v-b: abilities and skills
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
V-B-1. Uses data from results reports to evaluate program effectiveness and to determine program needs
V-B-1a. Uses formal and informal methods of program evaluation to design and modify CSCPs
V-B-1b. Uses student data to support decision making in designing effective school counseling programs and interventions
V-B-1c. Measures results attained from school guidance curriculum and closing-the-gap activities
V-B-1d. 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-1e. Collects process, perception and results data
V-B-1f. Uses technology in conducting research and program evaluation
V-B-1g. Reports program results to professional school counseling community
V-B-1h. Uses data to demonstrate the value the school counseling program adds to student achievement
V-B-1i. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselors competencies and completion of the guidance curriculum and agreed-upon action plans
V-B-2a. Conducts self-appraisal related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of performance appraisal instrument
V-B-2c. Encourages administrators to use performance appraisal instrument reflecting appropriate responsibilities for school counselors
V-B-3. Conducts a program audit
V-B-3a. Completes a program audit to compare current school counseling program implementation with the ASCA National Model
V-B-3b. Shares the results of the program audit with administrators, the advisory council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program
V-B-1. Uses data from results reports to evaluate program effectiveness and to determine program needs
V-B-1a. Uses formal and informal methods of program evaluation to design and modify CSCPs
V-B-1b. Uses student data to support decision making in designing effective school counseling programs and interventions
V-B-1c. Measures results attained from school guidance curriculum and closing-the-gap activities
V-B-1d. 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-1e. Collects process, perception and results data
V-B-1f. Uses technology in conducting research and program evaluation
V-B-1g. Reports program results to professional school counseling community
V-B-1h. Uses data to demonstrate the value the school counseling program adds to student achievement
V-B-1i. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselors competencies and completion of the guidance curriculum and agreed-upon action plans
V-B-2a. Conducts self-appraisal related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of performance appraisal instrument
V-B-2c. Encourages administrators to use performance appraisal instrument reflecting appropriate responsibilities for school counselors
V-B-3. Conducts a program audit
V-B-3a. Completes a program audit to compare current school counseling program implementation with the ASCA National Model
V-B-3b. Shares the results of the program audit with administrators, the advisory council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program