III-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives measuring the following abilities and skills:
III-B-1. Self-evaluates his/her own competencies leading to and resulting in the formulation of an appropriate professional development plan
III-B-1a. Conducts a school counseling program assessment
III-B-1b. Negotiates a management plan for the comprehensive school counseling program with the administrator
III-B-1c. Discusses and develops the management component of the school counseling program with the other members of the school counseling staff
III-B-1d. Presents school counseling management tools to the principal, and finalizes an annual school counseling agreement
III-B-1e. Discusses the anticipated program results when implementing the action plans for the school year
III-B-1f. Participates in school counseling and education-related professional organizations
III-B-1g. Develops a yearly professional development plan demonstrating how the school counselor advances relevant knowledge, skills and dispositions
III-B-1h. Communicates effective goals and benchmarks for meeting and exceeding expectations consistent with the administrator/school counselor annual agreement and district performance appraisals
III-B-1i. Uses personal reflection, consultation and supervision to promote professional growth and development
III-B-2. Establishes and convenes an advisory council for the comprehensive school counseling program
III-B-2a. Uses leadership skills to facilitate vision and positive change for the comprehensive school counseling program
III-B-2b. Determines appropriate education stakeholders who should be represented on the advisory council
III-B-2c. Develops effective and efficient meeting agendas
III-B-2d. Reviews school data, school counseling program assessment and school counseling program goals with the advisory council
III-B-2e. Records meeting notes and distributes as appropriate
III-B-2f. Analyzes and incorporates feedback from the advisory council related to school counseling program goals as appropriate
III-B-3. Accesses or collects relevant data, including process, perception and outcome data, to monitor and improve student behavior and achievement
III-B-3a. Reviews and disaggregates student achievement, attendance and behavior data to identify and implement interventions as needed
III-B-3b. Uses data to identify policies, practices and procedures leading to successes, systemic barriers and areas of weakness
III-B-3c. Uses student data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps
III-B-3d. Understands and uses data to establish goals and activities to close the achievement, opportunity and/or information gap
III-B-3e. Knows how to use data to identify gaps between and among different groups of students
III-B-3f. Uses school data to identify and assist individual students who do not perform at grade level and do not have opportunities and resources to be successful in school
III-B-3g. Knows and understands theoretical and historical basis for assessment techniques
III-B-4. Assesses use of time in direct and indirect student services and program management and school support
III-B-4a. Organizes and manages time to effectively implement a comprehensive school counseling program
III-B-4b. Identifies appropriate distribution of school counselor’s time based on the school data and program goals
III-B-4c. Creates a rationale for school counselor’s use of time in the delivery component to focus on the goals of the comprehensive school counseling program
III-B-4d. Identifies and evaluates fair-share responsibilities, which articulate appropriate and inappropriate counseling and non-counseling activities
III-B-5. Develops calendars to ensure the effective implementation of the school counseling program
III-B-5a. Creates annual and weekly calendars to plan activities to reflect school counseling program goals
III-B-5b. Demonstrates time-management skills including scheduling, publicizing and prioritizing time and tasks
III-B-6. Designs and implements action plans aligning with school and school counseling program goals
III-B-6a. Uses appropriate academic and behavioral data to develop school counseling core curriculum, small-group and closing-the-gap action plans and determines appropriate students for the target group or interventions
III-B-6b. Identifies ASCA domains, standards and competencies being addressed by each plan
III-B-6c. Creates lesson plans related to the school counseling core curriculum identifying what will be delivered, to whom it will be delivered, how it will be delivered and how student attainment of competencies will be evaluated
III-B-6d. Determines the intended impact on academics, attendance and behavior
III-B-6e. Identifies appropriate activities to accomplish objectives
III-B-6f. Identifies appropriate resources needed
III-B-6g. Identifies data-collection strategies to gather process, perception and outcome data
III-B-6h. Shares results of action plans with staff, parents and community.
III-B-7. Implements program management and school support activities for the comprehensive school counseling program
III-B-7a. Creates a program management and school support planning document addressing school counselor’s responsibilities for program management and professional development
III-B-7b. Coordinates activities that establish, maintain and enhance the school counseling program as well as other educational programs
III-B-8. Conducts self-appraisal related to school counseling skills and performance
III-B-1. Self-evaluates his/her own competencies leading to and resulting in the formulation of an appropriate professional development plan
III-B-1a. Conducts a school counseling program assessment
III-B-1b. Negotiates a management plan for the comprehensive school counseling program with the administrator
III-B-1c. Discusses and develops the management component of the school counseling program with the other members of the school counseling staff
III-B-1d. Presents school counseling management tools to the principal, and finalizes an annual school counseling agreement
III-B-1e. Discusses the anticipated program results when implementing the action plans for the school year
III-B-1f. Participates in school counseling and education-related professional organizations
III-B-1g. Develops a yearly professional development plan demonstrating how the school counselor advances relevant knowledge, skills and dispositions
III-B-1h. Communicates effective goals and benchmarks for meeting and exceeding expectations consistent with the administrator/school counselor annual agreement and district performance appraisals
III-B-1i. Uses personal reflection, consultation and supervision to promote professional growth and development
III-B-2. Establishes and convenes an advisory council for the comprehensive school counseling program
III-B-2a. Uses leadership skills to facilitate vision and positive change for the comprehensive school counseling program
III-B-2b. Determines appropriate education stakeholders who should be represented on the advisory council
III-B-2c. Develops effective and efficient meeting agendas
III-B-2d. Reviews school data, school counseling program assessment and school counseling program goals with the advisory council
III-B-2e. Records meeting notes and distributes as appropriate
III-B-2f. Analyzes and incorporates feedback from the advisory council related to school counseling program goals as appropriate
III-B-3. Accesses or collects relevant data, including process, perception and outcome data, to monitor and improve student behavior and achievement
III-B-3a. Reviews and disaggregates student achievement, attendance and behavior data to identify and implement interventions as needed
III-B-3b. Uses data to identify policies, practices and procedures leading to successes, systemic barriers and areas of weakness
III-B-3c. Uses student data to demonstrate a need for systemic change in areas such as course enrollment patterns; equity and access; and achievement, opportunity and/or information gaps
III-B-3d. Understands and uses data to establish goals and activities to close the achievement, opportunity and/or information gap
III-B-3e. Knows how to use data to identify gaps between and among different groups of students
III-B-3f. Uses school data to identify and assist individual students who do not perform at grade level and do not have opportunities and resources to be successful in school
III-B-3g. Knows and understands theoretical and historical basis for assessment techniques
III-B-4. Assesses use of time in direct and indirect student services and program management and school support
III-B-4a. Organizes and manages time to effectively implement a comprehensive school counseling program
III-B-4b. Identifies appropriate distribution of school counselor’s time based on the school data and program goals
III-B-4c. Creates a rationale for school counselor’s use of time in the delivery component to focus on the goals of the comprehensive school counseling program
III-B-4d. Identifies and evaluates fair-share responsibilities, which articulate appropriate and inappropriate counseling and non-counseling activities
III-B-5. Develops calendars to ensure the effective implementation of the school counseling program
III-B-5a. Creates annual and weekly calendars to plan activities to reflect school counseling program goals
III-B-5b. Demonstrates time-management skills including scheduling, publicizing and prioritizing time and tasks
III-B-6. Designs and implements action plans aligning with school and school counseling program goals
III-B-6a. Uses appropriate academic and behavioral data to develop school counseling core curriculum, small-group and closing-the-gap action plans and determines appropriate students for the target group or interventions
III-B-6b. Identifies ASCA domains, standards and competencies being addressed by each plan
III-B-6c. Creates lesson plans related to the school counseling core curriculum identifying what will be delivered, to whom it will be delivered, how it will be delivered and how student attainment of competencies will be evaluated
III-B-6d. Determines the intended impact on academics, attendance and behavior
III-B-6e. Identifies appropriate activities to accomplish objectives
III-B-6f. Identifies appropriate resources needed
III-B-6g. Identifies data-collection strategies to gather process, perception and outcome data
III-B-6h. Shares results of action plans with staff, parents and community.
III-B-7. Implements program management and school support activities for the comprehensive school counseling program
III-B-7a. Creates a program management and school support planning document addressing school counselor’s responsibilities for program management and professional development
III-B-7b. Coordinates activities that establish, maintain and enhance the school counseling program as well as other educational programs
III-B-8. Conducts self-appraisal related to school counseling skills and performance