<abstract xmlns="http://www.w3.org/1999/xhtml"><p>Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.</p></abstract>

Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic, social, emotional, college, and career needs. When school leaders or principals work in collaboration with school counselors, often school climate is more positive for students, faculty, and stakeholders. However, many school leaders do not receive proper training to evaluate school counselors. The purpose of the study is to explore school leaders’ perspectives of processes, policies, and trends in school counselor evaluation. The amount and type of support school counselors receive from their school leaders is important in developing and maintaining a progressive comprehensive school counseling (CSC) program for all students, but leaders must be familiar with CSC in order to appropriately evaluate school counselors. The results indicate that while delivery of a CSC program may be important, the evaluation process may be limited in its utility to help school counselors adhere to and implement the American School Counselor Association (ASCA) National Model, which includes foundation, management, accountability, and delivery components. More research is needed regarding what content should be included in a school counselor evaluation.

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Throughout their K-12 educational experience, students should have access to resources, educators, counselors, and specialists to help meet their academic,...

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Article Category: article

Online veröffentlicht: 23. Okt. 2019

Seitenbereich: 25 - 43

DOI: https://doi.org/10.21307/jelpp-2019-002

Schlüsselwörter
School counselor evaluation, school principal role, American School Counselor Association, ASCA National Model, comprehensive school counseling

© 2019 Rachel Louise Geesa et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

School leaders’ perceptions on comprehensive school counseling (CSC) evaluation processes: Adherence and implementation of the American School Counselor Association (ASCA) National Model

Article Category: article

Online veröffentlicht: 23. Okt. 2019

Seitenbereich: 25 - 43

DOI: https://doi.org/10.21307/jelpp-2019-002

SchlüsselwörterSchool counselor evaluation, school principal role, American School Counselor Association, ASCA National Model, comprehensive school counseling

© 2019 Rachel Louise Geesa et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
School counselor evaluation, school principal role, American School Counselor Association, ASCA National Model, comprehensive school counseling