Promoting Change through Leadership, Advocacy, and
Case Study
Counselors Under Construction
Eric, Jill, Marcus, and Paige, graduate students in a school counseling program, are enrolled in
an orientation to school counseling course. They are collaborating on a course project in which
they are required to articulate the knowledge, skills, and dispositions required of an effective
school counselor. The students have several goals for their initial meeting. First, they agree to set
specific goals they wish to accomplish through the completion of this project. Marcus states, “In
addition to developing the content Dr. Adams has asked us to compile, I would really like to
know how these learning outcomes we are working to acquire and demonstrate actually relate to
the work of school counselors. Do you have ideas about how we might find out?” After some
discussion, Jill suggests that they interview practicing school counselors to ask about the
importance of what they learned in their counseling program and how they find themselves using
or drawing on the knowledge and skills in their day-to-day worklife. The students agree that this
would breathe life into the project for themselves as well as for other students in class who will
be hearing a report on their final project.
Second, they want to divide the work according to their primary interests. Eric will focus on
knowledge. Jill and Marcus will cover leadership and systemic change, and Paige will focus on
advocacy and collaboration. The group members have determined that they will need at least
eight weeks to complete their project. They will meet together every two weeks. This schedule
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