{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/129461"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/129461","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Unprepared to collaborate: the state of principal preparation and school counseling in Illinois","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","abstract_has_math":false,"creators":["Mulder, Jessica Lynn"],"institution":"University of Illinois Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Roegman, Rachel","Bruno, Paul","Herrmann, Mary","Poh Hiong Tan, Kevin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-04-28","date_published":"2025-04-28","updated_at":"2026-07-22T22:25:05Z","subjects":["School Counseling","Principal Preparation","Illinois"],"languages":["en","eng"],"rights":["Copyright 2025 Jessica Mulder"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/129461","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Roegman, Rachel","Bruno, Paul","Herrmann, Mary","Poh Hiong Tan, Kevin"]},{"key":"dc:creator","label":"Author","values":["Mulder, Jessica Lynn"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-04-28","2025-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School Counseling","Principal Preparation","Illinois"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2025 Jessica Mulder"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/129461"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Jessica Mulder, accepted the attached license on 2025-04-28 at 14:03.","The student, Jessica Mulder, submitted this Dissertation for approval on 2025-04-28 at 14:16.","This Dissertation was approved for publication on 2025-04-28 at 16:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22039 on 2025-10-19 at 18:19:32","School counselors play a critical role in the academic, social-emotional, and postsecondary success of students. In order for school counselors to be effective in these roles, school principals need to understand what school counselors do, and how to best support them. The purpose of this explanatory sequential mixed methods study was to understand the reasons behind Illinois Principal Preparation Programs' decisions to include or exclude content on school counseling and the ASCA National Model within their curriculum. Fifteen of the twenty three ISBE approved Illinois Principal Preparation Programs were surveyed to determine if they include information on school counseling and/or the ASCA model in their curriculum. Follow-up interviews were conducted with four program directors (two whose schools do include school counseling and two whose schools do not) to better understand the reasons for including/excluding school counseling content in the curriculum. Analysis indicates that school counseling may not be included at schools because it isn’t required by the ISBE code that outlines requirements for Principal Preparation Programs. Some programs that do include content are including it as part of MTSS curriculum and student support services. Analysis seems to indicate that programs who also have a school counseling program and/or have former school counselors in their Principal Preparation faculty are more likely to include school counseling content in their curriculum."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Unprepared to collaborate: the state of principal preparation and school counseling in Illinois"]}]}],"canonical_facts":{"dc:contributor":["Roegman, Rachel","Bruno, Paul","Herrmann, Mary","Poh Hiong Tan, Kevin"],"dc:creator":["Mulder, Jessica Lynn"],"dc:date":["2025-04-28","2025-05"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms","The student, Jessica Mulder, accepted the attached license on 2025-04-28 at 14:03.","The student, Jessica Mulder, submitted this Dissertation for approval on 2025-04-28 at 14:16.","This Dissertation was approved for publication on 2025-04-28 at 16:03.","DSpace SAF Submission Ingestion Package generated from Vireo submission #22039 on 2025-10-19 at 18:19:32","School counselors play a critical role in the academic, social-emotional, and postsecondary success of students. In order for school counselors to be effective in these roles, school principals need to understand what school counselors do, and how to best support them. The purpose of this explanatory sequential mixed methods study was to understand the reasons behind Illinois Principal Preparation Programs' decisions to include or exclude content on school counseling and the ASCA National Model within their curriculum. Fifteen of the twenty three ISBE approved Illinois Principal Preparation Programs were surveyed to determine if they include information on school counseling and/or the ASCA model in their curriculum. Follow-up interviews were conducted with four program directors (two whose schools do include school counseling and two whose schools do not) to better understand the reasons for including/excluding school counseling content in the curriculum. Analysis indicates that school counseling may not be included at schools because it isn’t required by the ISBE code that outlines requirements for Principal Preparation Programs. Some programs that do include content are including it as part of MTSS curriculum and student support services. Analysis seems to indicate that programs who also have a school counseling program and/or have former school counselors in their Principal Preparation faculty are more likely to include school counseling content in their curriculum."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/129461"],"dc:language":["en","eng"],"dc:rights":["Copyright 2025 Jessica Mulder"],"dc:subject":["School Counseling","Principal Preparation","Illinois"],"dc:title":["Unprepared to collaborate: the state of principal preparation and school counseling in Illinois"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:05Z"}