4.5 Technology assisted school counselor and principal collaboration

Ncpea publcations

Editors

• Janet Tareilo, Stephen F. Austin State University
• Brad Bizzell, Virginia Tech

Associate Editors

• Beverly Irby, Sam Houston State University
• Rosemary Papa, Northern Arizona University
• Thomas Valesky, Florida Gulf Coast University
• Theodore Creighton, Virginia Tech

About the Authors

• Russell A. Sabella is currently a Professor of Counseling in the College of Education, Florida Gulf Coast University. Russ has also trained and consulted with thousands of school counselors, educators, parents, and organizational leaders throughout the country. Dr. Sabella is past president (2003-2004) of the American School Counselor Association.
• Thomas Valesky is a Professor of educational leadership at Florida Gulf Coast University in Fort Myers, Florida. He is widely published in the areas of school finance and school-based decision making. His simulations have been viewed and used by thousands of professors and students across the world. Presently, he serves as Program Leader for the Post Master's Programs, EdS and EdD.
• Madelyn Isaacs is a Professor of Counseling at Florida Gulf Coast University. She teaches and trains school and mental health counselors and has been very involved in multidisciplinary collaboration, advocacy, and school counselor accountability; especially making use of technology to enhance counselor work.

Introduction

The disconnect between school counselors and building leaders has been noted and explored in depth by a unique partnership among the College Board, the American School Counselor Association, and the National Association of Secondary School Principals. The resulting report (Finklestein, 2009) provides great insights into the areas of common interests as well as the barriers and areas of disconnection between counselors and principals. However, that report provided little help to move forward with practical strategies to overcome the barriers and implement their shared vision and goals in the best interests of student achievement.

School counselors are trained specialists who support academic achievement for all students using methods of counseling, consultation, collaboration, and curriculum development and delivery. They focus on the academic, personal/social and career skills and development of their students (ASCA, 2005). Building leaders also support the academic achievement of all students by providing instructional leadership, human resource development and supervision, and management of the learning environment, within the context of district priorities and curriculum standards. Both have a particular skill set that make them natural collaborators as they both (a) share common interests in academic achievement among students, (b) have flexible schedules, (c) have advanced training in research methods and assessment as part of their professional preparation, and (d) also collaborate with other educators and stakeholders in the system (e.g., teachers, parents, and community members). According to Broughton (2005), despite differences in professional preparation and orientation, there is ample evidence that collaboration among administrators and counselors results in more effective programs and services that positively impact student academic, personal, and social growth. In fact every year since 2004 the American School Counselor Association recognizes programs for effectiveness and excellence in schools where counselors and administrators have forged strong collaborative relationships ( Past RAMP Recipients , n.d.) Such collaboration is a critical issue to meet student needs effectively and ensure that all schools are going to empower all students to achieve.