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Building Great School Counselor–Administrator Teams
A Systematic Approach to Supporting Students, Staff, and the Community
Discover how to establish high-performance teams for guidance counselors and school administrators. Implement a collaborative decision-making process and clearly define leadership and school counselor duties in order to better respond to students’ behavioral and mental health needs.
Benefits
- Navigate the evolving roles of school counselors and administrators to build high-performing teams.
- Examine the concepts of purposeful collaboration and consensus-building among school administrators and guidance counselors: the implementation, uses, and benefits to including them in your group decision-making model.
- Learn the six characteristics of high-performing teams: (1) trust and transparency, (2) results orientation, (3) building professional relationships, (4) respect for diversity and divergent thought, (5) an agreed-on decision-making process, and (6) a commitment to continuous improvement.
- Consider ethical decisions for students, parents and guardians, and other stakeholders.
- Participate in professional development activities on leadership, ethical decision-making, confidentiality, crisis management, and more.
TABLE OF CONTENTS
Chapter 1: Team Effectiveness and Performance
Chapter 2: Legal Precedents
Chapter 3: Ethical Considerations for Different Stakeholders
Chapter 4: Personnel Issues
Chapter 5: Confidentiality
Chapter 6: Abuse and Neglect Reporting and Mitigation
Chapter 7: Student Misbehavior
Chapter 8: Master Scheduling, Supervision, and Testing
Chapter 9: Parent and Guardian Engagement
Chapter 10: Crises
Chapter 11: The Future of the School Counselor–Administrator Team
Appendix: Trauma-Sensitive School Checklist
REPRODUCIBLES
Introduction
Chapter 1
- Job Description Versus Percent of Time Dedicated
- Professional Development Activity on Team Effectiveness and Performance
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
- Professional Development Activity on Protective Factors
- Table 6.1: CDC Risk Factors for Perpetration of Youth Violence
- Table 6.2: CDC Protective Factors for the Perpetration of Youth Violence
Chapter 7
Chapter 8
Chapter 9
- Figure 9.1: Communication to Parents and Guardians
- Professional Development Activity on Parent and Guardian Engagement
Chapter 10
Chapter 11
- Figure 11.1: School Counselor–Administrator Team Self-Assessment Survey
- Professional Development Activity on Leadership Reflection
Online-Only Reproducibles
SUGGESTED RESOURCES
Books
- Balch, B. V., & Adamson, M. T. (2018). Building Great School Board–Superintendent Teams: A Systematic Approach to Balancing Roles and Responsibilities. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work® (3rd ed.). Bloomington, IN: Solution Tree Press.
Resources for Crisis Preparation and Prevention, Response, and Recovery
Websites
Chapter 1
Chapter 2
- U.S. Department of Education, “Foster Care Transition Toolkit”
- U.S. Department of Education and U.S. Department of Health and Human Services, “Non-Regulatory Guidance: Ensuring Educational Stability for Children in Foster Care”
- YouTube, “#Action4FosterYouth: Not Invisible”
- YouTube, “Education Experiences while in Foster Care”
- YouTube, “Educational Stability for Foster Care Students
- YouTube, “ReMoved”
Chapter 3
- American School Counselor Association, “ASCA Ethical Standards for School Counselors”
- National Association of Secondary School Principals, “Position Statement: Ethics for School Leaders”
- National Child Traumatic Stress Network, “Coping in Hard Times: Fact Sheet for School Staff”
- National Policy Board for Educational Administration, “ELCC Program Standard 5.0”
Chapter 4
Chapter 6
- Achieving Success Everyday (ASE) Group Counseling Model
- Annie E. Casey Foundation, “Kids Count Data Center”
- Canadian Child Welfare Research Portal, “Child Abuse & Neglect”
- Child Welfare Information Gateway, “State Statutes Search”
- Children’s Bureau, “Statistics & Research”
- ClassDojo, “Growth Mindset”
- KidsHealth from Nemours, “Your Brain & Nervous System”
- Mindset Works, “Brainology for Schools”
- Mindset Works, “LeaderKit”
- Mindset Works, “MindsetMaker”
Chapter 7
- George Lucas Educational Foundation, “Restorative Justice: Resources for Schools”
- International Institute for Restorative Practices
Chapter 10
- American Institutes for Research, “ED School Climate Surveys”
- American School Counselor Association, “Transforming Schools With Trauma-Informed Care”
- Center for Mental Health in Schools at UCLA, “Responding to Crisis at a School”
- Christopher R. Wagner’s “The School Leader’s Tool for Assessing and Improving School Culture”
- Division of Children and Family Services, “Parent’s Guide to Child Protective Services (CPS)”
- Grief Recovery Method, “Grief: The 40+ Events That Can Be Triggers”
- MentalHealth.gov, “Local Organizations With Mental Health Expertise”
- National Association of Elementary School Principals, “School Culture, School Climate: They Are Not the Same Thing”
- National Association of School Psychologists, “A Framework for Safe and Successful Schools”
- National Association of School Psychologists, “Is It a Crisis”
- National Association of School Psychologists, “PREPaRE Training Curriculum”
- National Association of School Psychologists, “Prevention and Wellness Promotion”
- National Clearinghouse for Educational Facilities, “Mitigating Hazards in School Facilities”
- National Education Association, “School Crisis Guide”
- National Suicide Prevention Hotline
- San Francisco Unified School District, “School Crisis Response Manual”
- School Leaders Now, “9 Key Resources on Trauma-Informed Schools”
- Trauma and Learning Policy Initiative
- Treatment and Services Adaptation Center, “What is a Trauma-Informed School?”
- U.S. Department of Education, “Practical Information on Crisis Planning Brochure”
- West Virginia Board of Education, “West Virginia Schools Crisis Prevention and Response Plan Template”
Chapter 11
