CoChat
Sign Up
Cited by 27Teacher Education and Leadership StudiesCounseling Practices and SupervisionCollaborative Teaching and Inclusion

The DOI matches its Crossref record.

Enhancing School Counselor Instructional Leadership Through Collaborative Teaming: Implications for Principals

Young, Anita Antoinette, Millard, Tanganyika, Kneale, Marcy Miller·2013·NASSP Bulletin
DOI 10.1177/0192636513483356
Open this paper in CoChat — free account

Abstract

Many educational models emphasize that best instructional practices are effective when working collaboratively with stakeholders. Professional learning communities focus on learning, collaborative endeavors, and shared accountability. The purpose of this article is to introduce an effectual framework for developing school counselor instructional leadership through the implementation of school counselor collaborative teams. The authors highlight the combined impact of intentional collaborative school counseling and instructional best practices. Four types of collaborative configurations and a school example are presented to illustrate the framework.

Overview

Integrity signals

Registry

Crossref · 10.1177/0192636513483356

Cites

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 53

  1. Adelman H. S., 2002, Professional School Counseling, 5, 235
  2. Amatea E., 2004, Professional School Counseling, 8, 47
  3. American School Counselor Association, 2012, The ASCA national model: A framework for school counseling programs
  4. Bemak F., 2000, Professional School Counseling, 3, 323
  5. Bore S., 2009, John Ben Shepperd Journal of Practical Leadership, 4, 128
  6. Brott P. E., 1999, Professional School Counseling, 2, 339
  7. Bryan J., 2005, Professional School Counseling, 8, 219
  8. 10.5330/prsc.9.4.b66gwmp0h64476h3 · DOI
  9. 10.5330/PSC.n.2010-13.64 · DOI
  10. Dollarhide C. T., 2003, Professional School Counseling, 6, 304
  11. Doran G. T., 1981, Management Review, 70, 35
  12. DuFour R., 2003, The School Administrator, 60, 13
  13. DuFour R., 2003, The School Administrator, 60, 15
  14. DuFour R., 2004, Whatever it takes: How professional learning communities respond when kids don’t learn
  15. Dufour R., 2006, Learning by doing
  16. Dufour R., 2010, Learning by doing
  17. DeVoss J. A., 2006, School counselors as educational leaders
  18. Education Trust, 1997, The national guidance and counseling reform program
  19. 10.1086/597001 · DOI
  20. 10.5330/PSC.n.2010-13.248 · DOI
  21. Hord S. M., 2009, Education Leadership, 66, 22
  22. House R. M., 2002, Professional School Counseling, 5, 249
  23. 10.1207/s15430421tip4103_3 · DOI
  24. 10.5330/PSC.n.2010-13.86 · DOI
  25. 10.5330/PSC.n.2010-13.98 · DOI
  26. 10.5330/prsc.9.4.vu127857664h207l · DOI
  27. Kanter R. M., 2004, Confidence: How winning streaks and losing streaks begin and end
  28. Katzenbach J., 2010, Leading outside the lines: How to mobilize the (in)formal organization, energize your team and get better results
  29. Lambert L., 1998, Building leadership capacity in schools
  30. Lambert L., 2002, Educational Leadership, 59, 37
  31. Lee V. V., 2007, Transforming the school counseling profession, 121
  32. 10.1207/s15430421tip4103_2 · DOI
  33. Marzano R., 2003, What works in schools: Translating research into action
  34. Marzano R., 2005, School leadership that works
  35. 10.5330/PSC.n.2010-13.107 · DOI
  36. McDonough P. M., 2004, Choosing colleges: How social class and school structure opportunity
  37. 10.1177/0013161X02382004 · DOI
  38. 10.1177/003172170008200105 · DOI
  39. O’Neill J., 2005, The power of SMART goals: Using goals to improve student learning
  40. Reeves D., 2005, On common ground: The power of professional learning communities, 45
  41. Reeves D., 2006, The learning leader
  42. Reeves D., 2011, Finding your leadership focus: Transforming professional learning into student results, K-12
  43. 10.5330/PSC.n.2010-13.208 · DOI · Paper page
  44. 10.5330/PSC.n.2010-13.68 · DOI · Paper page
  45. Sink C. A., 2003, Professional School Counseling, 6, 350
  46. Stone C. B., 2001, National Association of Secondary School Principals Bulletin, 85, 46
  47. Stone C. B., 2006, The transformed school counselor
  48. Stone C. B., 2007, School counselor accountability: A measure of success
  49. 10.1002/pits.20372 · DOI
  50. Young A., 2012, ASCA National Model: A framework for school counseling programs, 11
  51. Young A., 2009, Making data work
  52. 10.5330/PSC.n.2011-15.67 · DOI
  53. Young A., Kaffenberger C. (2013). Making data work: A process for conducting action research. Journal of School Counseling, 11(2). Retrieved from http://jsc.montana.edu/articles/v11n2.pdf

Cited by

Sorted by citations

See all 27

Metadata

Authors
Young, A. A., Millard, T., & Kneale, M. M.
Affiliations
  • Johns Hopkins University (US)
  • Fairfax County Public Schools (US)
  • Fairfax County Public School Division, Fairfax, VA, USA
Venue
NASSP Bulletin
Publisher
SAGE Publications
Published
2013-04-02
Volume
97
Issue
3
Pages
253-269
ISSN
  • 0192-6365 (ISSN-L)
  • 1930-1405
DOI
10.1177/0192636513483356
OpenAlex
W2047780664
Cited by
27
References
0
Citations by year
2026: 3 · 2025: 1 · 2023: 2 · 2022: 3 · 2021: 5 · 2020: 2 · 2019: 3 · 2018: 1 · 2017: 3 · 2016: 1 · 2015: 1 · 2014: 2
FWCI
6.45
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
NASSP Bulletin (publishedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Psychology › Clinical Psychology › Counseling Practices and Supervision
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
school counselors, instructional leadership, cooperative groups, professional learning communities, shared accountability

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Enhancing School Counselor Instructional Leadership Through Collaborative Teaming: Implications for Principals. https://app.cochat.ai/papers/10.1177/0192636513483356
The paper
Young, A. A., Millard, T., & Kneale, M. M. (2013). Enhancing School Counselor Instructional Leadership Through Collaborative Teaming: Implications for Principals. NASSP Bulletin. https://doi.org/10.1177/0192636513483356