Unprepared to collaborate: the state of principal preparation and school counseling in Illinois

Mulder, Jessica Lynn

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https://hdl.handle.net/2142/129461 Copy

Description

Title

Unprepared to collaborate: the state of principal preparation and school counseling in Illinois

Author(s)

Mulder, Jessica Lynn

Issue Date

2025-04-28

Director of Research (if dissertation) or Advisor (if thesis)

Roegman, Rachel

Doctoral Committee Chair(s)

Roegman, Rachel

Committee Member(s)

• Bruno, Paul
• Herrmann, Mary
• Poh Hiong Tan, Kevin

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• School Counseling
• Principal Preparation
• Illinois

Abstract

School counselors play a critical role in the academic, social-emotional, and postsecondary success of students. In order for school counselors to be effective in these roles, school principals need to understand what school counselors do, and how to best support them. The purpose of this explanatory sequential mixed methods study was to understand the reasons behind Illinois Principal Preparation Programs' decisions to include or exclude content on school counseling and the ASCA National Model within their curriculum. Fifteen of the twenty three ISBE approved Illinois Principal Preparation Programs were surveyed to determine if they include information on school counseling and/or the ASCA model in their curriculum. Follow-up interviews were conducted with four program directors (two whose schools do include school counseling and two whose schools do not) to better understand the reasons for including/excluding school counseling content in the curriculum. Analysis indicates that school counseling may not be included at schools because it isn’t required by the ISBE code that outlines requirements for Principal Preparation Programs. Some programs that do include content are including it as part of MTSS curriculum and student support services. Analysis seems to indicate that programs who also have a school counseling program and/or have former school counselors in their Principal Preparation faculty are more likely to include school counseling content in their curriculum.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129461

Copyright and License Information

Copyright 2025 Jessica Mulder

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