The assessments and tools help school counselors

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manage a school counseling program. The assessments and tools help school counselors develop, implement and evaluate their school counseling program based on clearly defined priorities reflecting student needs.
SCHOOL COUNSELOR COMPETENCIES ASSESSMENT The school counselor competencies assessment supports school counselors’ efforts to help students focus on academic, career and social/emotional development so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society. The assessment helps school counselors self-assess their knowledge, attitudes and skills necessary to perform the range of school counselor responsibilities in all four components of a comprehensive school counseling program. The competencies are applicable in a variety of areas, including those listed on the following page. School counselors Self-assess their own competencies Formulate an appropriate professional development plan School administrators Guide the recruitment and selection of competent school counselors Develop or inform meaningful school counselor performance evaluation School counselor education programs Establish benchmarks for ensuring school counseling students graduate with the knowledge, attitudes and skills needed for developing comprehensive school counseling programs The school counselor competencies assessment on p. 148 helps school counselors assess their knowledge, attitudes and skills.
SCHOOL COUNSELING PROGRAM ASSESSMENT The school counseling program assessment is used to self-evaluate the school counseling program in comparison with the ASCA National Model. The assessment findings help school counselors identify strengths and weaknesses of the school counseling program and provide direction for continued program improvement. The assessment is first completed when a comprehensive school counseling program is being designed and then reviewed and updated at least annually to appraise the progress of program development and implementation. After completing the assessment, see p. 105 in the accountability section for more information about analyzing the data to determine: Major strengths of the program Program areas in need of strengthening Short-range goals for improvement Long-range goals for improvement Areas to consider for professional development Results of the assessment can be shared in several ways to support the development of a comprehensive program. The results can be shared with administrators to inform the administrator of the direction of program implementation. The results may also be shared with the advisory council to inform the development of program priorities and goals, training and areas of focus. See p. 59 for the school counseling program assessment .
USE-OF-TIME ASSESSMENT The use-of-time assessment helps the school counselor determine how much time is spent in each of the components of the ASCA National Model. School counselors with comprehensive school counseling programs spend a majority of their time providing direct and indirect services to students. It is

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