know the qualities, principles, and styles of effective leadership. Candidates also possess the knowledge, skills and attitudes of effective leadership by acting as agents of change in planning, organizing, implementing, managing and evaluating the outcomes of school counseling and guidance programs that increase student learning and achievement.

Factors to Consider

Knowledge of effective leadership in program planning, organization, and implementation

This program equips candidates with the knowledge of effective leadership through addressing group leadership and approaches to program development, coordination, supervision, and evaluation. While Coun 202 provides candidates with the knowledge and skills in leadership through equipping them with skills in leading groups, Coun 241 further provides candidates with knowledge and skills in leadership specific to the role of school counselors. The knowledge base of Coun 241 is further elaborated in its updated syllabus to address both leadership development in the counseling profession and school counselors’ administrative role.

Candidates demonstrate skills in these areas through participating in activities required by the following courses:

Coun 202: Objective 2: The student will describe group leadership styles and approaches including characteristics of various types of group leaders and leadership styles

Required activities:

Candidates are engaged in weekly activities of observing/participating in the process group and the peer group. They are also required to organize and lead a group outside the class and make a site visit to a setting in which groups are being run. They subsequently write reaction paper and discuss experiences relating to areas such as group membership and leadership, and group dynamics.

Coun 241:

Objective 1: Familiar with major philosophical and theoretical approaches to coordinating and supervision of counseling programs at elementary, middle and high school levels.

Objective 5: Familiar with ways of coordinating and developing counseling services in a school setting including how school professionals work together, increasing counseling services to pupils, working with paraprofessionals and volunteers in program planning.

Objective 7: Aware of leadership skills in organizational and administrative aspects of school counseling services.

Required activities:

  • Candidates are required to write a research paper on successful programs, or critically analyze programs.
  • Candidates are required to compile a professional portfolio addressing counseling/education/leadership philosophy
  • Interview a school counselor to get first-hand information about the role of school counselors

Coun 249:

Objective 11: Demonstrate knowledge of supervision and mentoring models.

Objective 12: Demonstrate skill in program development and evaluation.

Objective 13: Demonstrate skill in implementing prevention programs.

Required activities:

Candidates are required to read the textbook, Developing Your School Counseling Program, and respond to activities that involve program development, implementation, and evaluation.

2.  Leadership in education reform and school change efforts:

Candidates have the opportunities to become aware of institutional and social barriers that impede access, equity, and success for clients through class discussions and their direct contacts with pupils and families. They are helped to reflect on this issue and develop plans to facilitate education reform and school change efforts.

Coun 240:

Required activities:

Candidates are each required to work closely with parent(s) who have a pupil showing signs of problems. They will identify ways in which school or agency-related issues that may impede home/school or agency collaboration. Upon understanding such a situation, candidates are asked to identify ways that can bring about changes. In this process, candidates learn what and how to advocate.

Coun 241:Objective 6: Able to develop and implement plans directed at affecting school climate by bringing about change in an organization or with an individual(s) within an organization.

Required activities:

This course cover topics that include:

  • Working with Students in a Crisis;
  • Working with Non-college Bound Students;
  • Working with Students who are the Victims of Violence;
  • Working with Exceptional Students in the School Setting.

As candidates are exposed to conditions of the above students, they have the opportunity to write a research paper on successful programs or critically analyzing programs that may relate to any of the above situations.

Coun 242: Objective 4: Investigate procedures for developing methods to be used informulating pupil advocacy programs.

Required activities:

Candidates are required to review a journal article relating to the issue of child advocacy. They also have the opportunity to make a presentation on programs that can address issues of child advocacy.

Knowledge of funding sources and budget issues concerning student support programs

Coun 241: Objective 4: Able to review school counseling budgeting procedures, methods used in counseling programs, and methods of evaluating school counseling programs, through approved research procedure

Managing the delivery of a comprehensive and developmental school counseling and guidance program

When candidates apply their knowledge and skills in fieldwork, they have the opportunity to demonstrate their understanding and competence in managing the delivery of a comprehensive and developmental school counseling and guidance program through a carefully designed sequence of activities in Coun 249:

Coun 249:

The following activities will develop candidates’ knowledge and skills in managing the delivery of a comprehensive counseling and guidance program:

Text Assignments:

Comprehensive School Counseling Programs: Consult with your field supervisor and relevant school personnel.

Identify if a comprehensive school counseling plan is in place.
If yes, describe and assess their plan and if no, describe how you will develop a comprehensive school plan at your school site.

Chapter 5, Developing a Program: Follow the guidelines of the chapter on planning, organizing, implementing, and evaluating.

Describe how you will develop one prevention program at your school site

Chapter 10, Evaluation of a School Counseling Program:

Evaluate the counseling program at your school that addresses: guidance curriculum, individual planning, responsive services, and system support.

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