Collaborative Educational Leadership Paige Holmes NC State University

Today’s Class - Themes and Goals Building Effective Relationships Between Administrators and Professional School Counselors How do we create Collaborative Educational Leadership? How do we unlock the leadership potential of other professionals in our school? Understanding the School Counselor Responsibilities and Ethics Goal: Understand the specialized mental health training of SCs Goal: Understand the daily responsibilities of SCs Basic Counseling Strategies for Administrators Goal: Practice motivational interviewing Develop confidence in basic counseling with students as an administrator

What do we know? In groups of 4, discuss what you know now about the school counselor, after your interview. What have you seen the school counselors in your schools do? What have you learned from them?

Article discussion Discuss the article (homework) with a partner.

Brief: What do Counselors learn? Requirements for Counseling Master’s Program: Ethical Practice and Law Multicultural Counseling Human Growth and Development Career Development Counseling Theories: Treatments, Interventions, Therapies Group Counseling/Therapy Assessment and Testing Research and Program Evaluation

Day In The Life 20% 80% Direct Services: School Counseling Core Curriculum (classroom guidance, career development programs, etc) Individual Student Planning (student portfolios, assisting students with personal/career goals) Responsive Services (crisis response, individual mental health counseling, small group counseling) Indirect Services Referrals outside of the school for additional help Consultations Collaboration with teachers and parents

NC School Counselor Job Description Development/management of comprehensive SC program Delivery Accountability NC job description states: “majority of time” vs. 80-20 ASCA recommendation Using the job description to help you brainstorm, how can you make a more collaborative relationship with your school counselor?

Who’s Who? Professional School Counselor: Responsible for academic, career, and personal/social development of all students in the school through comprehensive school counseling programs of developmental, preventive, remedial, and responsive services. Social Worker: Responsible for providing services that strengthen home, school, and community partnerships through case management, assessment, intervention, and evaluation. Social workers challenge social injustice. Social workers pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. Social workers’ social change efforts are focused primarily on issues of poverty, unemployment, discrimination, and other forms of social injustice. These activities seek to promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people.

NC School Counselor Professional Standards 5 multi-faceted Standards from the NC Board of Education Same standards on which you will be evaluating your School Counselor How can you build up your school counselor as a leader? What additional standards would you hold your school counselor to?

Evaluation of School Counselors For each of the 5 Standards you will be evaluating your School Counselors on, discuss: What can you expect this responsibility to look like? How does this Standard allow for collaborative educational leadership between you and your School Counselor? Standard 1: School counselors demonstrate leadership, advocacy, and collaboration. Standard 2: School counselors promote a respectful environment for a diverse population of students. Use your Evaluation Tool print-out for our next discussion

Evaluation of School Counselors (cont’d) Standard 3: School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4: School counselors promote learning for all students. Standard 5: School counselors actively reflect on their practice. For each of the 5 Standards you will be evaluating your School Counselors on, discuss: What can you expect this responsibility to look like? How does this Standard allow for collaborative educational leadership between you and your School Counselor?

Confidentiality Ethics Relationship with Administrators How does it work together?

Basic Counseling Skills Rapport-Building Active listening/Attending Behavior (Minimal Encouragers) Interviewing Stages 1. Relationship 2. Story and Strengths 3. Goals 4. Restory 5. Action RAPPORT: No one wants to tell a story to someone who is not interested or who is not warm and welcoming. Unless you can develop rapport and trust with your client, expect little to happen. The relationship in every interview will be different and will test your social skills and understanding. Basic to this is being your own natural self and your openness to others and to differences of all types. Your attending and empathic listening skills are key to understanding and will play a part throughout all sessions. -use student’s name, don’t jump right into confrontation, check your non-verbal behavior, understand your power status and any cultural differences ATTENDING BEHAVIOR: minimal encouragers (“oh . . . ,” “uh-huh,” and single word utterances), encouragers (“that’s great,” “nice”), four additional brief restatements, and numerous smiles and head nods. Children demand constant involvement, and showing your interest and good humor is even more essential. Active listening is especially important with children, as they tend to respond more briefly than adults. INTERVIEWING: 1. Relationship—Initiating the session. Rapport, trust building, and structuring. 2. Story and Strengths—Gathering data. Drawing out stories, concerns, problems, or issues. 3. Goals—Mutual goal setting. What does the client want to happen? 4. Restory—Working. Exploring alternatives, confronting client incongruities and conflict, restorying. 5. Action—Terminating. Generalizing and acting on new stories.

Motivational Interviewing 101 OARS: Open-Ended Questions Affirmations Reflections Summaries Scaling questions: On a scale from 1 to 10, with 1 being not wanting to change your behavior, and 10 definitely wanting to change..where do you fall? See printout for examples

GROUP WORK: Brainstorm, then Gallery Walk How can you unlock the leadership potential in your school counselor(s), while taking care to comply with the legal policies for both of your positions? In what ways or scenarios can school leaders involve counselors in decision-making? How do you clarify the responsibilities, role, expectations, standards of counselors for the rest of the staff? As a school leader, what is necessary for you to have a collaborative relationship with your school counselor?