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Compare and contrast a service-centered paradigm to a program-centered paradigm

Assess stakeholders' perceptions

Articulate how data-informed school counseling programs aligned with school improvement plans serve students better by addressing specific goals

Identify and analyze current school counseling activities, data and results

Discuss how current school counseling activities and results can be reframed using the ASCA National Model

Create a data-informed intervention related to school improvement goals, implement intervention strategies, evaluate intervention and share results

Identify methods for teaming and collaborating to create or improve the school counseling program structure

Take a leadership role to focus on individual student needs and systemic change addressing what all students need to know and be able to do to ensure success

Develop a three-to five-year action plan for ASCA National Model implementation

Summarize the basics of the ASCA National Model

Explain how to develop or improve the Define, Manage, Deliver, Assess systems for the school counseling program

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• Document instruction • Analyze and explain participation, Mindsets & Behaviors, and outcome data • Share impact of activities and services • Inform improvement for future activities and interventions • Support advocacy for systemic change

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School Counselor Assessment and Appraisal

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School Counselor Assessment and Appraisal

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The key purpose of the school counselor performance appraisal is to enhance the positive effect the school counselor and the school counseling program have on students and school stakeholders (Studer, 2016). The school counselor:

initiates and documents the annual administrative conference with administrators, to be referenced during the annual performance appraisal

consults with administrators regarding approved standards and competencies for school counselors and school counseling programs

advocates for the integration of the ASCA National Model School Counselor Performance Appraisal and ASCA School Counselor Professional Standards & Competencies as tools in the appraisal process

presents outcome data to demonstrate effectiveness and accountability as a part of program evaluation

educates stakeholders about the importance of appropriate school counselor appraisal tools and advocates for their use if such tools are not being used (ASCA, 2019a)

collaborates with personnel across the school district (e.g., other school counselors, district-level student support services personnel, administrators, union representatives) to align actual school counseling roles with the evaluation tool (Young & Kaffenberger, 2018)

collaborates with administrators and departments of education to develop appropriate tools to use in the evaluation of the school counselor and the school counseling program (Dollarhide & Saginak, 2017) (See examples at www.schoolcounselor.org/templates.

Summary

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ASCA School Counselor Professional Standards & Competencies Assessment

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ASCA School Counselor Professional Standards & Competencies Assessment

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While completing the ASCA School Counselor Professional Standards and Competencies Assessment I was overwhelmed by the sheer volume of information and requirements.   As a new counselor, in a new position, I hope to be able to meet and exceed the competencies set forth.  I believe the mindsets should be the cornerstone of every school counselor, and that I will be very capable in that aspect.  I have spent over twenty years looking for the positives and capabilities of those who are incarcerated, helped them focus on the weaknesses, and believe I can tailor my approach to students.   I have used evidence-based counseling theories in my interactions, learned what worked for certain individuals and what needed to be adjusted for ultimate success.  Another area I have experience in is one on one and group sessions with participants of varying education levels, backgrounds and beliefs.   While I am very familiar with the criminal justice system and prison policies, learning the policy and procedures associated with educational systems will be new to me.   Many of the legal and ethical principles of the school counseling profession are similar to my current position as well as interacting with and advocating for individuals with respect of customs, traditions and values.   I am looking forward to having input on action plans and analyzing student outcomes and data which will also be a new area for me.

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The video was about controlling emotions to see things from a factual standpoint. The lady assumed the teen was being disrespectful by eating her snack, when all along he was sharing with her. This can be used as a lesson about not forming ideas about people or situations without looking at the facts. Had the lady looked in her purse and seen that her snack was still there, she may have reacted differently.

I believe the lesson matched the Mindsets/Behaviors skills as the students were struggling with emotional outbursts, like seen in the video. Some of those outbursts may be avoided by simply looking at the facts of the situation and removing the emotional response.

The fact that no results were seen in the reduction of the number of referrals may not be indicative of the true impact of the lesson. The students may consider the skill then next time they lose emotional control.

I would have modified the lesson by changing the pre and post test to questions like, when I get angry I respond immediately, or I think about it, I am often regretful of how I acted to get the students to see the impact of their outbursts not only on themselves the people around them.

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Relating academic standards to future lifestyles will allow students to see the correlation between their academic performance and potential earnings capabilities and outcomes. The challenging part would be getting the students to see past next week and instead look ten years ahead and see how current decisions have affected them.

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My goal is to be the resource students' need, the wisdom and advice they seek, and the trusted person they can bounce ideas off of. I hope to be this for students at all ends of the academic and behavioral spectrum and allow each student to explore and discover their own individual assets.