V-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives measuring the following abilities and skills:
V-B-1. Analyzes data from school data profile and results reports to evaluate student outcomes and program effectiveness and to determine program needs
V-B-1a. Analyzes use of time to determine how much time is spent in school counseling program components and considers best use of time compared to student needs as identified through student data
V-B-1b. Analyzes results from school counseling program assessment
V-B-1c. Uses formal and informal methods of program evaluation to design and enhance comprehensive school counseling programs
V-B-1d. Uses student data to support decision-making in designing effective school counseling programs and interventions
V-B-1e. Measures and analyzes results attained from school counseling core curriculum, small group and closing-the-gap activities
V-B-1f. 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-1g. Analyzes and interprets process, perception and outcome data
V-B-1h. Reviews progress toward program goals
V-B-1i. Uses technology in conducting research and program evaluation
V-B-1j. Reports program results to the school counseling community
V-B-1k. Uses data to demonstrate the value the school counseling program adds to student achievement
V-B-1l. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselor competencies and implementation of the comprehensive school counseling program
V-B-2a. Analyzes self-assessment related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of a performance appraisal instrument
V-B-2c. Encourages administrators to use a performance appraisal instrument reflecting appropriate responsibilities for school counselors
V-B-3a. Compares current school counseling program implementation with the ASCA National Model
V-B-3b. Shares the results of the program assessment with administrators, the advisory council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program
V-B-1. Analyzes data from school data profile and results reports to evaluate student outcomes and program effectiveness and to determine program needs
V-B-1a. Analyzes use of time to determine how much time is spent in school counseling program components and considers best use of time compared to student needs as identified through student data
V-B-1b. Analyzes results from school counseling program assessment
V-B-1c. Uses formal and informal methods of program evaluation to design and enhance comprehensive school counseling programs
V-B-1d. Uses student data to support decision-making in designing effective school counseling programs and interventions
V-B-1e. Measures and analyzes results attained from school counseling core curriculum, small group and closing-the-gap activities
V-B-1f. 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-1g. Analyzes and interprets process, perception and outcome data
V-B-1h. Reviews progress toward program goals
V-B-1i. Uses technology in conducting research and program evaluation
V-B-1j. Reports program results to the school counseling community
V-B-1k. Uses data to demonstrate the value the school counseling program adds to student achievement
V-B-1l. Uses results obtained for program improvement
V-B-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselor competencies and implementation of the comprehensive school counseling program
V-B-2a. Analyzes self-assessment related to school counseling skills and performance
V-B-2b. Identifies how school counseling activities fit within categories of a performance appraisal instrument
V-B-2c. Encourages administrators to use a performance appraisal instrument reflecting appropriate responsibilities for school counselors
V-B-3a. Compares current school counseling program implementation with the ASCA National Model
V-B-3b. Shares the results of the program assessment with administrators, the advisory council and other appropriate stakeholders
V-B-3c. Identifies areas for improvement for the school counseling program