JELPP – Volume 34 (2019)

A systems perspective on exploring the sustainability of leadership initiatives in a secondary school setting

Kala. S. Retna / John Davies


This paper uses a systems approach to examine the implementation of a design thinking (DT) initiative in a Singaporean secondary school setting. In particular, the paper uses the systems representational tools attributed to Senge (1990) to better understand the factors and relationships that underpin successful change initiatives in terms of the change process and related outcomes. The systems approach sheds light not only on those managerial and behavioural factors that facilitate initial acceptance and adoption of the design thinking change initiative, but also those factors that might inhibit or undermine ongoing change and success. As such, the paper provides interpretive insight about what constitutes effective systemic change in the implementation of design thinking, and on the nature of individual managerial intervention necessary to sustain ongoing and effective use of the design thinking and other initiatives.

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Rachel Louise Geesa, Nicholas P. Elam, Renae D. Mayes, Kat R. McConnell, Kaylee M. McDonald


Throughout their K-12 educational experience, students should have access to resources,
educators, counselors, and specialists to help meet their academic, social, emotional, college, and
career needs. When school leaders or principals work in collaboration with school counselors,
often school climate is more positive for students, faculty, and stakeholders. However, many school
leaders do not receive proper training to evaluate school counselors. The purpose of the study
is to explore school leaders’ perspectives of processes, policies, and trends in school counselor
evaluation. The amount and type of support school counselors receive from their school leaders is
important in developing and maintaining a progressive comprehensive school counseling (CSC)
program for all students, but leaders must be familiar with CSC in order to appropriately evaluate
school counselors. The results indicate that while delivery of a CSC program may be important, the
evaluation process may be limited in its utility to help school counselors adhere to and implement
the American School Counselor Association (ASCA) National Model, which includes foundation,
management, accountability, and delivery components. More research is needed regarding what
content should be included in a school counselor evaluation.