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74 TPC D igest professional identity models. Counselor educators should address professional identity and advocacy as part of a successful school counselor training program. This emphasis will ensure that school counselors leave their training not only with knowledge and skills but also with the ability to advocate for appropriate roles, functions and supervision. Next, practicing counselors should have the intention of educating administrators, colleagues and other stakeholders on the role of the counselor and best practices in the profession, utilizing the ASCA National Model and relevant state models. Lastly, administrators and supervisors should work to provide appropriate supervision for school counselors that not only evaluates their work but also enhances their skills in and knowledge of working with students and parents. Full article and references: Cinotti, D. (2014). Competing professional identity models in school counseling: A historical perspective and commentary. The Professional Counselor , 4 , 417–425. doi:10.15241/dc.4.5.417 The Professional Counselor DIGEST Volume 4, Issue 5 http://tpcjournal.nbcc.org © 2014 NBCC, Inc. and Affiliates