MANAGEMENT

MANAGEMENT

School counselors should possess the knowledge, abilities, skills and attitudes necessary to
manage a school counseling program aligning with the ASCA National Model.

III-A: Knowledge

School counselors should articulate and demonstrate an understanding of:
n
III-A-1.
Leadership principles, including sources of power and authority and formal and
informal leadership
n
III-A-2.
Organization theory to facilitate advocacy, collaboration and systemic change
n
III-A-3.
Presentation skills for programs such as teacher in-services, parent workshops and
presentation of results reports to school boards
n
III-A-4.
Time management, including long- and short-term management using tools such as
schedules and calendars
n
III-A-5.

MANAGEMENT

Data-driven decision making

n
III-A-6.
Current and emerging technologies such as use of the Internet, Web-based
resources and information management systems
III-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives demonstrating the
following abilities and skills:
n
III-B-1.
Self-evaluates his/her own competencies leading to and resulting in the formulation
of an appropriate professional development plan
n
III-B-1a.
Conducts a school counseling program assessment
n
III-B-1b.
Negotiates a management plan for the comprehensive school counseling
program with the administrator
n
III-B-1c.
Discusses and develops the management component of the school counseling
program with the other members of the school counseling staff
n
III-B-1d.
Presents school counseling management tools to the principal, and finalizes an
annual school counseling agreement
n
III-B-1e.
Discusses the anticipated program results when implementing the action plans for
the school year
n
III-B-1f.
Participates in school counseling and education-related professional
organizations
n
III-B-1g.
Develops a yearly professional development plan demonstrating how the school
counselor advances relevant knowledge, skills and dispositions
n
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
n
III-B-1i.
Uses personal reflection, consultation and supervision to promote professional
growth and development
n
III-B-2.
Establishes and convenes an advisory council for the comprehensive school
counseling program
n
III-B-2a.
Uses leadership skills to facilitate vision and positive change for the comprehensive
school counseling program
n
III-B-2b.
Determines appropriate education stakeholders who should be represented on the
advisory council
n
III-B-2c.
Develops effective and efficient meeting agendas
n
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
n
III-B-2f.
Analyzes and incorporates feedback from the advisory council related to school
counseling program goals as appropriate
n
III-B-3.
Accesses or collects relevant data, including process, perception and outcome data,
to monitor and improve student behavior and achievement
n
III-B-3a.
Reviews and disaggregates student achievement, attendance and behavior data to
identify and implement interventions as needed
n
III-B-3b.
Uses data to identify policies, practices and procedures leading to successes,
systemic barriers and areas of weakness
n
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
n
III-B-3d.
Understands and uses data to establish goals and activities to close the
achievement, opportunity and/or information gap
n
III-B-3e.
Knows how to use data to identify gaps between and among different groups of
students
n
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
n
III-B-3g.
Knows and understands theoretical and historical basis for assessment techniques
n
III-B-4.
Assesses use of time in direct and indirect student services and program
management and school support
n
III-B-4a.
Organizes and manages time to effectively implement a comprehensive school
counseling program
n
III-B-4b.
Identifies appropriate distribution of school counselor’s time based on the school
data and program goals
n
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
n
III-B-4d.
Identifies and evaluates fair-share responsibilities, which articulate appropriate and
inappropriate counseling and non-counseling activities
n
III-B-5.
Develops calendars to ensure the effective implementation of the school counseling
program
n
III-B-5a.
Creates annual and weekly calendars to plan activities to reflect school counseling
program goals
n
III-B-5b.
Demonstrates time-management skills including scheduling, publicizing and
prioritizing time and tasks
n
III-B-6.
Designs and implements action plans aligning with school and school counseling
program goals
n
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
n
III-B-6b.
Identifies ASCA domains, standards and competencies being addressed by each plan
n
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
n
III-B-6d.
Determines the intended impact on academics, attendance and behavior
n
III-B-6e.
Identifies appropriate activities to accomplish objectives
n
III-B-6f.
Identifies appropriate resources needed
n
III-B-6g.
Identifies data-collection strategies to gather process, perception and outcome data
n
III-B-6h.
Shares results of action plans with staff, parents and community.


II-B-7.
Implements program management and school support activities for the
comprehensive school counseling program
n
III-B-7a.
Creates a program management and school support planning document addressing
school counselor’s responsibilities for program management and professional
development
n
III-B-7b.
Coordinates activities that establish, maintain and enhance the school counseling
program as well as other educational programs
n
III-B-8.
Conducts self-appraisal related to school counseling skills and performance
III-C: Attitudes
School counselors believe:
n
III-C-1.
A school counseling program/department must be managed like other programs
and departments in a school
n
III-C-2.
Planning, organizing, implementing and evaluating a school counseling program
are critical responsibilities for a school counselor
n
III-C-3.
Management of a school counseling program must be done in collaboration with
administrators