accountability |
V-B: ABILITIES & SKILLS |
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills:
V-B-1. Analyzes data from school data profile and results reports to evaluate student
outcomes and program effectiveness and to determine program needs
V-B-1a. Analyzes use of time to determine how much time is spent in school counseling
program components and considers best use of time compared to student needs as
identified through student data
V-B-1b. Analyzes results from school counseling program assessment
V-B-1c. Uses formal and informal methods of program evaluation to design and
enhance comprehensive school counseling programs
V-B-1d. Uses student data to support decision-making in designing effective school
counseling programs and interventions
V-B-1e. Measures and analyzes results attained from school counseling core curriculum,
small group and closing-the-gap activities
V-B-1f. Works with members of the school counseling team and with the administration to
decide how school counseling programs are evaluated and how results are shared
V-B-1g. Analyzes and interprets process, perception and outcome data
V-B-1h. Reviews progress toward program goals
V-B-1i. Uses technology in conducting research and program evaluation
V-B-1j. Reports program results to the school counseling community
V-B-1k. Uses data to demonstrate the value the school counseling program adds to student
achievement
V-B-1l. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance
appraisal process based on school counselor competencies and implementation of
the comprehensive school counseling program
V-B-2a. Analyzes self-assessment related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of a performance
appraisal instrument
V-B-2c. Encourages administrators to use a performance appraisal instrument reflecting
appropriate responsibilities for school counselors
V-B-3a. Compares current school counseling program implementation with the ASCA
National Model
V-B-3b. Shares the results of the program assessment with administrators, the advisory
council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program
outcomes and program effectiveness and to determine program needs
V-B-1a. Analyzes use of time to determine how much time is spent in school counseling
program components and considers best use of time compared to student needs as
identified through student data
V-B-1b. Analyzes results from school counseling program assessment
V-B-1c. Uses formal and informal methods of program evaluation to design and
enhance comprehensive school counseling programs
V-B-1d. Uses student data to support decision-making in designing effective school
counseling programs and interventions
V-B-1e. Measures and analyzes results attained from school counseling core curriculum,
small group and closing-the-gap activities
V-B-1f. Works with members of the school counseling team and with the administration to
decide how school counseling programs are evaluated and how results are shared
V-B-1g. Analyzes and interprets process, perception and outcome data
V-B-1h. Reviews progress toward program goals
V-B-1i. Uses technology in conducting research and program evaluation
V-B-1j. Reports program results to the school counseling community
V-B-1k. Uses data to demonstrate the value the school counseling program adds to student
achievement
V-B-1l. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance
appraisal process based on school counselor competencies and implementation of
the comprehensive school counseling program
V-B-2a. Analyzes self-assessment related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of a performance
appraisal instrument
V-B-2c. Encourages administrators to use a performance appraisal instrument reflecting
appropriate responsibilities for school counselors
V-B-3a. Compares current school counseling program implementation with the ASCA
National Model
V-B-3b. Shares the results of the program assessment with administrators, the advisory
council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program