The Essential Role of School Counseling Directors/Coordinators

SUPERVISION OF COMPREHENSIVE SCHOOL COUNSELING PROGRAMS The primary responsibility of the school counselor director/coordinator in a district or state is to support the development and implementation of school counseling programs based upon the identified needs of the students in the individual school building, district or state. The ASCA National Model provides in-depth information on the development of a school counseling program.

School counseling directors/coordinators provide leadership to ensure: n implementation of the school counseling program at the school, district and/or state levels n integration of school counseling programs with the total educational curriculum of the school, district and/ or state n hiring of qualified, diverse school counselors n individual and group supervision to school counselors in practice n a school counselor performance esearch shows implementation of a school counseling pro- appraisal process aligned with gram, as outlined in “The ASCA National Model: A Frame- the appropriate role of the school Rwork for School Counseling Programs,” improves student counselor achievement and success. The development and implementation School counseling directors/coordinators of school counseling programs requires the leadership and collab- advocate for: orative effort of well-trained, highly competent school counselors. n students’ needs, based on school and district data School counseling directors/coordinators provide leadership, ad- n the elimination of barriers to access vocacy and collaboration at the school, district and state levels to and equity to a rigorous education for ensure the development, implementation and assessment of school all students n equity in policies and procedures that counseling programs that benefit all students. have an impact on students n policies supporting the implementation of school counseling programs for all students n school counselors to participate in school leadership teams n programs and services leading to student success and achievement with school staff members, parents, district- n college and university personnel in In the absence of a district coordinator and state-level staff, school board the supervision of school counseling with school counseling credentials, the members and the community interns/fieldwork students district or school administrator who n a student-to-school-counselor ratio of n education stakeholders to provide oversees the school counseling program 250:1 information about the need for a should seek guidance from the state n school counselors to spend 80 percent K–12 school counseling program coordinator for school counseling, the or more of their time in direct and to school-, district- and state-level state school counselor association or the indirect services to students as defined administrators, school boards and the American School Counselor Association. by the ASCA National Model community n school counselor professional RESEARCH ABOUT THE School counseling directors/coordinators associations to encourage membership EFFECTIVENESS OF SCHOOL collaborate with: and involvement COUNSELING n school counselors to assess the Research shows school counseling pro- professional development needs School counseling directors/coordina- grams, as outlined by “The ASCA Na- of school counselors in the school, tors hold a master’s degree or higher tional Model: A Framework for School district and/or state in school counseling or the substantial Counseling Programs,” have a positive n adult learning experts to ensure equivalent and meet licensure and cre- impact on student achievement, career regularly scheduled professional dentialing requirements in school coun- and social/emotional development. Re- development, consultation and seling as defined by each state. They also sults of research about the effectiveness supervision for the continuous have advanced training in supervision of school counseling can be found at improvement of the school counseling and school counseling programs, and schoolcounselor.org/effectiveness. program many states require school counseling n school staff and community members directors/coordinators to hold adminis- THE ASCA NATIONAL MODEL: on district and/or state leadership trative and/or supervisory licensure in A FRAMEWORK FOR SCHOOL teams addition to school counseling licensure. COUNSELING n school and community officials While they provide feedback and sup- For more information about school regarding crisis response efforts port to school counselors in the develop- counseling programs based on the n school counselor educators to ment and implementation of a school ASCA National Model, go to ensure school counseling training counseling program, they also provide schoolcounselor.org/ascanationalmodel. and preparation is founded on direction to school administrators if school counseling programs and these administrators supervise school (Revised, 2019) emphasizes the school counselor’s counselors. role as educational leader, advocate, collaborator and systemic change agent