Guidance officers: like Jedi Knights, but without a light sabre!
Queensland Teachers' Journal, Vol 129 No 3, 3 May 2024, page 22.
When asked by others to articulate what the guidance role involves, it is challenging to offer a perspective which is concise yet at the same time does justice to the considerable complexity and significant diversity of the role.
Often, I will try to offer some examples of key work tasks (counselling, assessment, supporting inclusive practices) or more generalised statements, such as enhancing outcomes for students and promoting student engagement and wellbeing. However, this then runs the risk of sounding like a rehash of the current role description.
If time permitted, what I would much prefer to do would be to sit down with them to watch an episode from the original Star Wars trilogy and share an analogy by talking all things Jedi.
Like Jedi Knights?
Jedi Knights are members of an ancient order who wear simple robes. In contrast to the dark forces of the Galactic Empire, which is based upon a system entirely reliant upon the use of positional power (and fear) to achieve compliance, Jedi robes do not include any insignia of rank.
With all of the evil to be found throughout the galaxy, there are simply not enough Jedi to go around. For this reason, the work of the Jedi focuses on traveling to wherever they are needed to protect and empower those who are most vulnerable.
Through their selfless choices and actions, Jedi sacrifice their own individual needs for the greater good. Jedi possess keen insights into all aspects of human nature – as well as alien nature for good measure.
The Jedi way reflects limitless resilience, tenacity, and adaptability. Jedi are highly proficient problem-solvers, who through their relational leadership empower others, and can potentially be viewed as early embracers of the principles of inclusion and social justice.
In many regards, the Jedi qualities described above reflect the characteristics which also make an effective guidance officer.
A key principle of American researcher Brené Brown’s work is that “daring leaders are not silent about hard things”. From my perspective, the single most powerful attribute possessed by those working in any guidance role is courage. Every day, guidance officers engage in courageous conversations, which can be of critical importance to schools and students.
Responding to a student protection concern, facilitating a challenging stakeholder meeting, advocating for the educational needs of a student, or supporting a student or teacher through a difficult situation are just some instances requiring the courage to stand up and be counted. As Brené Brown reminds us in “Dare to Lead”, integrity is “choosing courage over comfort”.
So why write this article? Three possibilities come to mind.
I am aware that guidance officers frequently host practicum students and also engage in conversations with other guidance aspirants. Perhaps you have your own preferred way of clarifying what the role involves? However, if this article provides some further insights to consider during these conversations, then it has achieved its intended purpose.
For those of you who may be considering guidance as a future pathway, please speak further with a GO or SGO who can share their own insights. Guidance can be a very rewarding career choice.
Finally, you may have no aspirations of ever moving into guidance but have found the subject matter to be of sufficient interest to maintain your engagement until this point.
Regardless of which of these applies, thanks for reading to the end... and may the force be with you!