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The ASCA School Counselor Professional Standards and Competencies focus on four areas to reflect on and be evaluated for best school counselor practices. These areas focus on the counselor's mindset, behaviors related to principles, behaviors related to direct and indirect student services, and behaviors related to planning and assessment. As I evaluated my understanding in each area, I realized that I had some knowledge in most of them, as my previous role as a student support coordinator for the Communities in Schools (CIS) program was similar to that of a school counselor. Also, working closely with a school counselor allowed me to observe day-to-day counselor practices. However, there are areas that I do need improvement and better understanding.

Areas of Strength

When reviewing the competencies, I was reminded of the initial school year requirements in my previous role with CIS. The competency area, 'Behaviors: Planning and Assessment' sections B-PE 2-7, requires that a counselor "Identify gaps in achievement, attendance, discipline, opportunity, and resources" (p.100). At the beginning of the school- year, I was required to send out a Needs Assessment survey requesting administrative and parent feedback. This survey and organizational collaboration helped determine my goals for the school year. The data collected and the partnership helped identify areas needing interventions. As with CIS, a counselor must report and hold accountability to the school community. This is an area I feel comfortable with, and I am confident that I will successfully implement it as a counselor.

Areas of Improvement

On the contrary, an area that I need clarification on and more practice in is understanding all the ASCA Ethical standards. With that, I am hesitant about the "Behaviors: Professional Foundation" sections B-PF 2 and 3. I am still trying to understand all the ethical standards and worry that I will fail to comply. As a school counselor, one must abide by the ASCA School Counselor Ethical standards and the unique school district policies. As stated in competency B-PF 3, it will be necessary to "engage in continual professional development to inform and guide ethical and legal work" (p.96). As required for teachers, I am sure that school counselors will also be required to participate in training to ensure that they follow district policies.

References

Asca Ethical Standards for School Counselors." ASCA Ethical Standards for School Counselors - American School Counselor Association (ASCA), www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1).

American School Counselor Association (2019). The ASCA national model: A framework for school counseling programs (4th ed.). Alexandria, VA: American School Counselor Association

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Core Beliefs

All students can succeed if they put in the effort and receive the support they need. They deserve the same access to an education where they are supported, encouraged, and seen despite their unique learning styles and disabilities. All students have access to resources, including a comprehensive school counselor and administrators who encourage and believe in their ability to reach their goals. All students deserve to be treated equally and given the same opportunities despite their gender, economic status, beliefs, culture, or ethnic background.

Vision Statement

All students, regardless of socioeconomic status, gender, or race, graduate high school determined to pursue a postsecondary education. All students graduate with plans to pursue their career of choice, achieve their fullest potential, and succeed in life.

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School Principals’ and Counselors’ Focus on College-Going: The Impact of School Leader Expectations and Primary Counseling Goals on Postsecondary Education 