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Notes on the book:
Counseling In Schools
Chapter 10: Evaluation of a School Counseling Program
·
Beginning in the 1960’s and continuing to the present day, the
issue of accountability emerged as a requisite to the role and function of
school counselors.
·
To survive as a school counselor, you want to move beyond the
notion of ‘being busy’ toward the realization and the services provided make a
difference in the lives of students, parents, and teachers.
·
The purpose of training counselors in evaluation processes is:
1.
to help counselors gather data with which to plan their own professional
development.
2.
to enable counselors to make a case of their value and worth for the
decision makers who plan school programs and services.
3.
to invite counselors to participate in research efforts that lend
credibility and validity to accepted practices and the future development of
their profession.
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Process evaluation indicates
whether the services and strategies planned for the program were carried out
and answers questions.
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Outcome evaluation is an
assessment of the outcomes of the services that counselors provide in
comprehensive programs.
-
It is important and
advisable to ask students, parents and teachers—the consumers of the
counseling services—what was important from their perspective about the
counseling program.
-
By distributing an annual
summary of the program evaluation, counselors take control of who they are
and what services they should offer in helping students reach their
educational, personal, and career goals.
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The standards for assessing
school counselors include criteria related to program planning and
organization, group and individual counseling skills and processes,
consulting skills and processes and processes including group guidance
presentations, coordination of services, ethical practice and professional
development.
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Many examples of review,
assessment and interview forms are available in this chapter that might be
helpful in evaluating a school counseling program.
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