Boundary Spanning in State Education Agencies: How State Officials Support School Counseling.
Saved in:
| Title: | Boundary Spanning in State Education Agencies: How State Officials Support School Counseling. |
|---|---|
| Alternate Title: | Superación de límites en las agencias estatales de educación: Cómo los funcionarios estatales apoyan la orientación escolar. Superando limites nas agências estaduais de educação: Como os funcionários estaduais apoiam a orientação escolar. |
| Authors: | Savitz-Romer, Mandy1 mandy_savitz-romer@gse.harvard.edu, Rowan-Kenyon, Heather T.2 heather.rowan-kenyon@bc.edu, Nicola, Tara P.1 tara_nicola@gse.harvard.edu, Carroll, Stephanie3 carsteph@umich.edu |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 8/5/2025, Vol. 33 Issue 44/45, p1-24. 24p. |
| Subject Terms: | *Educational counseling, *Vocational guidance, *State departments of education, *Information dissemination, *Occupational roles, Boundary spanning activity, Policy analysis, Social advocacy |
| Abstract (English): | The purpose of this paper is twofold; first, we seek to understand the professional roles of officials from state education agencies (SEAs) charged with overseeing school counseling. Second, the study examined how SEA officials carry out their work supporting school counselors. We interviewed 34 counseling representatives from 30 distinct states, exploring the lived experiences of these state education professionals (Kvale & Brinkmann, 2008). We further analyzed how SEA school counseling officials understand their professional responsibilities and drew on boundary spanning theory to analyze how they perform their roles despite having limited positional authority. We found SEA school counseling officials acted as bridges between their state department of education and districts, schools, other state leaders, and external organizations, strengthening school counseling within their state in the process. Our analysis revealed that SEA counseling officials' primary responsibilities included information dissemination, professional development, advocacy, and policy implementation. However, due to unique tensions they face, they fulfilled these duties by embodying boundary spanning roles, such as reticulist, interpreter, coordinator, and entrepreneur. These roles afforded SEA officials the ability to enact their professional responsibilities despite multiple constraints. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El propósito de este trabajo es doble: primero, comprender las funciones profesionales de los funcionarios de las agencias estatales de educación (AEE) encargados de supervisar la orientación escolar. Segundo, el estudio examinó cómo los funcionarios de la s AEE desempeñan su labor de apoyo a los orientadores escolares. Entrevistamos a 34 representantes de orientación de 30 estados, explorando las experiencias vividas de estos profesionales de la educación estatal (Kvale y Brinkmann, 2008). Analizamos en profundidad cómo los funcionarios de orientación escolar de las AEE comprenden sus responsabilidades profesionales y nos basamos en la teoría de la superación de límites para analizar cómo desempeñan sus funciones a pesar de su limitada autoridad. Descubrimos que los funcionarios de orientación escolar de las AEE actúan como puentes entre su departamento de educación estatal y los distritos, las escuelas, otros líderes estatales y organizaciones externas, fortaleciendo así la orientación escolar dentro de su estado. Nuestro análisis reveló que las principales responsabilidades de los funcionarios de orientación escolar de las AEE incluyen la difusión de información, el desarrollo profesional, la promoción y la implementación de políticas. Sin embargo, debido a las tensiones particulares que enfrentan, cumplieron con estas funciones asumiendo roles que trascienden las fronteras, como reticularista, intérprete, coordinador y emprendedor. Estos roles permitieron a los funcionarios de la AEE ejercer sus responsabilidades profesionales a pesar de las múltiples limitaciones. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O objetivo deste trabalho é duplo: primeiro, compreender as funções profissionais dos funcionários das agências estaduais de educação (AEE) encarregados de supervisionar a orientação escolar. Em segundo lugar, o estudo examinou como esses funcionários desempenham seu papel de apoio aos orientadores escolares. Entrevistamos 34 representantes da área de orientação de 30 estados, explorando as experiências vividas por esses profissionais da educação estadual (Kvale e Brinkmann, 2008). Analisamos em profundidade como os responsáveis pela orientação escolar nas AEEs compreendem suas responsabilidades profissionais e nos baseamos na teoria da superação de fronteiras para analisar como desempenham suas funções apesar da autoridade limitada. Descobrimos que os responsáveis pela orientação escolar nas AEEs atuam como pontes entre seus departamentos de educação estaduais e os distritos, escolas, outros líderes estaduais e organizações externas, fortalecendo assim a orientação escolar em seus respectivos estados. Nossa análise revelou que as principais responsabilidades desses profissionais incluem a disseminação de informações, o desenvolvimento profissional, a defesa da orientação e a implementação de políticas. No entanto, devido às tensões específicas que enfrentam, eles cumprem essas funções assumindo papéis que extrapolam fronteiras, como tecelões de redes, intérpretes, coordenadores e empreendedores. Esses papéis permitiram aos funcionários das AEEs exercerem suas responsabilidades profissionais apesar das múltiplas limitações. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | The purpose of this paper is twofold; first, we seek to understand the professional roles of officials from state education agencies (SEAs) charged with overseeing school counseling. Second, the study examined how SEA officials carry out their work supporting school counselors. We interviewed 34 counseling representatives from 30 distinct states, exploring the lived experiences of these state education professionals (Kvale & Brinkmann, 2008). We further analyzed how SEA school counseling officials understand their professional responsibilities and drew on boundary spanning theory to analyze how they perform their roles despite having limited positional authority. We found SEA school counseling officials acted as bridges between their state department of education and districts, schools, other state leaders, and external organizations, strengthening school counseling within their state in the process. Our analysis revealed that SEA counseling officials' primary responsibilities included information dissemination, professional development, advocacy, and policy implementation. However, due to unique tensions they face, they fulfilled these duties by embodying boundary spanning roles, such as reticulist, interpreter, coordinator, and entrepreneur. These roles afforded SEA officials the ability to enact their professional responsibilities despite multiple constraints. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.33.8758 |
