The American School Counseling Association developed the ASCA National Standards and Model highlighting the unique ways in which school counselors can assist in helping students to achieve academic success (ASCA, 2004, 2005). The standards include three main domains: Academic Development, Career Development, and Personal/Social Development. ASCA (2008) describes four major quadrants for school counselor responsibilities, with the third quadrant being Management System. Expectations from this quadrant ask school counselors to communicate with principals about what they are doing to include their role, functions, and duties. ASCA recommends that school counselors negotiate and contract with administrators to agree on the services provided by the counseling program at the beginning of the school year (Brinson, 2004; Lieberman, 2004).

As a result of the ASCA standards and model, training programs across the country graduate school counselors who are united as to the role of school counselors in identifying ways to increase academic achievement. This movement has created a clearer definition of school counseling and the pertinent role that school counselors play in education reform. Although counseling graduates are seasoned as to what their roles in the schools are, many principals are not (Beesley & Frey, 2006; Brinson, 2004). Administrators remain unaware of the ASCA standards and model, thus creating confusion over the role of the school counselor and stifling collaboration (Perusse, Lally, Haas, & Mische, 2009; Williams & Wehrman, 2010).

To ensure principal preparation programs are developing effective school leaders, a standards-based approach to principal preparation began with adoption of the Interstate School Leaders Licensure Consortium (ISLLC) standards in 1994. Throughout the late 1990s, many universities organized their school leadership curriculum around the ISLLC standards (Eller, 2010). By 2002, the ISLLC and National Council of Accreditation for Teacher Education (NCATE) initiatives were incorporated into the NPBEA (2002) program standards for school administrators (Harris, Ballenger, & Leonard, 2004). By 2005, one-third of all universities that grant certification in school administration had been accredited by ELCC (Orr, 2006).

ELCC contains standards that serve as a framework for what practicing principals are expected to master and include both technical and relational skills (Eller, 2010). These standards include: (a) creating a vision, (b) promoting a positive school climate, (c) managing the organization, (d) collaborating with stakeholders, (e) acting with ethics, and (f) responding to the political context of schools. Although many universities adopt the ELCC standards to serve as a guide in preparing principals, few principal preparation programs provide training in their coursework on the ASCA standards (Bringman, Mueller, & Lee, 2010). As a result, many practicing principals learn about the roles of school counselors through field experience, and most importantly, do not understand how to use the school counselor to increase student achievement (Mason & Perera-Diltz, 2010).

ASCA and ELCC connection. School counselors and principals are trained using different standards and theoretical stances (Shoffner & Briggs, 2001; Shoffner & Williamson, 2000). As a result, the models they adopt to apply their skills are different (Kaplan, 1995), which in turn, impacts role perception (Ross & Herrington, 2005-2006). Guiding school counselor roles, the ASCA National Model (2005) promotes the third quadrant of Management System, which establishes a clear goal of improving the relationship between the school counselor and the principal (ASCA, 2005). This aspect of the model emphasizes the school counselor’s responsibility to collaborate with the principal to negotiate the implementation of counseling services (ASCA, 2005). Edwards (2007) suggested that at the beginning of every school year, school counselors work with principals to create a management agreement, thereby defining their roles and responsibilities.

Likewise, the ELCC standards for school leaders address the importance of the relationship between school counselors and principals within standard two, which states school principals should, "have the knowledge and ability to promote the success of all students by promoting a positive school culture" (NPBEA, 2002, p. 4). ELCC standard two explicitly delegates to the school leader the responsibility for forging the counselor and principal relationship. When school principals are able to model this standard in their daily discipline (Reeves, 2002), they convey the message that schools are a learning community which draw upon the unique talents of personnel, including school counselors, to meet the needs of students (National Association of Elementary School Principals, 2001). Michaelidou and Pashiardis (2009) referred to exhibition of this standard as a cultural focus, in which principals understand the importance of strong, positive relationships with colleagues, including school counselors. In sum, ELCC standard two requires universities who train future principals to incorporate shared leadership theory into coursework (DuFour, Eaker, & DuFour, 2005; Lieberman & Miller, 2004). Also called distributed leadership (Spillane, 2005), principals who adopt this administrative style understand school improvement is a social, collective, and experiential effort rather than an isolated serious of events (Nolan & Hoover, 2008).

The roles of school counselors have changed dramatically within the past few decades (Ross & Herrington, 2005-2006). Counselors are expected to play a significant role in promoting the academic success of students, aide in curriculum development, assist in school discipline plans, and provide clear communication and services to parents and the wider community (Beale & McCay, 2001). Yet, how school districts explicitly define these roles varies from district to district (Ross & Herrington, 2005-2006).

Vaugh, Bynum, and Hooten (2007) reviewed the actual duties performed as opposed to preferred duties of school counselors. They discovered that counselors prefer to spend time conducting individual and group counseling. School counselors also reported that they like to spend more time consulting with community agencies, administrators and parents. Results also indicated that counselors like to spend more time providing guidance curriculum in the classroom and to routinely inform stakeholders of their roles, training and interventions, and engage in activities that promote student achievement through academic, career and personal social competencies.

Job satisfaction and turnover rates for school counselors are often connected to the principal-school counselor relationship and how this professional role is perceived (Clemens, Milsom, & Cashwell, 2009). Counselors view themselves as professionals who want to be involved in the decision making process regarding important school decisions. Research indicates that when school counselors advocate for this role in the school, they report higher job satisfaction regarding their school counseling program (Clemens et al., 2009). Therefore, strong advocacy and relationship skills are essential components for school counselors to support their role in the school environment.

Addressing the mental health needs of children and youth in school has also caused contention regarding the school counselor’s role. Interestingly, school counselors perceive themselves as mental health professionals more readily than school administrators (Brown, Dahlbeck, & Barnes, 2006). School counselors have completed graduate level course work in areas such as group counseling, diagnosis, and assessments, yet feel that administrators do not value or understand their competency in these areas and refer children to mental health professionals and agencies in lieu of the school counselor (Brown et al., 2006). However, research indicates that the majority of school counselors perceive their role as a combination of mental health and academic counseling (Brown et al., 2006).

Principals’ influence concerning school reform efforts are difficult to quantify, yet all initiatives require their support if such models are to be embedded within school culture (Stone & Clark, 2001). The comprehensive school counseling program is no different and its success is dependent upon the support of principals (Zalaquett, 2005). Universities and colleges are charged with training pre-service principals concerning organizational management skills, yet most provide little training on the ASCA model (Bringman et al., 2010). Ross and Herrington (2005-2006) succinctly stated, “understanding the gap between the ideal and actual role that the school counselor assumes is not high on the agenda of most counselors or principals engaged in the day-to-day grind of running a school” (p. 1). As a result, principals typically endorse counselor responsibilities that do not align with the ASCA standards (Kirchner & Setchfield, 2005). For example, principals have reported that school counselors should do whatever was needed such as lunch duty, bus duty, and/or coordinating testing. Such duties are not within the scope of counseling duties and are more appropriate for the assistant principal or even the clerical staff (Amatea & Clark, 2005; Brinson, 2004).

Recent research has underscored how the roles of high school counselors are misunderstood. For example, Armstrong et al. (2010) found that high school principals’ views concerning the roles of counselors did not align with the self-reported roles of the counselors. When the perceptions of principals and counselors do not closely mimic one another, the divide can be a source of friction between counselors and principals (Armstrong et al., 2010). Additionally, Dodson (2009) found that high school principals were confused about the roles of high school counselors, especially in schools where the ASCA model was not widely adopted or communicated.

One prominent source of contention is the role of school counselors within the special education process. Monteiro-Leitner et al. (2006) found that principals reported that counselors spent too much time engaged in special education testing, a problem that is magnified by the accountability demands on principals in the workplace (Kirchner & Setchfield, 2005). Interestingly, Bringman et al. (2010) also found that changing pre-service principals’ beliefs about the role of counselors in the special education process was difficult, even after targeted instruction suggesting the role was inappropriate. Yet, Beale and McCay (2001) illuminated the fact that principals should seek to hire counselors who are familiar and willing to be change agents in the education of special needs students because they provide social and emotional support when monitoring behavioral goals. Such conflicting recommendations do little to help clear up role identification of school counselors.

However, some literature suggests that principals do perceive the roles of school counselors as appropriate. For example, studies have found that principals perceive the primary role of counselors as one that is consultative (Amatea & Clark, 2005; Monteiro-Leitner et al., 2006; Zalaquett, 2005). A job duty termed collaborative case consultant, school counselors provide services to all students and collaborate with teachers, parents, and outside agencies to meet their unique needs. Dollarhide, Smith, and Lemberger (2007) highlighted the hope of principals for school counselors to possess effective communication skills, focus on students’ needs, and assume leadership roles within the school. Finally, Zalaquett (2005) found that elementary principals not only viewed school counselors as leaders within the school community, but were aware of the ASCA standards for school counselors and valued duties congruent with ASCA recommendations.

Counselors and administrators cannot operate in isolation (Meyers, 2005; Wesley, 2001), and school stakeholders expect collaboration between principals and school counselors (Froeschle & Nix, 2009). Educational leaders and school counselors must collaborate to promote the academic climate of schools, underscoring the fact that both are leaders in the school (Dollarhide et al., 2007; Walker, 2006). As a result, it is imperative that counselors initiate communication with principals about their roles and advocate for responsibilities that align with the ASCA model (Armstrong et al., 2010; Janson, Militello, & Kosine, 2008). Advocating for their roles helps school counselors define their identity and gain respect from members of the school (Vaughn et al., 2007).

Because school counselors are not powerless in influencing the perceptions of principals about their roles, they should take a proactive approach in communicating directly with principals (Dollarhide et al., 2007). Effective communication begins with trust building between school counselors and principals (Wesley, 2001). When trust is built, the boundaries between aggressive communication and assertive communication concerning role identification are clearly drawn (Fitch, Newby, Ballestero, & Marshall, 2001). To foster assertive communication, Edwards (2007) suggested school counselors utilize data, graphs and charts to appeal to task-oriented principals.

Chata and Loesch (2007) recommended school counselors be explicit with their communication about their roles to principals. Specifically, counselors should emphasize the domains in which they work (academic, career, psychosocial) and provide concrete examples of activities within each area. Explicit communication can also be achieved when school counselors publish a weekly newsletter about their mission, vision, and plan for the counseling program (Edwards, 2007). This information can be disseminated to not only principals, but to all stakeholders, which in turn aids in clarifying roles. Finally, school counselors should engage principals in direct conversations about: (a) principals’ perceptions about daily contact with school counselors, (b) training stakeholders within the school community about counseling roles, (c) principals’ expectations concerning the most important assets of the counseling program, and (d) time spent delivering the guidance curriculum, responsive services, and system support (Leuwerke, Walker, & Shi, 2009; Dollarhide et al., 2007).

The module’s broad goal is fixed within the context of Professional Learning Communities (PLCs), in which school stakeholders work together to achieve the school’s mission (DuFour & Eaker, 2008). Specific learner outcomes for the instructional module include:

1. To ensure educational leadership/counseling students have an understanding of appropriate activities for school counselors according to the American School Counseling Association (ASCA, 2005).

2. To ensure educational leadership/counseling students have an understanding of inappropriate activities for school counselors according to the American School Counseling Association (ASCA, 2005).

3. To ensure educational leadership students have an inclusive attitude when involving school counselors in school reform efforts.

Prior to the lesson, the instructor should become familiar with the appropriate and inappropriate roles of school counselors (American School Counselor Association, 2005). These duties are provided in Table 1.

Before class, the instructor makes five or six sets of note cards and write one appropriate or inappropriate role on each card. Each set of cards will contain 26 individual cards, 13 with appropriate roles of school counselors and 13 with inappropriate roles of school counselors. Next, depending on class size, the instructor will divide classmates into groups of four or five. Each group will receive a set of 26 cards, one piece of chart paper, and tape. The instructor asks the team to divide the chart paper into two columns, with one heading being appropriate duties of school counselors and the other heading being inappropriate duties of school counselors. Groups are given about 30 minutes to discuss the cards’ documented roles, determine which school counseling roles are appropriate or inappropriate, and tape each card to either side of the chart paper. When the groups are finished, the instructor has each tape their charts on a wall in the classroom where each groups’ responses can be viewed side by side. Finally, the instructor leads the class in a discussion about the activity using the guiding questions discussed below.

Depending on class size, the instructor will divide classmates into groups of four or five and provide markers, one piece of chart paper, and tape. The instructor will ask each group to develop a list of what they perceive as appropriate and inappropriate activities for school counselors. Groups are given 20 minutes to develop this list and tape their chart paper on the wall in the classroom. Each group will present their list to the class. After each group has presented, the instructor will provide them with the ASCA (2005) handout (see table 1) that outlines appropriate and inappropriate role for school counselors. The groups will then compare and contrast the chart they developed to ASCA’s (2005) recommendations. Finally the instructor will lead the class in a discussion about this activity using the guiding questions below.

These questions are designed to guide the discussion post activity.

1. How familiar were you with the ASCA model prior to this activity?

2. What surprised you about the activity?

3. Are there any appropriate or inappropriate roles that you disagree with and why?

4. In your current work setting, do you think your school counselor is being used according to the ASCA model?

5. How can school principals communicate these appropriate and inappropriate roles to staff?

6. As a result of this activity, how have your perceptions of the school counselor changed?

7. How might this change your current or future relationship with your school principal/counselor?

8. As a result of this activity, how have your expectations of school counselors changed?