ebscc 2016 dollarhide & dogan 1 dr. colette dollarhide and soon-to-be dr. sabri dogan the ohio...

EBSCC 2016 DOLLARHIDE & DOGAN 1

SCHOOL COUNSELORS AND COMMUNITY COLLABORATIONS: PRACTICE AND TRAINING CONSIDERATIONS

Dr. Colette Dollarhide and Soon-to-be Dr. Sabri DoganThe Ohio State University


OVERVIEW ASCA National Model has

Collaboration in the Frame


LOTS OF TALK, NO ACTION

Calls for collaboration in the literature, but little known about how school counselors perceive collaboration.

This presentation: Results of a study asking school counselors about their experiences with and attitudes toward collaboration, and

Experience with a curriculum on collaboration


THE STUDY: RATIONALE Holistic Deal with students’ complex

and multi-causal challenges and problems

(Bryan, 2005; Bryan & Holcomb-McCoy, 2007; Griffin & Farris, 2010; Mitchell & Bryan, 2007; Steen & Noguera, 2010; Stinchfield & Zyromski, 2010).


DEFINITION

School, family, and community partnerships are collaborative practices between school personnel, families, community members, and community organizations

(Bryan, 2005; Bryan & Henry, 2012; Mitchell & Bryan, 2007).


TIME COMMITMENT

Recommended that school counselors spend as much as 20% of their time on strengthening partnerships (Epstein & Voorish, 2010).

BUT ARE THEY?


PARTICIPANTS81 school

counselors 10 principals

All educational levels represented

Majority (6 of 10) from middle schools

Urban, suburban, rural evenly represented

Majority (6 of 10) from rural schools

Experience levels evenly represented

Majority (7 of 10) had 1 to 5 years’ experience as a principal

61% reported more than 10 years’ experience in education

Majority (9 of 10) had more than 10 years’ experience in

education


SURVEY INSTRUMENT

Explored EXPERIENCE AND ATTITUDES 1. Involvement 2. Significant roles 3. In charge of these partnerships 4. More active role 5. Prepared to take an active role 6. Appropriate to be involved 7. Important tool in promoting academic

success


SURVEY INSTRUMENT

Barriers: level of agreement to four statements: (1) release time (2) training needed (3) school leaders would be highly

supportive (4) community stakeholders recognize

the importance of community involvement in education


RESULTS: CURRENT PRACTICE

STATEMENTSCHOOL

COUNSELORSPercentage who

indicated Agree and Strongly Agree

PRINCIPALSPercentage who


SC involved 83 80Significant roles

65 60In charge 47* 70*


RESULTS: CURRENT PRACTICE

STATEMENTSCHOOL

COUNSELORSPercentage who


PRINCIPALSPercentage who


More active role 68 60Prepared for active role 74* 40*Appropriate to be involved 93 100Imp for acad success 94 100


GENERAL ATTITUDES

STATEMENT SCHOOL COUNSELOR % agree or

strongly agree

PRINCIPAL

% agree or strongly

agree

Should be involved 96 100Should play significant roles 80 90Should be in charge 33* 60*


GENERAL ATTITUDES

STATEMENT SCHOOL COUNSELOR % agree or strongly

agree

PRINCIPAL

% agree or strongly agree

Should play a more active role 83 90Are prepared to take an active role 79* 60*Appropriate to be involved 99 100Important tool in promoting academic success. 99 100


RESULTS: BARRIERS

STATEMENT

SCHOOL COUNSELOR %

agree or strongly agree

PRINCIPAL

% agree or strongly agree

RELEASE TIME 80 70MORE TRAINING 72 70SCH LDRS SUPPORTIVE OF SC INVOLVEMENT

63* 80*COMMUN STAKEHOLDERS WOULD BE INVOLVED

64* 90*


INTERESTING POINTS

“IN CHARGE” = LEADERSHIP Are: 47% SC to 70% Principal Should be: 33% SC to 60%

Principal

PREPARED = CURRICULUM Are: 74% SC to 40% Principal Are in general: 79% SC to 60%

Principal


Family and Community Engagement Plan for Fall Semester

Session

Topic Activities

1 Needs assessment simulation

1. Introduction2. Simulation3. Debrief simulation4. Complete exercise 1

2 Convening collaborative group simulation

1. Debrief exercise 12. Simulation3. Debrief simulation4. Complete exercise 2

3 Family engagement

1. Why engage families2. What does family engagement mean?3. Skills, knowledge and attitudes4. Epstein’s Model5. Debrief and complete exercise 2


Family and Community Engagement Plan for Spring Semester

Session

Topic Activities

4 Planning and implementation simulation


5 Family engagement 1. Multi-tiered family engagement2. Key Principles

6 Evaluation simulation



Session 1: Learning Objectives

Definition of needs assessment Three needs assessment questions to be

addressed at the school/community level The role of values in defining needs at the

school/community level Potential uses of social indicators as a

means of assessing school/community conditions

Concept of a contributing factor Use of contributing factors in planning to

address school/community issues


Session 3: Epstein’s (1995) Model for Parenting Involvement


Feedback from Students

PositiveNegativeMixed


Do you think you might be called upon to use the knowledge and/or skills you learned?

“Yes, I believe as a school counselor we may work on building leadership teams or intervention teams where there might be discussions about targeting student needs and identifying goals, processes, etc.”

“I hope that I will be called upon to be present at collaborative tables in order to represent the needs of my school.”


Do you think you might be called upon to use the knowledge and/or skills you learned?

“No, I don’t think administrators would see the counselor using these skills. It wouldn’t be an effective use of the counselors time.”

“Possibly, however, it is not very likely because typically an administrator would be a better fit for what we were discussing. Most of a counselor’s time would be spent on students.”


If school officials were supportive, can you envision a future where school counselors might play a primary role in supporting school and community collaboration?

“Yes, I think school counselors are in a key position to collaborate with community organizations in order to plan programs for students or families.”

“With support, I do believe school counselors can play a role in community partnerships.”

“School counselors are supposed to play a role in school and community partnerships. Depending on how it is structured, I can definitely see that.”


If school officials were supportive, can you envision a future where school counselors might play a primary role in supporting school and community collaboration?

“Not sure if I would feel comfortable in a manager role.”

“School counselors have a lot on their plates already, so I am not sure how “primary” a role they could realistically play. I do think it is important for school counselors to be at the table, in discussions, a valued asset and resource.”


“I don’t think the counselor should be the leader or manager of a school and community partnership, but they may have a smaller role.”

“I don’t think that the primary role will ever be ideal given the other tasks that a school counselor must attend to. I do think that we should, however, be included somewhere in the process.”


LEADERSHIP

What are your thoughts about why the respondents and the students eschewed the idea of leadership of school-community

collaboratives?


Questions & Comments

ebscc 2016 dollarhide & dogan 1 dr. colette dollarhide and soon-to-be dr. sabri dogan the ohio...

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