1. SCHOOL COUNSELOR AND PRINCIPAL RELATIONSHIP: PARTNERS IN SUPPORT OF ACADEMIC ACHIEVEMENT Lauren LaFayette

2. Importance of Principal-Counselor Relationship  Building principals largely impact school counseling program  Determine roles, responsibilities, priorities, and direction of program  Principals help shape counseling program and professional identity of counselor

3. College Board: Building a Counselor- Principal Relationship  College Board research (2008)  Joined with ACSA, and National Association of Secondary School Principals (NASSP)  2,300 participants  85% counselors  15% principals  Distributed survey and interviewed several counselor-principal partnerships

4. College Board Findings  Three overlying areas critical for effective Principal-Counselor relationship  Mutual Trust and Respect  Principal-counselor communication  Shared vision and decision making  One Common Goal  Shared goal of success for every student

5. Ten Characteristics of an Effective Principal-Counselor Relationship  Open communication that provides multiple opportunities for input to decision making  Opportunities to share ideas on teaching, learning and school wide educational initiatives  Sharing information about needs within the school and the community  School counselor participation on school leadership teams  Joint responsibility in the development of goals and metrics that indicate success  Mutual trust between the principal and school counselors  A shared vision of what is meant by student success  Mutual respect between the principal an school counselors  Shared decision making on initiatives that impact student success  A collective commitment to equity and opportunity.  (College Board, 2009, p. 8)

6. College Board Findings: Communication  Communication requires both principal and counselors to be invested  Continuous Dialogue  Counselors reported feeling valued when open communication occurs

7. Communication Open Communication Survey ResultsImportance (1-5) Present in my School (1-5) Gap between presence and importance Principals4.524.15.37 Counselors4.643.581.06  Both Principals and Counselors found importance in communication  Principals more often believe that communication is present within the school

8. College Board Findings: Mutual Trust and Respect  Counselors and Principals reported feeling supported by their counterpart  “Building trust first starts with you having a relationship, to really understand who you are, what your vision is, what your philosophy is, why that’s important. Ultimately, though, it’s important to have the accountability of a particular outcome.” -Elizabeth Kirby, Principal, Kenwood Academy

9. Mutual Trust Survey ResultsImportance (1-5) Present in my school (1-5) Gap between presence and importance Principals4.784.25.53 Counselors4.853.751.10  Principals and counselors similarly find importance of Mutual Trust  Counselors find less mutual trust than principals believed was in their school

10. Mutual Respect Survey ResultsImportance (1-5)Present in my school (1-5) Gap between presence and importance Principals4.774.33.44 Counselors4.843.821.02  Principals and Counselor similarly found importance in Mutual Respect.  Counselors found less mutual respect than principals believed was in the school

11. College Board Findings: Shared Vision  Interviews found counselors need to be on the same page and share a common vision with the principal.  “Everything we do somehow affects student outcomes and student achievement” (Ellen Farmer, Counselors, Jefferson County High School)

12. Shared Vision Survey ResultsImportance (1-5)Present in my School (1-5) Gap between presence and importance Principals4.704.05.65 Counselors4.593.61.98  Principals and Counselors similarly found importance in a shared vision  Counselors found less of a presence of shared vision in the school than principals

13. Challenges: Role Definitions  Principals often determine counselor roles without understanding them  Do not always meet ASCA National Standards  Without standards, school counseling program  School counseling program could be, to an administrative direction that fails to capitalize on the talents and training of the school counselor in supporting student growth and achievement.  Advocacy and communication can overcome this challenge

14. Challenges: Leadership Roles  ASCA National Model indicates school counselors should be leaders within the school  Some principals have difficulty assigning leadership role to counselor  Younger counselors have difficulty obtaining leadership position  Counselor needs to advocate for themselves for the leadership role.

15. Implications for School Counselors  Begin setting tone of relationship in interview  Provide principal with comprehensive developmental guidance program  Determine principals reaction and response  Advocate for position and relationship with data driven programs  Find positive correlation data for student success and principal-counselor relationship

16. Resources  Armstrong, S. A., MacDonald, J. H., & Stillo, S. (2010). School counselors and principals: different perceptions of relationship, leadership, and training. Journal Of School Counseling, 8(15).  Bardhoshi, G., & Duncan, K. (2009). Rural school principals' perception of the school counselor's role. Rural Educator, 30(3), 16-24.  Beesley, D., & Frey, L. L. (2006). Principals' perceptions of school counselor roles and satisfaction with school counseling services. Journal Of School Counseling, 4(14).  Bringman, N. M., Mueller, S. M., & Lee, S. (2010). Educating future school principals regarding the role of professional school counselors. Journal Of School Counseling, 8(3).  Chata, C. C., & Loesch, L. C. (2007). Future school principals' views of the roles of professional school counselors. Professional School Counseling, 11(1), 35-41.  College Board. (2009). Finding a way: Practical examples of how an effective principal-counselor relationship can lead to success for all students.  Edwards, L. (2007). Communicating professional school counselor roles to principals. Georgia School Counselors Association Journal, 1456-58.  Gibbons, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School counselor perceptions and attitudes about collaboration. Journal Of School Counseling, 8(34).  Kirchner, G. L., & Setchfield, M. S. (2005). School counselors' and school principals' perceptions of the school counselor's role. Education, 126(1), 10.  Wingfield, R. J., Reese, R. F., & West-Olatunji, C. A. (2010). Counselors as leaders in schools. Florida Journal Of Educational Administration & Policy, 4(1), 114-130.