School Counseling Programs |
I-B: ABILITIES & SKILLS |
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
I-B-1. Plans, organizes, implements and evaluates a school counseling program aligning
with the ASCA National Model
I-B-1a. Creates a vision statement examining the professional and personal competencies
and qualities a school counselor should possess
I-B-1b. Describes the rationale for a comprehensive school counseling program
I-B-1c. Applies the school counseling themes of leadership, advocacy, collaboration and
systemic change, which are critical to a successful school counseling program
I-B-1d. Describes, defines and identifies the qualities of an effective school counseling
program
I-B-1e. Describes the benefits of a comprehensive school counseling program for all
stakeholders, including students, parents, teachers, administrators, school boards,
department of education, school counselors, counselor educators, community
stakeholders and business leaders
I-B-1f. Describes the history of school counseling to create a context for the current state
of the profession and comprehensive school counseling programs
I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and
evaluate the comprehensive school counseling program
I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning,
organizing, implementing and evaluating the comprehensive school counseling
program
I-B-2. Serves as a leader in the school and community to promote and support student
success
I-B-2a. Understands and defines leadership and its role in comprehensive school counseling
programs
I-B-2b. Identifies and applies a model of leadership to a comprehensive school counseling
program
I-B-2c. Identifies and demonstrates professional and personal qualities and skills of
effective leaders
I-B-2d. Identifies and applies components of the ASCA National Model requiring
leadership, such as an advisory council, management tools and accountability
I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school
counselors
I-B-3. Advocates for student success
I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling
programs
I-B-3b. Identifies and demonstrates benefits of advocacy with school and community
stakeholders
I-B-3c. Describes school counselor advocacy competencies, which include dispositions,
knowledge and skills
I-B-3d. Reviews advocacy models and develops a personal advocacy plan
I-B-3e. Understands the process for development of policy and procedures at the building,
district, state and national levels
I-B-4. Collaborates with parents, teachers, administrators, community leaders and other
stakeholders to promote and support student success
I-B-4a. Defines collaboration and its role in comprehensive school counseling programs
I-B-4b. Identifies and applies models of collaboration for effective use in a school
counseling program and understands the similarities and differences between
consultation, collaboration and counseling and coordination strategies
I-B-4c. Creates statements or other documents delineating the various roles of student
service providers, such as school social worker, school psychologist or school
nurse, and identifies best practices for collaborating to affect student success
I-B-4d. Understands and knows how to apply a consensus-building process to foster
agreement in a group
I-B-4e. Understands how to facilitate group meetings to effectively and efficiently meet
group goals
I-B-5. Acts as a systems change agent to create an environment promoting and supporting
student success
I-B-5a. Defines and understands system change and its role in comprehensive school
counseling programs
I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and institutional
resistance impeding the change process
I-B-5c. Understands the impact of school, district and state educational policies,
procedures and practices supporting and/or impeding student success
with the ASCA National Model
I-B-1a. Creates a vision statement examining the professional and personal competencies
and qualities a school counselor should possess
I-B-1b. Describes the rationale for a comprehensive school counseling program
I-B-1c. Applies the school counseling themes of leadership, advocacy, collaboration and
systemic change, which are critical to a successful school counseling program
I-B-1d. Describes, defines and identifies the qualities of an effective school counseling
program
I-B-1e. Describes the benefits of a comprehensive school counseling program for all
stakeholders, including students, parents, teachers, administrators, school boards,
department of education, school counselors, counselor educators, community
stakeholders and business leaders
I-B-1f. Describes the history of school counseling to create a context for the current state
of the profession and comprehensive school counseling programs
I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and
evaluate the comprehensive school counseling program
I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning,
organizing, implementing and evaluating the comprehensive school counseling
program
I-B-2. Serves as a leader in the school and community to promote and support student
success
I-B-2a. Understands and defines leadership and its role in comprehensive school counseling
programs
I-B-2b. Identifies and applies a model of leadership to a comprehensive school counseling
program
I-B-2c. Identifies and demonstrates professional and personal qualities and skills of
effective leaders
I-B-2d. Identifies and applies components of the ASCA National Model requiring
leadership, such as an advisory council, management tools and accountability
I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school
counselors
I-B-3. Advocates for student success
I-B-3a. Understands and defines advocacy and its role in comprehensive school counseling
programs
I-B-3b. Identifies and demonstrates benefits of advocacy with school and community
stakeholders
I-B-3c. Describes school counselor advocacy competencies, which include dispositions,
knowledge and skills
I-B-3d. Reviews advocacy models and develops a personal advocacy plan
I-B-3e. Understands the process for development of policy and procedures at the building,
district, state and national levels
I-B-4. Collaborates with parents, teachers, administrators, community leaders and other
stakeholders to promote and support student success
I-B-4a. Defines collaboration and its role in comprehensive school counseling programs
I-B-4b. Identifies and applies models of collaboration for effective use in a school
counseling program and understands the similarities and differences between
consultation, collaboration and counseling and coordination strategies
I-B-4c. Creates statements or other documents delineating the various roles of student
service providers, such as school social worker, school psychologist or school
nurse, and identifies best practices for collaborating to affect student success
I-B-4d. Understands and knows how to apply a consensus-building process to foster
agreement in a group
I-B-4e. Understands how to facilitate group meetings to effectively and efficiently meet
group goals
I-B-5. Acts as a systems change agent to create an environment promoting and supporting
student success
I-B-5a. Defines and understands system change and its role in comprehensive school
counseling programs
I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and institutional
resistance impeding the change process
I-B-5c. Understands the impact of school, district and state educational policies,
procedures and practices supporting and/or impeding student success