Train Transformational Leader s

Presenters

Dr. Eva Gibson Dr. Sarah Brant-Rajahn Dr. Mariama I. C. Sandifer

Austin Peay State University Messiah University Bowling Green State University

https://sistascholars.weebly.com/
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 Learning Objectives:
1. Discuss the school counselor educator's role in
developing transformational leaders
2. Integrate leadership development opportunities in
training programs
3. Demonstrate an increased awareness of leadership
focused training resources
4. Develop an action plan for transformational
leadership training

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 Political
ASCA’s Leadership
Structural Symbolic Framework
Human Resource

Leadership is “enacting a vision and

motivating others to work together to
achieve that vision” (Young & Dollarhide,
2018, p. 2).
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Practitioner Standards
ASCA School Counselor Professional Standards & Competencies
M 6. School counselors are leaders in the school, district, state and nation.
B-PF 7. Demonstrate leadership through the development and
implementation of a school counseling program

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School Counseling Leadership Challenges
• Counselors’ own role perceptions
• Self efficacy in leadership abilities
• Attitudes about partnerships
• Principal expectations
• Resources (ex. time constraints, relationships)
• Lack of training

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 “Although school counselors are heeding the call, little guidance
exists about how to train them to identify their leadership
characteristics, cultivate their leadership skills, or measure the
impact of their change agent practices” (Kneale et al., 2018, p. 1).

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School Counselor Educator Role
ASCA Standards for School Counselor Preparation Programs (CAEP SPA)
Standard 6. Professional Practice. Candidates demonstrate the appropriate scope of school counseling practice
in varied educational settings, understand their role as a leader, collaborator, advocate, and agent for systemic
change, and engage in opportunities to support their professional growth and identity development.

ASCA Ethical Standards for School Counselor Education Faculty

A-2: Have the knowledge and skills to support social justice and advocacy efforts and to teach graduate students
to become culturally competent school counselors and leaders.

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School Counselor Educator Role
CACREP Standards
G2.a. school counselor roles as leaders, advocates, and
systems change agents in P-12 schools

G2.d. school counselor roles in school leadership and

multidisciplinary teams

G2.j. qualities and styles of effective leadership in schools

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 Turn-n-Talk
“How are you training your students to
be leaders”?

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B-PF 7. Demonstrate leadership through the development and implementation of a school counseling program

a. Identify sources of power and authority and formal and informal leadership
b. Identify and demonstrate professional and personal qualities and skills of effective leaders
c. Apply a model of leadership to a school counseling program
d. Create the organizational structure and components of an effective school counseling
program aligned with the ASCA National Model
e. Apply the results of a school counseling program assessment to inform the design and
implementation of the school counseling program
f. Use leadership skills to facilitate positive change for the school counseling program
g. Define the role of the school counselor and the school counseling program in the school
crisis plan
h. Serve as a leader in the school and community to promote and support student success
i. Participate in the school improvement process to bring the school counseling perspective to
the development of school goals
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Leadership Development Opportunities
• Course Design
• Activities/Assignments
• Field Work Experiences/Exposure
• Program Organizations (Chi Sigma Iota etc.)
• Dispositions Process (student centered)/Empowering
effective leadership
• Partnerships/Trainings
• Conference/Co-Present
• Organizational Engagement

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Leadership Training
Action Plan

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 School Counseling Leadership Models/Frameworks

PSC Special Edition, 21(1)

Transformative collaborative & promotes social justice
leadership model (Shields et al., 2018)
Social-emotional challenges SCs to extend SEL
leadership framework practices into leadership dispositions
& behaviors (Bowers et al., 2018)

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 “Developing multicultural, social justice,
and anti-oppressive school counseling
leaders is an immediate need to ensure
school counselors create systemic change
through implementing a comprehensive
school counseling program” (Li &
Peters, 2022, pg. 1).

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Resources

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Resources

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Resources

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 Session Take-Aways
1. Discuss the school counselor educator's role in
developing transformational leaders
2. Integrate leadership development opportunities in
training programs
3. Demonstrate an increased awareness of leadership
focused training resources
4. Develop an action plan for transformational leadership
training

Questions?

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Please remember to
complete the session
evaluation in the
Conference App!

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Contact Us!

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References
• American School Counselor Association. (2018). Ethical standards for school counselor education faculty.
• American School Counselor Association. (2019). ASCA Standards for School Counselor Preparation Programs.
• Bowers, H., Lemberger-Truelove, M. E., & Brigman, G. (2017). A social-emotional leadership framework for school
counselors. Professional School Counseling, 21(1b), 1-10. https://doi.org/10.1177/2156759X18773004
• Council for Accreditation of Counseling and Related Educational Programs. (2016). CACREP 2016 Standards.
http://www.cacrep.org/wp-content/uploads/2017/08/2016-Standards-with-citations.pdf
• Li, H., & Peters, H. C. (2022). Supervision of school counseling leadership for school counselors in training. Professional
School Counseling (26)1, 1-11. https://doi.org/10.1177/2156759X221087658
• Kneale, M. G. M., Young, A. A., & Dollarhide, C. T. (2017). Cultivating school counseling leaders through district leadership
cohorts. Professional School Counseling, 21(1b), 1-9. https://doi.org/10.1177/2156759X18773275
• Young, A. A., & Dollarhide, C. T. (2017). Introduction to the special issue: A case for school counseling leadership.
Professional School Counseling, 21(1b), 1- 8. https://doi.org/10.1177/2156759X18772988
• Bryan, J. A., Young, A., Griffin, D., & Holcomb-McCoy, C. (2017). Leadership practices linked to involvement in school–
family–community partnerships: A national study. Professional School Counseling, 21(1), 1-13.
https://doi.org/10.1177/2156759X18761897
• Shields, C. M., Dollarhide, C. T., & Young, A. A. (2018). Transformative leadership in school counseling: An emerging
paradigm for equity and excellence. Professional School Counseling, 21(1b), 1-11.https://doi.org/10.1177/2156759X18773581