During a recent meeting in Arkansas of counselor educators, elementary school counselors, and state department supervisors, the author was again forcefully reminded of the multiplicity of role expectations for elementary school counselors and the continuing search for an identity.The writer believes that the identity of the elementary school counselor should be defined by the needs of the educational system for more efficient and more effective, affective and cognitive development of children. Too often it seems that counselor role is being defined by the needs of state departments to expand their programs, by the needs of professors to promote their special training areas, or to protect certain skills for certain specialists, and by the needs of counselors for personal recognition. Our search for role definition should have as its goal the meeting of the needs of the local school and the children and therefore cannot be absolute and inflexible. Job functions must not become ends unto themselves. PurposeThis study seeks further answers to the question of role definition explored by Raines (1964), Nitzschke (1964, Perrone and Evans (1964), Hill (1964), Donnelly and Parker (1965), Smith (1956), Hart (1963), Bosdell (1963), Oldridge (1964, McDougall andReitan (1963), andArcher andSplete (1965). These studies of the elementary school counselor's job functions sampled the view of counselors, teachers, principals, counselor educators, counselors in preparation, school phychologists, visiting teachers, and diagnosticians. A great many functions were assigned to the role of the elementary school counselor by these professional groups with apparent confusion concerning the importance attached to the functions. A common view is found in the emphasis placed upon consulting and adjustment counseling functions. Just how consulting Lamire H.

These personnel are staff for the total district and because of the position they occupy and their expertise in different curriculum and support areas, they are in a position to encourage, discourage, or ignore opportunities for grant and contract seeking. It is important that a district position of director of grants and contracts be established at a high enough level with sufficient professional and material support to enable this person to function politically within an LEA with other district staff and operators. If this position is organized and staffed at a minor administrative level, one can predict an almost certain lower level of performance and success in grant and contract seeking. By designating the grant and contract administrative position at a low level, the district would indicate to all of the internal employees and to external agencies that this activity is not a high priority and something that is not of major interest to the LEA.Operations personnel are the most important political group when it comes to grant and contract program implementation, completion, and evaluation. With this thought in mind, then, it is necessary that principals, vice-principals, teachers, counselors, aides, clerical staff, and others that will be involved in any external grant and contract operation have an opportunity for input to proposal development and strategy selection for the accomplishment of grant and contract goals and objectives. Simply stated, this means that anyone who will be involved in a grant or contract should be involved from the very begin-