FUNDATIONS

FUNDATIONS

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
establish the foundations of a school counseling program aligning with the ASCA National
Model.
II-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
n
II-A-1.
Beliefs and vision of the school counseling program that align with current school
improvement and student success initiatives at the school, district and state level
n
II-A-2.
Educational systems, philosophies and theories and current trends in education,
including federal and state legislation
n
II-A-3.

FUNDATIONS

Learning theories

n
II-A-4.
History and purpose of school counseling, including traditional and transformed
roles of school counselors
n
II-A-5.
Human development theories and developmental issues affecting student success
n
II-A-6.
District, state and national student standards and competencies, including ASCA
Student Standards and other student standards that may complement and inform
the comprehensive school counseling program
n
II-A-7.
Legal and ethical standards and principles of the school counseling profession and
educational systems, including district and building policies
n
II-A-8.
The three domains of academic achievement, career planning and personal/social
development

II-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives demonstrating the
following abilities and skills:
n
II-B-1.
Develops the beliefs and vision of the school counseling program that align with
current school improvement and student success initiatives at the school, district
and state level
n
II-B-1a.
Examines personal, district and state beliefs, assumptions and philosophies about
student success, specifically what they should know and be able to do
n
II-B-1b.
Demonstrates knowledge of a school’s particular educational vision and mission
n
II-B-1c.
Conceptualizes and writes a personal philosophy about students, families, teachers,
school counseling programs and the educational process consistent with the
school’s educational philosophy and mission
n
II-B-1d.
Writes a school counseling vision statement that describes a future world in which
the school counseling goals and strategies are being successfully achieved
n
II-B-2.
Develops a school counseling mission statement aligning with the school, district
and state mission
n
II-B-2a.
Critiques a school district mission statement and identifies or writes a mission
statement aligning with beliefs
n
II-B-2b.
Writes a school counseling mission statement that is specific, concise, clear and
comprehensive, describing a school counseling program’s purpose and a vision of
the program’s benefits for every student
n
II-B-2c.
Communicates the vision and mission of the school counseling program to all
appropriate stakeholders


5
n
II-B-3.
Uses student standards, such as ASCA Student Standards and other appropriate
student standards such as district or state standards, to drive the implementation of
a comprehensive school counseling program
n
II-B-3a.
Crosswalks the ASCA Student Standards with other appropriate student standards
n
II-B-3b.
Prioritizes student standards that align with the school’s goals
n
II-B-4.
Applies the ethical standards and principles of the school counseling profession and
adheres to the legal aspects of the role of the school counselor
n
II-B-4a.
Practices ethical principles of the school counseling profession in accordance with
the ASCA Ethical Standards for School Counselors
n
II-B-4b.
Understands the legal and ethical nature of working in a pluralistic, multicultural
and technological society
n
II-B-4c.
Understands and practices in accordance with school district policy and local, state
and federal statutory requirements
n
II-B-4d.
Understands the unique legal and ethical nature of working with minor students in
a school setting
n
II-B-4e.
Advocates responsibly for school board policy and local, state and federal statutory
requirements in students’ best interests
n
II-B-4f.
Resolves ethical dilemmas by employing an ethical decision-making model
appropriate to work in schools
n
II-B-4g.
Models ethical behavior
n
II-B-4h.
Continuously engages in professional development and uses resources to inform
and guide ethical and legal work
n
II-B-4i.
Practices within the ethical and statutory limits of confidentiality
n
II-B-4j.
Continually seeks consultation and supervision to guide legal and ethical decision
making and to recognize and resolve ethical dilemmas
n
II-B-4k.
Understands and applies an ethical and legal obligation not only to students but to
parents, administration and teachers as well
II-C: Attitudes
School counselors demonstrate their attitudes and beliefs that all students deserve access to a
comprehensive program that:
n
II-C-1.
Has an impact on every student rather than a series of services provided only to
students in need
n
II-C-2.
Is an integral component of student success and the overall mission of the school
and school district
n
II-C-3.
Promotes and supports academic achievement, career planning and personal/social
development for every student
n
II-C-4.
Adheres to school and district policies, state laws and regulations and professional
ethics standards
n
II-C-5.
Is intentional in addressing the information, opportunity and achievement gaps