3.1 The PSC works with school Does not communicate or Communicates with school Collaborates with Documents ongoing administration to develop a collaborate with school administration to establish an administration to create a communication with Management Agreement administration about school agreement about the detailed annual written administration to review and defining the school counselor’s role in the counselor role in the school. Management Agreement to revise Management counselor’s role in the school school. No verbal or written align with the ASCA Model. Agreement to continually counseling program. Management Agreement Counselor activities and improve practices. Counselor exists. practices are aligned with the activities and practices are terms of the agreement. guided by the terms of the agreement. 3.2 The PSC establishes and Provides no documentation Documents some Establishes and convenes an Meets at least twice annually regularly convenes an of stakeholder input on stakeholder input in planning advisory council to advise with the established advisory advisory council for the planning and designing the and designing the school and assist with planning and council and integrates actions comprehensive school school counseling program. counseling program, but has designing the school and recommendations of the counseling program. not established or convened counseling program and advisory council into planning, an advisory council. meets at least two times per designing and implementing year. the school counseling program. Bylaws, agendas, and minutes exist. 3.3 The PSC participates in the Minimal evidence of While not always effective, Creates and/or implements Continually refines and design and implementation of participation in the design attempts to implement guidance curriculum action implements guidance school guidance curriculum and implementation of guidance curriculum action plans. Clear alignment with curriculum action plans. action plans aligning them guidance curriculum action plans. school and program goals. Shares results with with both school and school plans. stakeholders and seeks input counseling program goals. for improvement. Standard 3: Management (continued) The Professional School Counselor manages a developmental, comprehensive school, data-driven counseling program. Indicator Does Not Meet Standard Developing Proficiency Proficient Relative to Exceeds Standard (E) (DNM) Toward Standard (DP) Standard (PR)
3.1 The PSC works with school administration to develop a Management Agreement defining the school counselor’s role in the school counseling program. Does not communicate or collaborate with school administration about school counselor’s role in the school. No verbal or written Management Agreement exists. Communicates with school administration to establish an agreement about the counselor role in the school. Collaborates with administration to create a detailed annual written Management Agreement to align with the ASCA Model. Counselor activities and practices are aligned with the terms of the agreement. Documents ongoing communication with administration to review and revise Management Agreement to continually improve practices. Counselor activities and practices are guided by the terms of the agreement. 3.2 The PSC establishes and regularly convenes an advisory council for the comprehensive school counseling program. Provides no documentation of stakeholder input on planning and designing the school counseling program. Documents some stakeholder input in planning and designing the school counseling program, but has not established or convened an advisory council. Establishes and convenes an advisory council to advise and assist with planning and designing the school counseling program and meets at least two times per year. Meets at least twice annually with the established advisory council and integrates actions and recommendations of the advisory council into planning, designing and implementing the school counseling program. Bylaws, agendas, and minutes exist. 3.3 The PSC participates in the design and implementation of school guidance curriculum action plans aligning them with both school and school counseling program goals. Minimal evidence of participation in the design and implementation of guidance curriculum action plans. While not always effective, attempts to implement guidance curriculum action plans. Creates and/or implements guidance curriculum action plans. Clear alignment with school and program goals. Continually refines and implements guidance curriculum action plans. Shares results with stakeholders and seeks input for improvement. Standard 3: Management (continued) The Professional School Counselor manages a developmental, comprehensive school, data-driven counseling program. Indicator Does Not Meet Standard (DNM) Developing Proficiency Toward Standard (DP) Proficient Relative to Standard (PR) Exceeds Standard (E)
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