MANAGEMENT
This component addresses the when (action plan and calendar), why (use of data), who will implement (management agreement) and on what authority (management agreement and advisory council) the school counseling program is delivered. To effectively deliver the school counseling curriculum and address the developmental needs of every student, the school counseling program must be effectively and efficiently managed.
The management component of the NHPS Comprehensive School Counseling Model provides three (3) organizational assessments and eight (8) tools designed to 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.
ASSESSMENTS
SCHOOL COUNSELOR COMPETENCIES ASSESSMENT
The School Counselor Competencies Assessment supports school counselors' efforts to help students focus on academic, career and personal/social development so they achieve success in school and are prepared to lead fulfilling lives.
The assessment helps school counselors self-assess their knowledge, attitudes and skills necessary to perform the rage of school counselor responsibilities in all four components of the comprehensive school counseling program.
SCHOOL COUNSELING PROGRAM ASSESSMENT
It is critically important that school counselors use data to show the school counseling program’s impact. To do this, counselors need to evaluate process, perception and results data collected immediately, intermediately and over time (Hatch & Holland, 2001).
The school counseling program assessment is used to self-evaluate the school counseling program in comparison with the ASCA National Model. Program Assessments are to be completed Annually and the results of the assessments should be shared with all stakeholders.
OUT OF TIME ASSESSMENT
The use of the out-of-time assessment helps school counselors determine how much time is spent in each of the components of the ASCA National Model. It is recommended that the out-of-time assessments is completed twice a year.
It is recommended that school counselors spend 80 percent or more of their time in direct students student services and indirect student services. The remaining 20 percent of time should be set aside for program management and school support services.
ANNUAL AGREEMENT
Annual agreements outline within the school counseling program ensure effective implementation of the delivery systems to meet student's needs. The entire school counseling staff, including administrators in charge of school counseling, must make management decisions based on site needs and data analysis.
When developing the agreement, it is recommended that the agreement:
The management component of the NHPS Comprehensive School Counseling Model provides three (3) organizational assessments and eight (8) tools designed to 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.
ASSESSMENTS
SCHOOL COUNSELOR COMPETENCIES ASSESSMENT
The School Counselor Competencies Assessment supports school counselors' efforts to help students focus on academic, career and personal/social development so they achieve success in school and are prepared to lead fulfilling lives.
The assessment helps school counselors self-assess their knowledge, attitudes and skills necessary to perform the rage of school counselor responsibilities in all four components of the comprehensive school counseling program.
SCHOOL COUNSELING PROGRAM ASSESSMENT
It is critically important that school counselors use data to show the school counseling program’s impact. To do this, counselors need to evaluate process, perception and results data collected immediately, intermediately and over time (Hatch & Holland, 2001).
The school counseling program assessment is used to self-evaluate the school counseling program in comparison with the ASCA National Model. Program Assessments are to be completed Annually and the results of the assessments should be shared with all stakeholders.
OUT OF TIME ASSESSMENT
The use of the out-of-time assessment helps school counselors determine how much time is spent in each of the components of the ASCA National Model. It is recommended that the out-of-time assessments is completed twice a year.
It is recommended that school counselors spend 80 percent or more of their time in direct students student services and indirect student services. The remaining 20 percent of time should be set aside for program management and school support services.
ANNUAL AGREEMENT
Annual agreements outline within the school counseling program ensure effective implementation of the delivery systems to meet student's needs. The entire school counseling staff, including administrators in charge of school counseling, must make management decisions based on site needs and data analysis.
When developing the agreement, it is recommended that the agreement:
- Is created and signed by the school counselor and the supervising administrator
- Provides rationale for the school counselor's use of time based on school's data
- Reflects the school counseling program's mission and program goals, which aligns with the school's mission.
- Lists the school counselor's specific responsibilities within the school counseling program (i.e. student caseload,)
- Identifies areas of professional development for the school counselor