ABSTRACT
I n this article we propose a new approach to the preparation of school counselors as a means of preparing them to work in 21st-century schools. It is critical that school counselors move beyond their current roles as helper-responders in order to become proactive leaders and advocates for the success of all students. We believe that when school counselors are taught to question the beliefs, assumptions, and values behind inequitable school policies, structures, or actions they become an integral part of schools and educational reform. This process of learning how to examine and question the inequitable practices that some students experience needs to start in counselor preparation programs. This can be done by emphasizing the value of experience, promoting active learning, engaging in reflective practice, and inviting dialogue among students and faculty. Such themes can guide program development, classroom exchanges, field experiences, interactions with colleagues, and collaboration with community members. Through these processes, school counselors are taught to take stands against injustices and join counselor educators and community stakeholders in thoughtfully constructing a blueprint for student academic success.
