ASCA School Counselor Competencies
School counselors should possess the knowledge, abilities, skills and attitudes necessary to monitor and evaluate the processes and results of a school counseling program aligning with the ASCA National Model.
A: Knowledge: School counselors should articulate and demonstrate an understanding of:
A-1. Basic concepts of results-based school counseling and accountability issues
A-2. Basic research sampling, methodology and analysis concepts to understand research outcomes and conduct action research
A-3. Use of data to evaluate program effectiveness and to determine program needs
A-4. School counseling program assessments and results reports
B: Abilities and Skills: An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
B-1. Analyzes data from school data profile and results reports to evaluate student outcomes and program effectiveness and to determine program needs
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
B-1b. Analyzes results from school counseling program assessment
B-1c. Uses formal and informal methods of program evaluation to design and enhance comprehensive school counseling programsB-1d. Uses student data to support decision-making in designing effective school counseling programs and interventionsB-1e. Measures and analyzes results attained from school counseling core curriculum, small group and closing-the-gap activitiesB-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 sharedB-1g. Analyzes and interprets process, perception and outcome dataB-1h. Reviews progress toward program goalsB-1i. Uses technology in conducting research and program evaluationB-1j. Reports program results to the school counseling communityB-1k. Uses data to demonstrate the value the school counseling program adds to student achievementB-1l. Uses results obtained for program improvementB-2. Understands and advocates for appropriate school counselor performance appraisal process based on school counselor competencies and implementation of the comprehensive school counseling programB-2a. Analyzes self-assessment related to school counseling skills and performanceB-2b. Identifies how school counseling activities fit within categories of a performance appraisal instrumentB-2c. Encourages administrators to use a performance appraisal instrument reflecting appropriate responsibilities for school counselorsB-3a. Compares current school counseling program implementation with theB-3b. Shares the results of the program assessment with administrators, the advisory council and other appropriate stakeholdersB-3c. Identifies areas for improvement for the school counseling programC: Attitudes: School counselors believe:C-1. School counseling programs should achieve demonstrable resultsC-2. School counselors should be accountable for the results of the school counseling programC-3. School counselors should use quantitative and qualitative data to evaluate their school counseling program and to demonstrate program resultsC-4. The outcomes of the school counseling program should be analyzed and presented in the context of the overall school and district performance