Optimize school counselors and raise your school’s cultural competence
The authors make a compelling case for recognizing professional school counselors as leaders of 21st-century change rather than "gatekeepers" of the status quo. Today’s school leaders need to acknowledge counselors’ value in the necessary work of providing equitable resources and opportunities for children in today’s multicultural environment. Aligned with the American School Counselor Association National Model for school counseling programs, this book provides a conceptual framework and practical protocols for utilizing school counselors as:
- Change agents for school improvement
- Creators of results-based programs
- Equity advocates for all students
This book shows how to make the most of school leadership teams by empowering counselors to contribute to each school’s success.
|Product dimensions:||7.00(w) x 9.90(h) x 0.60(d)|
About the Author
Diana L. Stephens, Ph.D. is an Associate Professor and the Coordinator of the School Counseling PPS Credential Program in the Graduate School of Education at California Lutheran University. She serves on the President’s Diversity Council and is a member of the Faculty Inclusivity Task-Group. She is a certified Family Life Educator and a Resiliency Trainer. Her collaborative work in K-12 schools and as a counselor-educator in higher education is preceded by her experience in clinical counseling, administration, and consultation in the non-profit sector. Throughout her career, she has been involved in issues of diversity, cultural inclusion, and social justice. She serves as a consultant in educational and organizational communities, conducts professional development workshops, and facilitates collaborative partnerships in co-co-creating culturally inclusive environments. She is guided by the belief that understanding diverse perspectives and honoring the cultural heritage of all humankind is essential in achieving personal and organizational success.
Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.
Table of Contents
Foreword by Trish HatchAcknowledgementsAbout the AuthorsIntroductionPart 1. The Changing Role of School Counselor- Schoolwide Leadership1. A Historical and Contemporary Perspective on School Counseling Getting Centered The Intent of This Chapter Why on Earth do I Need to Know the History of School Counseling? The Role of Counselor Began in Vocational Guidance Who Defines the Role of School Counselor? Counselor as Mental Health Provider Paradigm Shift: From Reactive Services to Comprehensive Programs NCLB and Standards-Based School Counseling Going Deeper2. 21st Century Counselors Focus on Student Achievement Getting Centered The Intent of This Chapter Times are Changing: The New Role of School Counselor Counselors Using Data as Catalyst for Transformational Change Reframing Our Thinking About Data An Illustration of the Benefits of Counselors Collecting and Analyzing Data School Counselors as Powerful Leadership Agents of Change From Gatekeeper to Transformer Cultural Proficiency Provides a Context Going Deeper3. The Tools of Cultural Proficiency Provides a Framework for Collaboration Getting Centered Suggested Guidelines as You Consider Cultural Proficiency Concept of Intentionality Cultural Proficiency's Inside-Out Process Cultural Proficiency: A Paradigm Shift Cultural Proficiency as a Lens The Cultural Proficiency Tools Cultural Proficiency and Counselors Going DeeperPart II. Maple View - Sitting in the Fire: A Context for Culturally Proficient Counseling4. Counselor Collaboration Rubric Getting Centered Unpacking the Rubric Going Deeper5. Assessing Cultural Knowledge Through Leadership Getting Centered Assessing Cultural Knowledge Through Leadership Using the Rubric: Assessing & Developing Cultural Knowledge through Leadership Safe School Climate at Maple View Elementary School Going Deeper6. Valuing Diversity Through Advocacy Getting Centered Valuing Diversity Through Advocacy Using the Rubric: Valuing Diversity Through Advocacy Tragedy at Pine View Middle School Going Deeper7. Managing the Dynamics of Difference Through Teaming and Collaboration Getting Centered Managing the Dynamics of Difference through Teaming and Collaboration Using the Rubric: Managing the Dynamics of Difference through Teaming and Collaboration Access Issues at Pine Hills High School Going Deeper8. Adapting to Diversity Through Counseling and Coordination Getting Centered Adapting to Diversity through Counseling and Coordination Using the Rubric: Adapting to Diversity through Counseling and Coordination Pregnancy as an Access Issue at Pine Hills High School Going Deeper9. Institutionalizing Cultural Knowledge through Assessment and Use of Data Getting Centered Institutionalizing Cultural Knowledge through Assessment and Use of Data Using the Rubric: Institutionalizing Cultural Knowledge Through Assessment and Use of Data Pine View Middle School on Faith and HeterosexismPart III. Next Steps10. Sustaining Culturally Proficient Counseling: Developing a Personal Action Plan Sense of Urgency The ‘Inside-Out’ Process is for – You, Your School and Your Community Seven Steps for Providing EquityResource A. Maple View School District Vignette Story BoardResource B. Pine View Middle School Schoolwide Needs Assessment (Teacher Version)Resource C. Matrix: How to Use Cultural Proficiency BooksResource D. Online Resources for Educator UseReferences