Principal and Counselor Collaboration for Social Justice Advocacy: A Standards Alignment
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| Title: | Principal and Counselor Collaboration for Social Justice Advocacy: A Standards Alignment |
|---|---|
| Language: | English |
| Authors: | Lowery, Kendra, Mayes, Renae D., Quick, Marilynn M., Boyland, Lori G., Geesa, Rachel L., Kim, Jungnam |
| Source: | Journal of Educational Leadership and Policy Studies. Sum 2019 3(2). |
| Availability: | Southern Connecticut State University. 501 Crescent Street, New Haven, CT 06515. e-mail: 203-392-7278; Web site: https:/go.southernct.edu/jelps/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Early Childhood Education Preschool Education |
| Descriptors: | Cooperation, School Counselors, Principals, Social Justice, Advocacy, Standards, Professionalism, Educational Experience, Barriers, Alignment (Education), Self Concept, Human Resources, Elementary Secondary Education, Preschool Education |
| ISSN: | 2473-2826 |
| Abstract: | The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1233800 |
| Database: | ERIC |
| Abstract: | The current P-12 educational landscape is riddled with inequities, especially for historically underserved students. As such, greater efforts are needed from educational stakeholders (i.e. counselors and principals) who center social justice and advocacy practices that eliminate systemic barriers to rigorous educational experiences for all students. This paper proposes an alignment of advocacy and social justice professional standards and competencies for school counselors and principals. This alignment, which consists of three contextual dimensions including social justice identity, human resources, and advocacy actions, serves as the foundational framework for principal-counselor collaboration around social justice advocacy. Implications for practice and research are discussed. |
|---|---|
| ISSN: | 2473-2826 |
