The Counselor- Administrator Essential Roles That Support Student Achievement Bradley V. Balch Rachel O’Neal.

The Counselor-The Counselor-AdministratorAdministrator

Essential Roles That Support Essential Roles That Support Student AchievementStudent Achievement

Bradley V. BalchBradley V. BalchRachel O’NealRachel O’Neal

History of LeadershipHistory of Leadership

Educational Administration (1944-1974)Educational Administration (1944-1974) Educational Management (1974-1988)Educational Management (1974-1988) Educational Leadership (1988-Present)Educational Leadership (1988-Present) Instructional Leadership (1995-Present)Instructional Leadership (1995-Present) Current Action LabelsCurrent Action Labels: Administration, : Administration,

Policy, Management, Leadership, Policy, Management, Leadership, Coordination, Collaboration, Collegiality, Coordination, Collaboration, Collegiality, Change Agent, AccountabilityChange Agent, Accountability

History of School CounselingHistory of School Counseling

Vocational Counselor (1900-1930)Vocational Counselor (1900-1930) Individual Counselor (1930-1960)Individual Counselor (1930-1960) Mental Health Counselor (1960-1970)Mental Health Counselor (1960-1970) Guidance Counselor (1970-1999)Guidance Counselor (1970-1999) School Counselor (2000-present)School Counselor (2000-present) Current Action LabelsCurrent Action Labels: Teaching & : Teaching &

Learning, Nurturing, Management, Learning, Nurturing, Management, Guidance, Leadership, Coordination, Guidance, Leadership, Coordination, Collaboration, Mentoring, Collegiality, Collaboration, Mentoring, Collegiality, Advocacy, ForgivingAdvocacy, Forgiving

Counselor-Administrator Counselor-Administrator Conceptions of LeadershipConceptions of Leadership

Leadership is action, not position Leadership is action, not position (Donald McGannon).(Donald McGannon).

A good objective of leadership is to A good objective of leadership is to help those who are doing poorly do help those who are doing poorly do well and to help those who are doing well and to help those who are doing well to do even better well to do even better (Jim Rohn).(Jim Rohn).

Leadership is practiced not so much in words as in attitude and in actions (Harold S. Geneen).

The Role of Gender in LeadershipThe Role of Gender in Leadership What makes a leader? What makes a leader?

Is it style, position, and behaviors?Is it style, position, and behaviors? Is it knowledge, skills, and dispositions?Is it knowledge, skills, and dispositions?

Male LeadershipMale Leadership Characterized by competitiveness, decisiveness, Characterized by competitiveness, decisiveness,

authority, and powerauthority, and power Viewed as natural leaders emanating from the Viewed as natural leaders emanating from the

“great man” theory“great man” theory Female LeadershipFemale Leadership

Characterized by empathy, supportiveness, Characterized by empathy, supportiveness, nurturing, relationship building, and willingness to nurturing, relationship building, and willingness to shareshare

Often in a double bind. Must exhibit male Often in a double bind. Must exhibit male characteristics to lead while meeting cultural characteristics to lead while meeting cultural expectations of womenexpectations of women

Why are Counselor Skills Why are Counselor Skills Essential for Administrators?Essential for Administrators?

We are moving from a system that We are moving from a system that focused almost entirely on process, focused almost entirely on process, agencies, funding formulas, and agencies, funding formulas, and institutional priorities to a system that institutional priorities to a system that will be seamless and focused virtually will be seamless and focused virtually 100% on the student 100% on the student (Simmons, 2001).(Simmons, 2001).

Student discipline and motivation are Student discipline and motivation are perhaps the greatest concern of perhaps the greatest concern of educators educators (Center for Social and Emotional (Center for Social and Emotional Education, 2014).Education, 2014).

Why are Counselor Skills Why are Counselor Skills Essential for Administrators?Essential for Administrators?

People will forget what you said, people will forget what you did, but people will never forget how you made them feel (Maya Angelou, n.d.).

New conceptualizations of leadership have more to do with skills, relationships, and processes than with authoritative power or position within a hierarchy featuring the skills that school counselors possess (Mason & McMahon, 2009).

A Student Centered FocusA Student Centered Focus Are you constantly “putting out fires?”Are you constantly “putting out fires?” Are you generally administering punitive Are you generally administering punitive

forms of discipline to deal with forms of discipline to deal with misbehavior?misbehavior?

Have you accidently escalated tensions Have you accidently escalated tensions between two or more students in trying between two or more students in trying to resolve a dispute?to resolve a dispute?

Increasingly, are common misbehaviors Increasingly, are common misbehaviors handled as criminal behaviors, creating a handled as criminal behaviors, creating a school-to-prison pipeline?school-to-prison pipeline?

Essential Counselor-Essential Counselor-Administrator RolesAdministrator Roles

Create a caring climate. Separate the Create a caring climate. Separate the deed from the doer, recognize students’ deed from the doer, recognize students’ worth and disapprove of their worth and disapprove of their wrongdoing.wrongdoing.

Explain the harm done and empathize Explain the harm done and empathize with the harmed and the harmer. Listen with the harmed and the harmer. Listen and respond to the needs of the and respond to the needs of the harmed and the harmer. Encourage the harmed and the harmer. Encourage the expression of feelings.expression of feelings.

Essential Counselor-Essential Counselor-Administrator Roles ContinuedAdministrator Roles Continued

Encourage accountability and Encourage accountability and responsibility through personal responsibility through personal reflection within a collaborative reflection within a collaborative environment. However, accept environment. However, accept ambiguity. Fault and responsibility may ambiguity. Fault and responsibility may be unclear.be unclear.

Resolve problems with open-ended Resolve problems with open-ended questions, exploring different responses, questions, exploring different responses, reflecting on motives, and allowing for reflecting on motives, and allowing for disagreement.disagreement.


Assist students in considering ways Assist students in considering ways to make amends for misbehavior, to make amends for misbehavior, such as replacing, repairing, such as replacing, repairing, cleaning, or apologizing.cleaning, or apologizing.

Allow flexibility for different students, Allow flexibility for different students, needs, and situations.needs, and situations.

Help students move from problem Help students move from problem talk to solution talk.talk to solution talk.


Listen for exceptions. Help students Listen for exceptions. Help students draw awareness to these exceptions.draw awareness to these exceptions.

Keep your focus on the assumption Keep your focus on the assumption that the student is basically good. that the student is basically good. There is a rational to why they made There is a rational to why they made certain choices.certain choices.

Be flexible. Keep in mind that no Be flexible. Keep in mind that no problem is constant. problem is constant.

Consider reflecting with a mentor.Consider reflecting with a mentor.

Conflict ResolutionConflict Resolution

Solution Focused Brief Counseling (SFBC) is a Solution Focused Brief Counseling (SFBC) is a framework to help Administrators assist with framework to help Administrators assist with

conflict. conflict.

AssumptionsAssumptionsPeople are basically good

Shifts focus from negative to positivePeople have the capacity to act given the

opportunityRespond better to positive changes

People respond better to present and future orientation

SFBC Strategies SFBC Strategies

ScalingScaling Asking for a 10% improvementAsking for a 10% improvement

Miracle QuestionMiracle Question Report incidences of a miracle that have Report incidences of a miracle that have

already occurredalready occurred

CheerleadingCheerleading Positive BlamePositive Blame

Flagging the MinefieldFlagging the Minefield Written MessageWritten Message

Case Study #1Case Study #1

Two 8Two 8thth grade girls have been arguing grade girls have been arguing both in and out of school throughout both in and out of school throughout the academic year. It has now the academic year. It has now escalated to a fight during passing escalated to a fight during passing period and the teacher who broke up period and the teacher who broke up the fight brought them to your office to the fight brought them to your office to be disciplined. The student handbook be disciplined. The student handbook is clear about the consequence. How is clear about the consequence. How would you handle this situation?would you handle this situation?

Administrator ResponseAdministrator Response Students are referred to the office.Students are referred to the office. Students write a statement about what Students write a statement about what

happened from their perspective. Video happened from their perspective. Video checked to confirm if applicable.checked to confirm if applicable.

Students meet individually and possibly Students meet individually and possibly together to clarify what happened.together to clarify what happened.

Prior discipline referrals and the student Prior discipline referrals and the student handbook regarding this kind of handbook regarding this kind of misbehavior are referred to.misbehavior are referred to.

A consequence is given per A consequence is given per policy/guidelines.policy/guidelines.

Counselor ResponseCounselor Response

One student comes to your office One student comes to your office upset about the situationupset about the situation

Both students are brought in to Both students are brought in to determine goals of each individualdetermine goals of each individual

Determine if an agreement can be Determine if an agreement can be found or apologies givenfound or apologies given

If not, contract with students to give If not, contract with students to give space and silencespace and silence

Counselor-Administrator Counselor-Administrator ResponseResponse

• Students are referred to the office, Students are referred to the office, meeting individually with administrator meeting individually with administrator and possibly together if able to come to and possibly together if able to come to some kind of agreement.some kind of agreement.

• Determine root cause of conflict. (Are Determine root cause of conflict. (Are they fighting over a boy?)they fighting over a boy?)

• Are they in the same peer group (i.e., Are they in the same peer group (i.e., friend circles)? Is one girl being friend circles)? Is one girl being excluded?excluded?

• Determine history of two students.Determine history of two students.


• If this is happened before, what has If this is happened before, what has precipitated the prior conflict? What precipitated the prior conflict? What triggered today’s conflict?triggered today’s conflict?

• During meeting, students must use “I” During meeting, students must use “I” statements after they get out what they statements after they get out what they need to say. Examples: “I feel”, “I did this”, need to say. Examples: “I feel”, “I did this”, I felt that”, “when she did this, I felt that”…I felt that”, “when she did this, I felt that”…

• Determine goal of two students. (Conflict Determine goal of two students. (Conflict resolution, separation, punishment)resolution, separation, punishment)


• Have you shared this conflict with Have you shared this conflict with others and what were their responses? others and what were their responses? (e.g., Mom says I should hit her!)(e.g., Mom says I should hit her!)

• What will it take to resolve this conflict What will it take to resolve this conflict with the student using “I” statements? with the student using “I” statements? (e.g., I need to stay away from her? I (e.g., I need to stay away from her? I need to not tweet her?) need to not tweet her?)

• Utilize “Magic question” and ask for a Utilize “Magic question” and ask for a 10% increase. 10% increase.


Contract with them in a way that ties to the Contract with them in a way that ties to the original problem and provides a service to original problem and provides a service to the school. The goals are permanent the school. The goals are permanent resolution and strengthening the students’ resolution and strengthening the students’ connection to the school community.connection to the school community. In this case, possibly a type of service such as In this case, possibly a type of service such as

conflict resolution related to their experience conflict resolution related to their experience and an agreement not to repeat it again.and an agreement not to repeat it again.

One example might be sharing their story with One example might be sharing their story with younger students experiencing similar issues. younger students experiencing similar issues.

Case Study #2Case Study #2 A veteran teacher’s effectiveness in the A veteran teacher’s effectiveness in the

classroom is waning. Pressure is classroom is waning. Pressure is mounting from teacher’s peers, students, mounting from teacher’s peers, students, and parents to intervene and deal with and parents to intervene and deal with the situation. As per the faculty the situation. As per the faculty handbook, you schedule a meeting with handbook, you schedule a meeting with the teacher to address the specific the teacher to address the specific issues in question. The teacher becomes issues in question. The teacher becomes angry, defensive, and summarily rejects angry, defensive, and summarily rejects the concerns you’ve shared. How would the concerns you’ve shared. How would you handle this situation?you handle this situation?

Administrator ResponseAdministrator Response Ask the teacher to calm down. Ask the teacher to calm down. Remind the teacher this is only the Remind the teacher this is only the

informal first step as per the faculty informal first step as per the faculty handbook.handbook.

Restate that complaints have been Restate that complaints have been shared by several stakeholders – shared by several stakeholders – peer, parents, and students – and peer, parents, and students – and must be taken seriously.must be taken seriously.

Ask the teacher to explain why they Ask the teacher to explain why they believe complaints are being shared. believe complaints are being shared.

Administrator ResponseAdministrator Response

Attempt to identify and agree on Attempt to identify and agree on appropriate changes.appropriate changes.

Offer resources or supports as is Offer resources or supports as is appropriate.appropriate.

Describe the next step per the Describe the next step per the faculty handbook should changes not faculty handbook should changes not prove helpful and describe the prove helpful and describe the implantation timeline before meeting implantation timeline before meeting again.again.


Validate feelings. Validate feelings. Ask teacher to identify their strengths Ask teacher to identify their strengths

and areas in which they can improve.and areas in which they can improve. Identify teacher’s goal/s.Identify teacher’s goal/s. Utilize the “Magic question”. “If you Utilize the “Magic question”. “If you

could have any resource you wanted or could have any resource you wanted or could run your class in any way you could run your class in any way you wanted, what would it look like?”wanted, what would it look like?”

Identify barriers to their magic answerIdentify barriers to their magic answer Collaborate on resources Collaborate on resources

Counselor-Administrator Counselor-Administrator Response ContinuedResponse Continued

Ask for a 10% increase and discuss Ask for a 10% increase and discuss what that would look like.what that would look like.

Communicate your expectations and Communicate your expectations and offer a timeline for improvement.offer a timeline for improvement.

End discussion with a review of the End discussion with a review of the teacher’s goals. If it works, do more teacher’s goals. If it works, do more of it. If it doesn’t work, do something of it. If it doesn’t work, do something different.different.

Case Study #3Case Study #3

A 7A 7thth grade boy comes to you stating grade boy comes to you stating that he is being bullied. He describes that he is being bullied. He describes a situation where another student a situation where another student constantly calls him names. constantly calls him names.


Bring in the perpetrator to discuss Bring in the perpetrator to discuss allegations while being careful to keep allegations while being careful to keep the focus off the source.the focus off the source.

Assist the perpetrator in remembering a Assist the perpetrator in remembering a time in which he has been a victim of time in which he has been a victim of bullying.bullying.

Use questions to direct the conversation. Use questions to direct the conversation. (I wonder if your experience being bullied (I wonder if your experience being bullied plays a role in calling ___ names?)plays a role in calling ___ names?)

Counselor-Administrator Counselor-Administrator Response Continued:Response Continued:

Use Positive Blame to help student accept Use Positive Blame to help student accept accountability (It sounds like you have had accountability (It sounds like you have had some difficult things happen to you, how some difficult things happen to you, how do you manage not lettting that get in the do you manage not lettting that get in the way of making friends?)way of making friends?)

Assist student on how to make amends. Assist student on how to make amends. Praise student for their work and Praise student for their work and

recognize their efforts.recognize their efforts. Determine if the event was bullying or Determine if the event was bullying or

conflict – outcome may be influenced by conflict – outcome may be influenced by policy or guidelines.policy or guidelines.

Communication StoppersCommunication Stoppers

““What were you thinking”What were you thinking” ““You have to be kidding me”You have to be kidding me” ““This won’t be tolerated”This won’t be tolerated” ““Why are you being such a problem Why are you being such a problem

in class?”in class?” ““You are not in middle school You are not in middle school

anymore, this is high school”anymore, this is high school”

Questions?Questions?

Thank you!Thank you!

[email protected]

(765)379-2551 ex 304(765)379-2551 ex 304

The Counselor- Administrator Essential Roles That Support Student Achievement Bradley V. Balch Rachel O’Neal.

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