ERIC Number: ED519331
Record Type: Non-Journal
Publication Date: 2009
Reference Count: 0
Principals and Counselors Partnering for Student Success
Connolly, Faith, Ed.; Protheroe, Nancy, Ed.
Educational Research Service
Today's schools, with their increasingly diverse student populations and ever-higher achievement standards, need to use all of their resources in ways that create the maximum positive impact for students and student learning. A school's counseling program is one of these resources, and this book provides a roadmap principals and counselors can follow to enhance the skills and knowledge each of them brings to the partnership to better support their schools and students. This book contains the following chapters: (1) Addressing the Challenges of 21st-Century Schools Through Principal-Counselor Collaboration (Mel Riddile); (2) Principal-Counselor Alliance for Accountability and Data Use (Carolyn B. Stone and Carol Dahir); (3) School Counselors and Principals Partnering for Achievement: What Does the Research Evidence Say? (Carey Dimmitt, Matt Militello, and Chris Janson); (4) Beyond Serendipity: Intentional Principal and School Counselor Collaboration and Inquiry (Chris Janson and Matthew Militello); (5) A Principal's Guide to Practical Considerations in the Organization and Management of the School Counseling Program (Ian Martin, Hilda Lopez, and John C. Carey); (6) What Works in the Field: Comprehensive School Counseling Programs (Chris Janson and Carolyn Stone); and (7) Where Do We Go From Here? (Chris Janson and Carolyn Stone).
Descriptors: Evidence, School Counseling, School Counselors, Principals, Counseling Services, Success, Partnerships in Education, Counselor Teacher Cooperation, Integrated Services, Textbook Content, Barriers, Accountability, Inquiry, Administrator Guides, Educational Practices, Best Practices, School Administration, Comprehensive School Health Education
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Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Audience: Counselors; Administrators
Authoring Institution: Educational Research Service