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The profession of school counseling is rapidly changing from one often characterized by indirect local administrative accountability to one characterized by accountability for student outcomes. School counseling leadership has led a movement for role transformation (ASCA, 2003; 2005; Education Trust, 2007) that has initiated significant changes in the priorities and practices of school counselors across the nation. In line with a continued national focus on educational reform targeted mainly at increasing student achievement, school counselors are now expected to align professional goals and activities with expectations set forth by policymakers (Hines & Fields, 2004). These expectations are largely directed at measurable results in student learning outcomes. Following Tennessee's recent receipt of the Race to the Top (RTTT) funds (USDOE, 2009), school counselors in Tennessee will soon be evaluated and held accountable for contributing to student achievement. This responsibility is clearly articulated in the Tennessee Model for Comprehensive School Counseling (TMCSC) and, therefore, school counselors must be committed to the implementation of the TMCSC. Accordingly, this dissertation examined: (a) the degree to which Tennessee school counselors have acquired the attitudes and skills to successfully implement the TMCSC, (b) the degree to which Tennessee school counselors are directly collaborating with administrators and teachers toward improving student achievement, and (c) the challenges and obstacles school counselors experience in implementing the TMCSC. The structure of the TMCSC was used as the foundation for the study. The results revealed a deeper understanding of the factors which influence the degree to which the TMCSC is utilized in local districts and schools and established a baseline which reveals which areas of the TMCSC are embraced by the counseling profession and which areas need support. Specifically, findings revealed significant differences among elementary, middle, and high school counselors in the TMCSC subscales of School Counseling Priorities, School Setting Perceptions, Career and Post-Secondary, Personal/Social Development and District Expectations/Program Management. Significant differences were also found among rural, urban, and suburban school counselors in the TMCSC subscales for School Counseling Priorities and School Setting Perceptions. The results provide implications for meeting Tennessee's goals for RTTT and for improving school counseling in Tennessee and across the nation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The profession of school counseling is rapidly changing from one often characterized by indirect local administrative accountability to one characterized by accountability for student outcomes. School counseling leadership has led a movement for role transformation (ASCA, 2003; 2005; Education Trust, 2007) that has initiated significant changes in the priorities and practices of school counselors across the nation. In line with a continued national focus on educational reform targeted mainly at increasing student achievement, school counselors are now expected to align professional goals and activities with expectations set forth by policymakers (Hines & Fields, 2004). These expectations are largely directed at measurable results in student learning outcomes. Following Tennessee’s recent receipt of the Race to the Top (RTTT) funds (USDOE, 2009), school counselors in Tennessee will soon be evaluated and held accountable for contributing to student achievement. This responsibility is clearly articulated in the Tennessee Model for Comprehensive School Counseling (TMCSC) and, therefore, school counselors must be committed to the implementation of the TMCSC. Accordingly, this dissertation examined: (a) the degree to which Tennessee school counselors have acquired the attitudes and skills to successfully implement the TMCSC, (b) the degree to which Tennessee school counselors are directly collaborating with administrators and teachers toward improving student achievement, and (c) the challenges and obstacles school counselors experience in implementing the TMCSC. The structure of the TMCSC was used as the foundation for the study. The results revealed a deeper understanding of the factors which influence the degree to which the TMCSC is utilized in local districts and schools and established a baseline which reveals which areas of the TMCSC are embraced by the counseling profession and which areas need support. Specifically, findings revealed significant differences among elementary, middle, and high school counselors in the TMCSC subscales of School Counseling Priorities, School Setting Perceptions, Career and Post-Secondary, Personal/Social Development and District Expectations/Program Management. Significant differences were also found among rural, urban, and suburban school counselors in the TMCSC subscales for School Counseling Priorities and School Setting Perceptions. The results provide implications for meeting Tennessee’s goals for RTTT and for improving school counseling in Tennessee and across the nation.