Management
"School counselors incorporate organizational assessments and tools that are concrete, clearly delineated and reflective of the school's needs" (ASCA, 2012).
Comprehensive school counseling programs must be efficiently managed in order to deliver the core counseling curriculum and all other counseling services to every student. The ASCA National Model provides organizational assessments and tools for the purpose of managing comprehensive school counseling programs, including a school counselor competencies assessment, school counseling program assessment, and use-of-time assessment. These assessments and tools assist professional school counselors in developing, implementing, and evaluating their programs based on clear priorities and goals that reflect the developmental needs of every student.
Comprehensive school counseling programs must be efficiently managed in order to deliver the core counseling curriculum and all other counseling services to every student. The ASCA National Model provides organizational assessments and tools for the purpose of managing comprehensive school counseling programs, including a school counselor competencies assessment, school counseling program assessment, and use-of-time assessment. These assessments and tools assist professional school counselors in developing, implementing, and evaluating their programs based on clear priorities and goals that reflect the developmental needs of every student.
From the experience that I have gained in the school setting, it is clear to me that reaching the ideal 80% of professional school counselors' time spent on direct and indirect delivery of services to students is a daunting task. However, I believe that this goal is attainable, and the key to reaching this 80% target is through taking advantage of use-of-time assessments and school counseling program assessments. Showing my administrators how I am currently using my time and how that is affecting the success of my school counseling program can be an efficient way to advocate for myself and my program. Through the use of these assessments, I can show these influential stakeholders the benefits to my students of spending my time on appropriate activities, such as collaborating with teachers to plan opportunities for core curriculum classroom lessons, rather than inappropriate activities, such as supervising classrooms or common areas.
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Reference: American School Counselor Association (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.). Alexandria, VA: Author.