Inducting the transformed school counselor into the profession

Theory Into Practice, Summer, 2002 by C. Marie Jackson, Brent M. Snow, Susan R. Boes, Paul L. Phillips, Rebecca Powell Stanard, Linda C. Painter, Mary Beth Wulff

Teachers cannot concentrate solely on academic achievement in today's classrooms because they also must face the challenges of socialization, classroom management, and the physical and emotional development of students presently existing in schools. School counselors are often called on to consult with teachers on increasingly more complex issues (Shoffner & Briggs, 2001) and are usually expected to work collaboratively with all those concerned. Muro and Kottman (1995) discussed the importance of the manner in which the school counselor approaches this process, suggesting that the counselor should not take on the "expert" approach. Instead, the counselor should seek to help teachers develop their own skills in this area.

Johnson (2000) discussed the widespread lack of understanding on the part of educational administrators and classroom teachers of the role of the school counselor. She further suggested that it is important to help these professionals better understand the role. Many times the perceptions held about the role and effectiveness of the school counselor are largely determined by the administration. Administrators who see the job of the school counselor as one of administrative assistant or coordinator of scheduling, testing, records, and such, often institute that role. The school counselor will not be seen as an advocate or change agent within the school and community without administrative support of that role.

Historically, school counselors and principals have had little opportunity during their training for discussion of roles and learning about the perspectives and tasks of the other. Shoffner and Williamson (2000) suggested a format for a training seminar where both could meet for this purpose. Additionally, administrators might learn more about the programs school counselors are expected to initiate to meet the needs of today's complex issues. This type of seminar could be instrumental in preparing and motivating principals to better provide mentoring activities for new counselors within their schools, as well as simply improving the working relationships between the two groups through better understanding of differing perspectives.

The cultivation of a positive working relationship between the school counselor and principal is important to the emerging school counseling professional (Gysbers & Henderson, 1994; Vaught, 1995). Niebuhr, Niebuhr, and Cleveland (1999) promoted the collaborative roles of principal and counselors for the overall improvement of school climate. Often, principals do not fully understand the counseling program or how the counselor can contribute to student achievement and the overall climate of the school. Yet, according to Kaplan and Evans (1999), principals in today's schools view school counselors as leaders and integral partners in the education team more than ever. Through appropriate interaction and sharing of knowledge with principals, school counselors are in the position to foster their own successful induction into the school system. It is essential that the CIT curriculum address the counselor's collaborative role in the school and the community. Yet, beyond the curriculum, the university program has a responsibility to think creatively in regard to programs and projects to enhance school counselor relationships with the multiple publics holding an interest in student success.