What approach allows a school counselor to serve as a change agent effectively in school improvement committees?

What approach allows a school counselor to serve as a change agent effectively in school improvement committees?

• A. Interpreting data for noneducational professionals on the committee.
• B. Advocating for the needs of underserved students.
• C. Documenting the committee's discussions and decisions.
• D. Providing information about current services for students.

Answer: (B)

The selection of advocating for the needs of underserved students is correct because it embodies the role of a school counselor as a change agent within school improvement committees. This approach emphasizes the importance of equity and inclusiveness, which are pivotal for effective school reform. By focusing on the needs of underserved students, a school counselor can highlight systemic barriers and advocate for changes that will create more equitable access to resources and opportunities. This advocacy not only aligns with ethical and professional responsibilities but also mobilizes support from various stakeholders to address those needs, ultimately driving meaningful and lasting change in the school environment. In contrast, interpreting data, documenting discussions, and providing information about current services are important administrative tasks but do not directly engage with the issues of equity and advocacy for the most vulnerable populations in the school. While these activities contribute to the functioning of improvement committees, they lack the proactive, change-driven focus that defining and advocating for the needs of underserved students brings to the table.

The selection of advocating for the needs of underserved students is correct because it embodies the role of a school counselor as a change agent within school improvement committees. This approach emphasizes the importance of equity and inclusiveness, which are pivotal for effective school reform. By focusing on the needs of underserved students, a school counselor can highlight systemic barriers and advocate for changes that will create more equitable access to resources and opportunities. This advocacy not only aligns with ethical and professional responsibilities but also mobilizes support from various stakeholders to address those needs, ultimately driving meaningful and lasting change in the school environment.

In contrast, interpreting data, documenting discussions, and providing information about current services are important administrative tasks but do not directly engage with the issues of equity and advocacy for the most vulnerable populations in the school. While these activities contribute to the functioning of improvement committees, they lack the proactive, change-driven focus that defining and advocating for the needs of underserved students brings to the table.