The Educator–Counselor School Counseling Supervision Model

Abstract

Given their distinct educator–counselor (EC) identity and the persistent issues of role ambiguity, conflict, and confusion among school counselors, there is a need for supervisory strategies employed during preparatory training that emphasize the integration of this nondual, nonhierarchical identity. Since their graduate coursework and university supervision are often provided by those from clinical mental health backgrounds, field placement supervision becomes even more critical in cultivating emerging school counselors’ EC identity. This paper introduces the educator–counselor school counseling supervision model (ECSCSM), which outlines the roles, focus areas, and corresponding school counseling contexts that supervisors can target to foster a unified EC identity. We include an illustrative table demonstrating the application of the ECSCSM.