Evaluation Plans
According to the ASCA National Model (2012), there are four components to the school counseling program evaluation, including self-analysis of school counselor competencies, self-analysis of the school counseling program, evaluation of the school counselor's performance, and analysis of program goals. School counseling programs should incorporate each of these evaluation procedures annually in order to hold the school counseling program accountable. Completing these assessment procedures are the best way to ensure progress is being made and that the school counseling program is serving as a force for positive change.
The school counselor competencies designed by ASCA touch on the school counselor's knowledge, abilities and skills, and attitudes overall, as well as in relation to the foundation, management, delivery, and accountability of the program. These should be reviewed and evaluated by the school counselor in the spring of each school year. A checklist is also available from ASCA for evaluating the school counseling program. The program assessment touches on each of the four components of school counseling and is used to identify program gaps and to inform and improve future school counseling services. This checklist should be completed in the spring of each school year as well. The school counselor performance appraisal should be completed once a year by an administrator who has been trained to understand the professional role of a school counselor. While this appraisal is often developed using school, district, and/or state guidelines the appraisal should include components of self-evaluation, administrative evaluation, and assessment of goal attainment. Template for this evaluation are available, such as the one provided below. Finally, as part of the program evaluation, at the end of the year the school counseling department should review the program goals set at the beginning of the year. Goals may have been set as part of curriculum action plans, small group action plans, or closing-the-gap action plans. Results reports for the implemented programs should be reviewed in relation to program goals and implications for the program should be considered, in addition to future program goals. Templates for the first three assessments are provided below. As program goal analysis is unique to each program, no template is available.
The school counselor competencies designed by ASCA touch on the school counselor's knowledge, abilities and skills, and attitudes overall, as well as in relation to the foundation, management, delivery, and accountability of the program. These should be reviewed and evaluated by the school counselor in the spring of each school year. A checklist is also available from ASCA for evaluating the school counseling program. The program assessment touches on each of the four components of school counseling and is used to identify program gaps and to inform and improve future school counseling services. This checklist should be completed in the spring of each school year as well. The school counselor performance appraisal should be completed once a year by an administrator who has been trained to understand the professional role of a school counselor. While this appraisal is often developed using school, district, and/or state guidelines the appraisal should include components of self-evaluation, administrative evaluation, and assessment of goal attainment. Template for this evaluation are available, such as the one provided below. Finally, as part of the program evaluation, at the end of the year the school counseling department should review the program goals set at the beginning of the year. Goals may have been set as part of curriculum action plans, small group action plans, or closing-the-gap action plans. Results reports for the implemented programs should be reviewed in relation to program goals and implications for the program should be considered, in addition to future program goals. Templates for the first three assessments are provided below. As program goal analysis is unique to each program, no template is available.
Resources
ASCA national model: A framework for school counseling programs. (2012). Alexandria VA: American School Counselor Association.