School counselors are facilitators and initiators of

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School counselors are facilitators and initiators of school-family-community partnerships through leadership, advocacy, collaboration, and liaison roles (Bryan & Holcomb-McCoy, 2007). “Advocating for the academic achievement of every student is a key role of school counselors and places them at the forefront of efforts to promote school reform” (ASCA, 2012, p. 4). School counselors have the opportunity to work with stakeholders to identify and remove
COLLABORATIVE MODEL 10 barriers to academic personal/social, and career achievement while promoting equity and access for all students. Barriers to student success are assessed using school-based performance data from needs assessments. Needs assessments establish the priorities that guide the building of a comprehensive school counseling program (Erford, 2019). Data-driven decision-making is used to determine areas of student need. School counselors can advocate for all students through collaboration; individual and small group counseling; and individualized educational planning. Additionally, by teaching self-advocacy skills, students can become more assertive, improve communication, and work through conflicts, giving them a sense of empowerment (Erford, 2019). School counselors must participate in the removal of barriers to student achievement. When students are placed in learning environments counterproductive to achieving at high levels, cultural attitudes, stereotypes, and misunderstandings must be addressed (Erford, 2019). The ASCA (2012) National Model states that school counselors act on behalf of students through student advocacy, school/community collaboration, systems advocacy, public information, and social/political advocacy. 2. Student describes characteristics and styles of effective leadership including team building within and outside of the school that promotes student learning. Student briefly identifies the functions of student assistance programs, curriculum, and advisory councils.
COLLABORATIVE MODEL 11 teachers, administrators, and staff to make necessary changes for student learning. School counselors should conduct monthly team meetings to discuss and share information regarding student achievement data and plan for improvements. When motivating and preparing for action, school counselors must first believe that change is necessary (House & Sears, 2002). Second, school counselors must be convinced that these changes will benefit K-12 students and the community (House & Sears, 2002). The school learning environment as well as the community at large benefit when all students have access to a rigorous curriculum that challenges them academically and personally/socially.

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