ii-B: Abilities and skills
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
II-B-1. Develops the beliefs and philosophy of the school counseling program that align with current school improvement and student success initiatives at the school, district and state
II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies about student success, specifically what they should know and be able to do
II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy and mission
II-B-1c. Conceptualizes and writes a personal philosophy about students, families, teachers, school counseling programs and the educational process consistent with the school’s educational philosophy and mission
II-B-2. Develops a school counseling mission statement aligning with the school, district and state mission.
II-B-2a. Critiques a school district mission statement and identifies or writes a mission statement aligning with beliefs
II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and a vision of the program’s benefits every student
II-B-2c. Communicates the philosophy and mission of the school counseling program to all appropriate stakeholders
II-B-3. Uses student standards, such as ASCA Student Competencies, and district or state standards, to drive the implementation of a CSCP
II-B-3a. Crosswalks the ASCA Student Competencies with other appropriate standards
II-B-3b. Prioritizes student standards that align with the school’s goals
II-B-4. Applies the ethical standards and principles of the school counseling profession and adheres to the legal aspects of the role of the school counselor
II-B-4a. Practices ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors
II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicultural, and technological society.
II-B-4c. Understands and practices in accordance with school district policy and local, state and federal statutory requirements.
II-B-4d. Understands the unique legal and ethical nature of working with minor students in a school setting.
II-B-4e. Advocates responsibly for school board policy, local, state and federal statutory requirements that are in the best interests of students
II-B-4f. Resolves ethical dilemmas by employing an ethical decision making model appropriate to work in schools.
II-B-4g. Models ethical behavior
II-B-4h. Continuously engages in professional development and uses resources to inform and guide ethical and legal work
II-B-4i. Practices within the ethical and statutory limits of confidentiality
II-B-4j. Continually seeks consultation and supervision to guide legal and ethical decision making and to recognize and resolve ethical dilemmas
II-B-4k. Understands and applies an ethical and legal obligation not only to students but to parents, administration and teachers as well
II-B-1. Develops the beliefs and philosophy of the school counseling program that align with current school improvement and student success initiatives at the school, district and state
II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies about student success, specifically what they should know and be able to do
II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy and mission
II-B-1c. Conceptualizes and writes a personal philosophy about students, families, teachers, school counseling programs and the educational process consistent with the school’s educational philosophy and mission
II-B-2. Develops a school counseling mission statement aligning with the school, district and state mission.
II-B-2a. Critiques a school district mission statement and identifies or writes a mission statement aligning with beliefs
II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and a vision of the program’s benefits every student
II-B-2c. Communicates the philosophy and mission of the school counseling program to all appropriate stakeholders
II-B-3. Uses student standards, such as ASCA Student Competencies, and district or state standards, to drive the implementation of a CSCP
II-B-3a. Crosswalks the ASCA Student Competencies with other appropriate standards
II-B-3b. Prioritizes student standards that align with the school’s goals
II-B-4. Applies the ethical standards and principles of the school counseling profession and adheres to the legal aspects of the role of the school counselor
II-B-4a. Practices ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors
II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicultural, and technological society.
II-B-4c. Understands and practices in accordance with school district policy and local, state and federal statutory requirements.
II-B-4d. Understands the unique legal and ethical nature of working with minor students in a school setting.
II-B-4e. Advocates responsibly for school board policy, local, state and federal statutory requirements that are in the best interests of students
II-B-4f. Resolves ethical dilemmas by employing an ethical decision making model appropriate to work in schools.
II-B-4g. Models ethical behavior
II-B-4h. Continuously engages in professional development and uses resources to inform and guide ethical and legal work
II-B-4i. Practices within the ethical and statutory limits of confidentiality
II-B-4j. Continually seeks consultation and supervision to guide legal and ethical decision making and to recognize and resolve ethical dilemmas
II-B-4k. Understands and applies an ethical and legal obligation not only to students but to parents, administration and teachers as well