Pre and Post assessments keep coming to mind, as I further understand data-driven outcomes, research, and accountability for school counselors. I know that the first year or two as a new professional school counselor will be overwhelming and that I will need to acclimate myself to the new environment. However, creating pre and post assessments do not have to be that complicated and will be effective in justifying my position as well as helping to focus the program on interventions that are necessary and evidenced based for effectiveness. Knowing my strengths and preferences in learning, I would truly appreciate seeing first-hand a school counseling program that is effectively evaluating their program. I would need to be immersed in the data program and somehow to see the process in its entirety. In learning the ASCA model through our program, I also wonder if it would be beneficial for there to be an entire class devoted to each of the four main components of the national model: Foundation, Delivery, Management and Accountability.
Through the evaluation process, school counselors are disseminating data, disaggregating it to identify focus areas, and thereby interventions that will potentially "fix" problems. School counselors are continually collaborating with other stakeholders, especially the building's principal and other administrators. One valuable piece of advice I was given this past week by a school counselor was to take positive news to your principal. Often something negative is being attempted to improve through interventions and problems that are being taken to the principal. Beyond the fact that some stakeholders are unaware of what a school counselor's true role is, there is potentially a constant correlation of negativity and the school counselor. If all the school principal hears is negativity from you, then they begin to avoid you. Her advice was to take positive data and anecdotal news to t he principal.
Ultimately, school counselors are accountable to all stakeholders, but primarily the students. Avoiding or ignoring evaluation methods and actions will not serve the students or justify your position as a school counselor. As can be seen in Gysbers (2004), evaluation has come a long way. It may seem overwhelming, but we must not fear it or see it as a threat. We must focus on the results as well as how they are to be applied to the school's improvement plan. Lastly, Gysbers (2004) points out that it is time for action.
Dollarhide, C. T. & Saginak, K. A. (2012). Comprehensive school counseling programs: K-12 delivery systems in action (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Gysbers, N. (2004). Comprehensive guidance and counseling programs: The evolution of accountability. Professional School Counseling, 8(1), 1-14.
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