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School Counseling & Leadership

School Counseling & Leadership

Katie Chilton
Salem College
October 2012

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Abstract
The purpose of this paper is to discuss leadership and educational leadership as they apply to
school counseling. This paper will give an overview of leadership and why it is valuable to the
context of school counseling. By implementing the ASCAs National Model and competencies,
I hope to provide an example of this holistic view of leadership as used by a school counselor.
The second part of the paper will discuss change theory, transformational leadership, and the
school counselors role in educational change. Leadership is the solid foundation that many
other skills are built on in schools which makes leadership essential and significant to education.
School counselors, as educational leaders, can implement a program that addresses academic,
career and personal/social needs of all students through the use of leadership (ASCA, pg. 2,
2012).

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School Counseling & Leadership

Philosophy of Education
Philosophy of education is defined as a philosophical reflection on the nature, aims, and
problems of education- looking both inward to the parent discipline of philosophy and outward
to educational practice (oxforddictionary.com). This pairing requires both philosophy and
education to work on both theory and practice looking at philosophical issues and educational
issues.
I believe that each student is unique and that caring administrators, creativity, safe
atmospheres, respect should surround them, and provide time for sharing ideas while on their
educational journey. The student should be allowed to grow and mature emotionally,
intellectually, physically, and socially. For students to construct knowledge, they need the
opportunity to discover themselves with the help of teachers and administrators to guide them. It
is important to do activities creatively to help students learn in a variety of ways and always look
for ways of improving the educational system. Equally important to self-growth is having the
opportunity to study things that are meaningful and relevant to one's life, interests, and cultures.
Developing a curriculum around student interests and motivations provides room for passion of
learning to succeed throughout life. Allowing this type of motivational education also provides
time for sharing ideas and concepts from others, which will always promote educational
development, can help strengthen education. Lastly, to help the student grow emotionally,
intellectually, physically, and socially, I believe students should learn to love and respect
themselves as well as others. I believe that teachers, school counselors, and administrators can
all work together to provide a setting where everyone is accepted for their unique selves. When
the voice of each student is heard and where students feel free to express themselves then it will

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allow students to feel safe, valued, and accepted. I think that education provides an opportunity
for both learning and growth.
The Foundation of Professional School Counselors identifies a philosophy based on
school counseling theory and research/ evidence-based practice that recognizes the need for all
students to benefit from the school counseling program. Professional school counselors should
always implement and act on these philosophies to guide the development, implementation and
evaluation of a culturally relevant and comprehensive school counseling programs
(schoolcounselor.org/rolestatement). It is vital to have a philosophy of education and it is
important to look at the philosophy of educational leadership.
Philosophy of Educational Leadership
Leadership is defined as the action of leading a group of people or an organization often
towards a common goal (oxforddictionaries.com). Viewing leadership as teaching and caring for
common themes, goals, and problems is how many think of extraordinary leaders in our past and
present. For instance as the ASCA National Model states, "the essence of leadership is not
commanding, but teaching. It is opening peoples eyes and minds. It is teaching them new ways
to see the world and pointing them to new goals. It is giving them the motivation and discipline
to achieve those goals. And it is teaching them to share their own knowledge and teach others"
(pg. 2, 2012). I think this quote sums up precisely what leadership is and what it should look
like, especially educational leadership.
To be a successful educational leader it is important to look into the lives and
environments in which students live and thrive. Educators must assess these environments and
impacts that they have on the lives of students, education, and the community. According to the
College Board's National Office for School Counselor Advocacy:

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Leadership is not about a position, nor is it about a title, a seat, a place on the
organizational chart. For school counselors, its about taking action, moving the agenda,
and making something happen that result in positive benefits for students and the school.
It is about having a vision about what needs to be done and getting others to help
systematically carry out that vision (Morris, pg. 3, 2012).
Through leadership, advocacy, and collaboration school counselors look into the
educational experiences of all students (schoolcounselor.org/rolestatement). One of the primary
roles of the school counselors as an educational leader is to support a safe learning environment
and work to safeguard the human rights of all members of the school community and address
the needs of all students through culturally relevant prevention and intervention programs that
are a part of a comprehensive school counseling program (Lee, 2001). School counselors and
educators should always want to provide students with a good school environment. In order to
do this educational leaders are to take action, make things happen, improve schools, and enhance
success (Morris, pg. 3, 2012). School counselors are called to be leaders in numerous ways.
The School Counselor and Educational Leadership
Leadership is used for school counseling and the ASCA National Model requires school
counselors to understand and utilize leadership skills (pg. 2, 2012). The ASCA National Model
outlines the programs that the school counselor should follow. The ASCA National Model
brings school counselors together with one vision, one voice, which creates unity and focus
towards improving student achievement (pg. xii, 2012). An effective school counseling program
is a relationship between the counselor, parents, other educators, and community members that
help promote student achievement (2012). School counselors are uniquely trained to assume
leadership in schools due to their knowledge, awareness, and skills (Wingfield, Reese, &

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Olatunji-West, 2010). Through leadership and a mixture of skills, school counselors can
continue to promote student achievement and a better education for every student making way
for opportunity.
Leadership for school counselors is done in a variety of ways. Some of these ways are
highlighted in the ASCA National Model, which are: supporting academic achievement and
student development, advancing effective delivery of comprehensive school counseling
programs, promotes professional identity, and overcomes challenges of role inconsistency
(Morris, pg.1, 2012). The ASCA National Model lists the school counselor competencies where
one can see that leadership should be demonstrated. I-A-4 states that school counselors should
be knowledgeable of leadership principles and theories. School counselors should possess the
abilities and skills for leadership as seen in competencies I-B-1c Articulate the themes of
advocacy, leadership, collaboration, and systemic change, which are critical to a successful
school counseling program. I-B-2 states, The school counselor serves as a leader in the school
and community to promote and support student success. I-B-2a Understands and defines
leadership and its role in comprehensive school counseling programs. I-B-2b Identifies and
applies a model and leadership to a comprehensive school counseling program. In addition, IB-2c identifies and demonstrates professional and personal qualities and skills of effective
leaders (ASCA, 2012, pg.149). The ASCA National Model sets priority for school counselors
to serve as school community leaders through student advocacy, collaboration, and promoting
systemic change that will maximize the academic, career, and personal/social outcomes for all
students.
When school counselors are recognized as leaders and experts of interpreting the social
context of achievement to colleagues, it becomes much easier for them to advocate for

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marginalized students, voice their professional opinion in formal meetings, and propose and
implement germane interventions for students in need. (Wingfield, Reese, & Olatunji-West,
2010, pg.126). School counselors also need to be leaders to help with healthy choices, respect
for students and families, social justice, healthy environments for schools, and most of all, the
development of students and families (Dollarhide, 2003, pg.304). To maintain leadership skills
school counselors should take part in activities such as professional conferences, on site inservice training, collaborative projects with counseling education faculty as interns or
investigative researchers, and continuing education courses and seminars (2010).
Change Theory
Theory of Change can be defined as building blocks required brining about a given longterm goal. This set of connected building blocks referred to as outcomes, results,
accomplishments, or preconditions is depicted on a map known as a pathway of change/change
framework, which is a graphic representation of the change process (theoryofchange.org).
Change theory is so valuable because change is planned out, mapped out, and the vision of longterm goals will be reached and measured along the way. Like any good planning and evaluation
for change, it requires participants to be clear on long-term goals, identify measurable indicators
of success, and formulate actions to achieve goals (theoryofchange.org).
Change theory can be very powerful in education through its strategies, which help
schools attain results. Theories of change come in many forms depending on the people looking
for change and the goals at play. The results will include both short- and longer-term outcomes
and may reflect changes at different levels, such as individuals, organizations, systems, and
communities (www.aefc.org). Change theory works so well for schools because it offers a
picture of important destinations and guides you on what to look for on the journey to ensure you

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are on the right pathway (www.aefc.org). As Alice famously observed in Wonderland, If you
don't know where you are going, any road will take you there (www.aefc.org). In other words,
without a theory of change, the school community as a whole is at risk for wandering aimlessly
without any goals in mind. The theory of change is a practical and essential part of a successful
transformation effort.
Transformational Leadership
There are many leadership roles one can have in the workplace. One leadership role to
consider for the school systems is transformational leadership. Transformational leadership is
based on transactions between leader and followers (ctb.uk.edu). Transformational leadership
involves collaborative goal setting, shared power and responsibility, ongoing professional
development, teamwork, and periodic reflective practice (Morris, pg.2, 2012). Transformational
leadership focuses on the importance of teamwork and improvement.
Transformational leaders achieve goals through vision, communication, and trust, which
are all wonderful traits to have in a leadership position (2012). This form of leadership sees a
leader as someone who can empower others to pursue their vision/goal (cbt.uk.edu). Evidence
of the effects of transformational leadership is seen through its influence on teachers, and school
improvement (2012). It is important to note that leadership effectiveness through
transformational leadership in linked to the school climate, structure, and expectations (2012).
Lam summarizes this perfectly,
The effects of transformational leadership are closely linked with those exerted by school
structure and culture...leadership effectiveness in transforming schools is highly
dependent on the formal arrangement of work, the degree of power sharing, group norms

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and common beliefs that underscore the over behaviors of school organizational members
(pg.3, 2012).
The concept behind transformational leadership is therefore working toward a vision and is often
very empowering. The job of the leader is not to provide inspiration and then let go, but to help
throughout the entire process day after day. Transformational leaders work very hard and always
keep their eyes on the prize (ctb.uk.edu).
School Counselors Role in Educational Change
Change for school counselors is often tied to leadership. Change in education is an
ongoing process to meet the needs of our ever-changing world. Hopefully education will always
change for the better through wonderful leadership roles from the school counselor and other
personal. Leadership relates to vision, mission, purpose, direction, inspiration, and
management to implement plans, arrange resources, coordinate effort, and ...getting things done
(Morris, pg. 2, 2012). The ASCA National Standards for academic development guide school
counseling programs and counselors to apply strategies and activities to support each student.
When the school counselor uses the ASCA National Standards, they are able to change the way
school counseling programs are designed and help in progress for educational change (ASCA
National Standards for Students).
Conclusion
Leadership is an essential skill for school counselors so they can create a prominent
program for their school and education as a whole. With a mission and purpose, leadership can
improve education immensely. It is the obligation of school leaders to insure that all students are
empowered, competent, and effective learners (Morris, pg. 3, 2012).

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References
American School Counselor Association. (2012). The ASCA national model: A framework for
school counseling programs (3rd ed.). Alexandria, VA: Author.

American School Counselor Association (2005). The ASCA national model for school
counseling programs (2nd ed.). Alexandria, VA: Author.

American School Counselor Association (2004). ASCA National Standards for Students.
Alexandria, VA: Author.

American School Counselor Association (2006-2012). Careers/Roles. Retrieved from:

http://www.schoolcounselor.org/content.asp?contentid=133

(Author) (2012). Theory of Change. Retrieved from:

http://www.theoryofchange.org/about/what-is-theory-of-change/

Dollarhide, C.T. (2003). School Counselors as Program Leaders: Applying Leadership Contexts
to School Counseling. ASCA Professional School Counseling. Retrieved from:
http://www.sanjuan.edu/webpages/barmes/files/Counselors%20as%20Leaders1.pdf

Lee, C. (2001). Culturally responsive school counselors and programs: Addressing the needs of
all students. Professional School Counseling, 4, 163-171.

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Morris, A.S. (2012). Counseling, Leadership, Learning Theory, and Practice for School
Counselors: Week 8 Introduction to Leadership Theory. Fall 2012. pg.2-10.

Organizational Research Foundation. (2004). Theory of Change: A Practical Tool for Action,
Results, and Learning. Retrieved from: www.aefc.org.

(Author) (2012). Oxford Dictionaries. Retrieved from: oxforddictionaries.com

Wingfield, R.J; Reese, R.F; Olatunji-West, C.A. (2010). Counselors as Leaders in Schools.
Florida Journal of Education Administration & Policy. V.4, Issue 1.