QuasiSchool Leaders The Lived Experiences of High School

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Quasi-School Leaders: The Lived Experiences of High School Counseling Directors and Their Role in

Quasi-School Leaders: The Lived Experiences of High School Counseling Directors and Their Role in Schools Andrea C. Simon Dr. Karen L. Sanzo, Advisor July 13, 2020

Overview of Contents ◦ Introduction ◦ Literature Review ◦ Research Design & Methodology ◦

Overview of Contents ◦ Introduction ◦ Literature Review ◦ Research Design & Methodology ◦ Data Analysis & Findings ◦ Discussion of Findings & Implications 2

Principal Review of Study Leadership Conceptualiz ation HS Counseling Directors Role in School District

Principal Review of Study Leadership Conceptualiz ation HS Counseling Directors Role in School District School Counseling Supervisor 3

Role of the High School Counseling Director ________ Literature Review Historical Context of the

Role of the High School Counseling Director ________ Literature Review Historical Context of the School Counselor Role Leadership ________ Department Chair ________ Supervision of High School Counseling Directors The Ecological Leadership of School Counselors & their Supervisors

◦ A qualitative study drawn from Methodology a phenomenological foundation was used to understand

◦ A qualitative study drawn from Methodology a phenomenological foundation was used to understand the research. ◦ Data was collected through two semi-structure, individual interviews. ◦ 14 participants were selected through purposive snowball sampling. 5

Data Analysis ◦ A list of significant statements from the interviews were developed into

Data Analysis ◦ A list of significant statements from the interviews were developed into themes related to the concepts of leadership experiences of the participants. ◦ Research Team 6

“Having the time to get in front of the kids as much as we

“Having the time to get in front of the kids as much as we can. That’s important, but time is of the essence. That’s something that is lacking. I don’t know how we can squeeze time out without compromising something. ” “I feel like it is a split role of being a school counselor, a school counseling director, and almost an API. ” Theme 1: Contextual Factors ◦ Perceptions of Role & How Others View the Role of a HS Counseling Director ◦ Accountability ◦ Responsibility “It’s a hard balance just because there are deadlines and expectations on us as leaders within the building to make sure we’re getting everything done that we need to. ” “I think it is important for us to always be knowledgeable of the ever-changing guidelines and how things change from VDOE. We are the ones who I feel are responsible for interpreting that to our school counselors. ” “I look at myself as a facilitator in terms of overseeing programs and executing those programs. ” 7

Theme 2: Leadership Conceptualization & Development • • Leadership Conceptualization: Filling in the Gap

Theme 2: Leadership Conceptualization & Development • • Leadership Conceptualization: Filling in the Gap when Others Won’t Having a Solid Team Informal Leadership Power Stakeholder Demands Leadership Development: • On the Job Training • Professional Development & Relevance of Training • Mentors Shape Leadership Style 8

Relationship with Supervisor Theme 3: Supervision Supervisor’s Prior Knowledge of the Role HS Counseling

Relationship with Supervisor Theme 3: Supervision Supervisor’s Prior Knowledge of the Role HS Counseling Director’s Advocating the Role of their Profession 9

◦ Finding 1: The Continued Fight for a Professional Identity Findings: Contextual Factors ◦

◦ Finding 1: The Continued Fight for a Professional Identity Findings: Contextual Factors ◦ Counselors are still working towards aligning a professional identity within schools and amongst staff. ◦ Finding 2: Multi-dimensional Leaders ◦ Directors balance many roles within their school. 10

3 i ef 4 ir sh L th ead ip an ro er &

3 i ef 4 ir sh L th ead ip an ro er & d ug sh D th h ip ro m d ev ug od ev el e e h li lo op th ng p ei o m m r e f en en xp pre t w er vi a t ie ou s i nc s llu es le st. ad ra er te s d 5 er ea d ce T in he of r f th lu o M co eir en le o m sc ce f H ic m h d ro S un oo by C sy ity l, ke ou di y n st st s se em ric ta li n t o ke g s h ffi o Di ce ld re e c , a rs to nd w rs ith a in re L flu en In ne T d ad he v Ti de m ie tle pa ini w rt str of m a h en tiv av t a e in nd lea g s sc der om ho sh e ol ip for. w m ith o in f th e -d Ill Findings: Leadership Conceptualizat ion & Development 11

Findings: Supervision ◦ Finding 6: Leadership Matters ◦ Participants generally have a positive and

Findings: Supervision ◦ Finding 6: Leadership Matters ◦ Participants generally have a positive and supportive relationship with their supervisors. “My district school counseling supervisor is the biggest advocate for school counseling in general, he is really helpful. He is the epitome of a leader and someone you can go to if you need to. And that’s helped me feel confident in my role because I’ve always known that he kind of has my back and I’m able to go to him and ask questions. And he’s very accessible and he wants us to do that. And sometimes with those types of district level supervisors, you can’t talk directly to them. But he’s not like that at all. He’s just a really big advocate for us. He’s very instrumental and plays a big role in what I feel comfortable and capable of as a leader. ” 12

Theoretical Implications ◦ Utilizing an ecological perspective helped frame the study in seeking the

Theoretical Implications ◦ Utilizing an ecological perspective helped frame the study in seeking the contexts, the environment, and how the behavior of HS Counseling Director’s is shaped. ◦ Schools can be seen as a complex system that are viewed within a larger community made up of numerous subsystems that impact one another (Cook, 2012; Mc. Mahon et al. , 2014). ◦ Based upon the ecological framework, HS Counseling Directors experiences as leaders are influenced by the subsystem, they work in. ◦ The interactions of the participants within their environment create the context through which they experience support and challenges (Cook, 2012). 13

Practical Implications • Administrative/leadership training in graduate school counseling programs. • Cross training in

Practical Implications • Administrative/leadership training in graduate school counseling programs. • Cross training in administrative licensure programs in the context of school counseling for future administrators. • Training for district school counseling supervisors who oversee school counseling programs and do not have a school counseling background. • District level support with role alignment according to ASCA. • Appropriate professional development around school counseling and educational leadership for school counselors. • Principal – HS counseling director partnership. • Full administrative leadership for HS Counseling Directors to evaluate and assess their counselors and program. 14

Future Research 1. Attention to principals & district school counseling supervisors experiences and vies

Future Research 1. Attention to principals & district school counseling supervisors experiences and vies of HS counseling Directors. 2. School Counseling Graduate Programs & Leadership Training 3. District School Counseling Supervisor’s prior experience 4. Longitudinal Study: participants with leadership training v. participants without leadership training 15

Conclusions High School Counseling Director Principal District School Counseling Supervisor

Conclusions High School Counseling Director Principal District School Counseling Supervisor

THANK YOU! Any questions? 17

THANK YOU! Any questions? 17

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