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Leading and supporting school counselors through evaluation systems: A national study.

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Title: Leading and supporting school counselors through evaluation systems: A national study.
Authors: Geesa, Rachel Louise (AUTHOR), Elam, Nicholas P. (AUTHOR), Quick, Marilynn M. (AUTHOR), Odell, Kaylee M. (AUTHOR), Kim, Jungnam (AUTHOR)
Source: Psychology in the Schools. Mar2024, Vol. 61 Issue 3, p1090-1115. 26p.
Subjects: Student counselors, Readiness for school, School principals, Core competencies, State departments of education, Educators, Preparedness, Customer loyalty
Abstract: The American School Counselor Association (ASCA) School Counselor Professional Standards & Competencies can provide the foundation for guiding and evaluating school counselors' practices and programs (ASCA, 2019). When appropriate measures are used to evaluate PK‐12 school counselors, teachers, principals, and student support specialists, practice in schools may improve. The purpose of this study was to analyze the content and tools state‐level departments of education in the United States have developed to evaluate school counselors throughout PK‐12 schools. Data were collected and analyzed based on a rubric of three respected evaluation frameworks. Results of the study revealed that about three‐fourths of 51 state agencies indicated that they have developed a specialized and specific evaluation tool for school counselors, while one‐fourth of state agencies do not have a specific evaluation tool for school counselors. As an implication, some important assessment areas are missing on many of the evaluation tools that do exist. Our findings from the analysis of the school counselor evaluation tools provide insights into how pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers can work together and consider how best to evaluate school counselors based on their specific roles and responsibilities to address students' social‐emotional; academic; and career, college, and life readiness needs. Practitioner points: Educational leaders and school counselors need to understand each other's roles and responsibilities.School counselors should be evaluated on the work that they should be accomplishing in schools.Pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers should consider how best to evaluate school counselors based on their specific roles and responsibilities. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Leading and supporting school counselors through evaluation systems: A national study.
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  Data: <searchLink fieldCode="AR" term="%22Geesa%2C+Rachel+Louise%22">Geesa, Rachel Louise</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Elam%2C+Nicholas+P%2E%22">Elam, Nicholas P.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Quick%2C+Marilynn+M%2E%22">Quick, Marilynn M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Odell%2C+Kaylee+M%2E%22">Odell, Kaylee M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kim%2C+Jungnam%22">Kim, Jungnam</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Mar2024, Vol. 61 Issue 3, p1090-1115. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Student+counselors%22">Student counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br /><searchLink fieldCode="DE" term="%22School+principals%22">School principals</searchLink><br /><searchLink fieldCode="DE" term="%22Core+competencies%22">Core competencies</searchLink><br /><searchLink fieldCode="DE" term="%22State+departments+of+education%22">State departments of education</searchLink><br /><searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Preparedness%22">Preparedness</searchLink><br /><searchLink fieldCode="DE" term="%22Customer+loyalty%22">Customer loyalty</searchLink>
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  Data: The American School Counselor Association (ASCA) School Counselor Professional Standards & Competencies can provide the foundation for guiding and evaluating school counselors' practices and programs (ASCA, 2019). When appropriate measures are used to evaluate PK‐12 school counselors, teachers, principals, and student support specialists, practice in schools may improve. The purpose of this study was to analyze the content and tools state‐level departments of education in the United States have developed to evaluate school counselors throughout PK‐12 schools. Data were collected and analyzed based on a rubric of three respected evaluation frameworks. Results of the study revealed that about three‐fourths of 51 state agencies indicated that they have developed a specialized and specific evaluation tool for school counselors, while one‐fourth of state agencies do not have a specific evaluation tool for school counselors. As an implication, some important assessment areas are missing on many of the evaluation tools that do exist. Our findings from the analysis of the school counselor evaluation tools provide insights into how pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers can work together and consider how best to evaluate school counselors based on their specific roles and responsibilities to address students' social‐emotional; academic; and career, college, and life readiness needs. Practitioner points: Educational leaders and school counselors need to understand each other's roles and responsibilities.School counselors should be evaluated on the work that they should be accomplishing in schools.Pre‐service and in‐service principals and school counselors, higher education faculty, and policymakers should consider how best to evaluate school counselors based on their specific roles and responsibilities. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/pits.23102
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        Text: English
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        PageCount: 26
        StartPage: 1090
    Subjects:
      – SubjectFull: Student counselors
        Type: general
      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: School principals
        Type: general
      – SubjectFull: Core competencies
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      – SubjectFull: State departments of education
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      – SubjectFull: Educators
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      – SubjectFull: Preparedness
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      – SubjectFull: Customer loyalty
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      – TitleFull: Leading and supporting school counselors through evaluation systems: A national study.
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            NameFull: Geesa, Rachel Louise
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            NameFull: Elam, Nicholas P.
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            NameFull: Quick, Marilynn M.
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            NameFull: Odell, Kaylee M.
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              M: 03
              Text: Mar2024
              Type: published
              Y: 2024
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