Collaborative Leadership in the School Community: School Counselors and Principals Join Forces for Linguistically Diverse Students

Creative Commons License

Yıldız N. G.

International Journal on Lifelong Education and Leadership, cilt.7, sa.2, ss.14-26, 2021 (Hakemli Dergi)

Özet

Abstract

The numbers of diverse students are increasing within the school system, demanding necessary changes in school leadership to meet the needs of students from linguistically diverse backgrounds. School counselors not only work as leaders, advocates but also as “collaborative team members and supporters of systemic change” (Aydin, 2011, p. 36). Through this renewed leadership between school counselors and principals, it becomes possible to develop a type of working alliance to meet the needs of students from linguistically diverse backgrounds. With this review the author aims to discuss the ways to create a collaborative partnership between school counselors and principals for linguistically diverse students in order to promote their social integration, school achievement and overall well-being. Exploring school counselors’ and principals role in creating a welcoming school climate towards linguistically diverse students within the school and school community can promote positive organizational culture. Accordingly, the following topics will be explored and discussed: a) principals influence on school achievement through facilitating a collaborative climate and b) how school counselors facilitate leadership as change agents. Both school principals and school counselors work towards achieving similar goals; thus they can facilitate more collaborative leadership as they reach out to the school community. Using a systemic approach, which generates greater understanding and awareness, school counselors and principals play a critical role in the transformation of their school system. When school counselors and principals join forces, students from linguistically diverse backgrounds learn and achieve better. A collaborative school climate is critical in order to develop a positive organizational school culture, which generates motivations for greater connection among the stakeholders.