1. EBSCC 2016 DOLLARHIDE & DOGAN 1 Dr. Colette Dollarhide and Soon-to-be Dr. Sabri Dogan The Ohio State University

2. OVERVIEW  ASCA National Model has Collaboration in the Frame EBSCC 2016 DOLLARHIDE & DOGAN 2

3. LOTS OF TALK, NO ACTION  Calls for collaboration in the literature, but little known about how school counselors perceive collaboration.  This presentation: Results of a study asking school counselors about their experiences with and attitudes toward collaboration, and  Experience with a curriculum on collaboration EBSCC 2016 DOLLARHIDE & DOGAN 3

4. THE STUDY: RATIONALE  Holistic  Deal with students’ complex and multi-causal challenges and problems  (Bryan, 2005; Bryan & Holcomb-McCoy, 2007; Griffin & Farris, 2010; Mitchell & Bryan, 2007; Steen & Noguera, 2010; Stinchfield & Zyromski, 2010). EBSCC 2016 DOLLARHIDE & DOGAN 4

5. DEFINITION  School, family, and community partnerships are collaborative practices between school personnel, families, community members, and community organizations  (Bryan, 2005; Bryan & Henry, 2012; Mitchell & Bryan, 2007). EBSCC 2016 DOLLARHIDE & DOGAN 5

6. TIME COMMITMENT  Recommended that school counselors spend as much as 20% of their time on strengthening partnerships (Epstein & Voorish, 2010).  BUT ARE THEY? EBSCC 2016 DOLLARHIDE & DOGAN 6

7. PARTICIPANTS 81 school counselors10 principals All educational levels representedMajority (6 of 10) from middle schools Urban, suburban, rural evenly represented Majority (6 of 10) from rural schools Experience levels evenly representedMajority (7 of 10) had 1 to 5 years’ experience as a principal 61% reported more than 10 years’ experience in education Majority (9 of 10) had more than 10 years’ experience in education EBSCC 2016 DOLLARHIDE & DOGAN 7

8. SURVEY INSTRUMENT  Explored EXPERIENCE AND ATTITUDES  1. Involvement  2. Significant roles  3. In charge of these partnerships  4. More active role  5. Prepared to take an active role  6. Appropriate to be involved  7. Important tool in promoting academic success EBSCC 2016 DOLLARHIDE & DOGAN 8

9. SURVEY INSTRUMENT  Barriers: level of agreement to four statements:  (1) release time  (2) training needed  (3) school leaders would be highly supportive  (4) community stakeholders recognize the importance of community involvement in education EBSCC 2016 DOLLARHIDE & DOGAN 9

10. RESULTS: CURRENT PRACTICE STATEMENT SCHOOL COUNSELORS Percentage who indicated Agree and Strongly Agree PRINCIPALS Percentage who indicated Agree and Strongly Agree SC involved 8380 Significant roles 6560 In charge 47*70* EBSCC 2016 DOLLARHIDE & DOGAN 10

11. RESULTS: CURRENT PRACTICE STATEMENT SCHOOL COUNSELORS Percentage who indicated Agree and Strongly Agree PRINCIPALS Percentage who indicated Agree and Strongly Agree More active role 6860 Prepared for active role 74*40* Appropriate to be involved 93100 Imp for acad success 94100 EBSCC 2016 DOLLARHIDE & DOGAN 11

12. GENERAL ATTITUDES STATEMENT SCHOOL COUNSELOR % agree or strongly agree PRINCIPAL % agree or strongly agree Should be involved 96100 Should play significant roles 8090 Should be in charge 33*60* EBSCC 2016 DOLLARHIDE & DOGAN 12

13. GENERAL ATTITUDES STATEMENT SCHOOL COUNSELOR % agree or strongly agree PRINCIPAL % agree or strongly agree Should play a more active role 8390 Are prepared to take an active role 79*60* Appropriate to be involved 99100 Important tool in promoting academic success. 99100 EBSCC 2016 DOLLARHIDE & DOGAN 13

14. RESULTS: BARRIERS STATEMENT SCHOOL COUNSELOR % agree or strongly agree PRINCIPAL % agree or strongly agree RELEASE TIME 8070 MORE TRAINING 7270 SCH LDRS SUPPORTIVE OF SC INVOLVEMENT 63*80* COMMUN STAKEHOLDERS WOULD BE INVOLVED 64*90* EBSCC 2016 DOLLARHIDE & DOGAN 14

15. INTERESTING POINTS  “IN CHARGE” = LEADERSHIP  Are: 47% SC to 70% Principal  Should be: 33% SC to 60% Principal  PREPARED = CURRICULUM  Are: 74% SC to 40% Principal  Are in general: 79% SC to 60% Principal EBSCC 2016 DOLLARHIDE & DOGAN 15

16. Family and Community Engagement Plan for Fall Semester SessionTopicActivities 1 Needs assessment simulation 1.Introduction 2.Simulation 3.Debrief simulation 4.Complete exercise 1 2 Convening collaborative group simulation 1.Debrief exercise 1 2.Simulation 3.Debrief simulation 4.Complete exercise 2 3Family engagement 1.Why engage families 2.What does family engagement mean? 3.Skills, knowledge and attitudes 4.Epstein’s Model 5.Debrief and complete exercise 2 EBSCC 2016 DOLLARHIDE & DOGAN 16

17. Family and Community Engagement Plan for Spring Semester SessionTopicActivities 4 Planning and implementation simulation 1.Debrief exercise 3 2.Simulation 3.Debrief simulation 4.Complete exercise 3 5Family engagement 1.Multi-tiered family engagement 2.Key Principles 6Evaluation simulation1.Debrief exercise 4 2.Simulation 3.Debrief simulation 4.Complete exercise 4 EBSCC 2016 DOLLARHIDE & DOGAN 17

18. Session 1: Learning Objectives  Definition of needs assessment  Three needs assessment questions to be addressed at the school/community level  The role of values in defining needs at the school/community level  Potential uses of social indicators as a means of assessing school/community conditions  Concept of a contributing factor  Use of contributing factors in planning to address school/community issues EBSCC 2016 DOLLARHIDE & DOGAN 18

19. Session 3: Epstein’s (1995) Model for Parenting Involvement EBSCC 2016 DOLLARHIDE & DOGAN 19

20. Feedback from Students  Positive  Negative  Mixed EBSCC 2016 DOLLARHIDE & DOGAN 20

21. Do you think you might be called upon to use the knowledge and/or skills you learned?  “Yes, I believe as a school counselor we may work on building leadership teams or intervention teams where there might be discussions about targeting student needs and identifying goals, processes, etc.”  “I hope that I will be called upon to be present at collaborative tables in order to represent the needs of my school.” EBSCC 2016 DOLLARHIDE & DOGAN 21

22. Do you think you might be called upon to use the knowledge and/or skills you learned?  “No, I don’t think administrators would see the counselor using these skills. It wouldn’t be an effective use of the counselors time.”  “Possibly, however, it is not very likely because typically an administrator would be a better fit for what we were discussing. Most of a counselor’s time would be spent on students.” EBSCC 2016 DOLLARHIDE & DOGAN 22

23. If school officials were supportive, can you envision a future where school counselors might play a primary role in supporting school and community collaboration?  “Yes, I think school counselors are in a key position to collaborate with community organizations in order to plan programs for students or families.”  “With support, I do believe school counselors can play a role in community partnerships.”  “School counselors are supposed to play a role in school and community partnerships. Depending on how it is structured, I can definitely see that.” EBSCC 2016 DOLLARHIDE & DOGAN 23

24. If school officials were supportive, can you envision a future where school counselors might play a primary role in supporting school and community collaboration?  “Not sure if I would feel comfortable in a manager role.”  “School counselors have a lot on their plates already, so I am not sure how “primary” a role they could realistically play. I do think it is important for school counselors to be at the table, in discussions, a valued asset and resource.” EBSCC 2016 DOLLARHIDE & DOGAN 24

25.  “I don’t think the counselor should be the leader or manager of a school and community partnership, but they may have a smaller role.”  “I don’t think that the primary role will ever be ideal given the other tasks that a school counselor must attend to. I do think that we should, however, be included somewhere in the process.” EBSCC 2016 DOLLARHIDE & DOGAN 25

26. LEADERSHIP  What are your thoughts about why the respondents and the students eschewed the idea of leadership of school- community collaboratives? EBSCC 2016 DOLLARHIDE & DOGAN 26

27. Questions & Comments EBSCC 2016 DOLLARHIDE & DOGAN 27