II-B: Abilities and Skills
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
II-B-1. Develops the beliefs and philosophy of the school counseling program that align with current school improvement and student success initiatives at the school, district and state level
II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies about student success, specifically what they should know and be able to do
II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy and mission
II-B-1c. Conceptualizes and writes a personal philosophy about students, families, teachers, school counseling programs and the educational process consistent with the school’s educational philosophy and mission
II-B-2. Develops a school counseling mission statement aligning with the school, district and state mission.
II-B-2a. Critiques a school district mission statement and identifies or writes a mission statement aligning with beliefs
II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and a vision of the program’s benefits every student
II-B-2c. Communicates the philosophy and mission of the school counseling program to all appropriate stakeholders
II-B-3. Uses student standards, such as ASCA Student Standards, and district or state standards, to drive the implementation of a comprehensive school counseling program
II-B-3a. Crosswalks the ASCA Student Standards with other appropriate standards
II-B-3b. Prioritizes student standards that align with the school’s goals
II-B-4. Applies the ethical standards and principles of the school counseling profession and adheres to the legal aspects of the role of the school counselor
II-B-4a. Practices ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors
II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicultural, and technological society.
II-B-4c. Understands and practices in accordance with school district policy and local, state and federal statutory requirements.
II-B-4d. Understands the unique legal and ethical nature of working with minor students in a school setting.
II-B-4e. Advocates responsibly for school board policy, local, state and federal statutory requirements that are in the best interests of students
II-B-4f. Resolves ethical dilemmas by employing an ethical decision-making model appropriate to work in schools.
II-B-4g. Models ethical behavior
II-B-4h. Continuously engages in professional development and uses resources to inform and guide ethical and legal work
II-B-4i. Practices within the ethical and statutory limits of confidentiality
II-B-4j. Continually seeks consultation and supervision to guide legal and ethical decision making and to recognize and resolve ethical dilemmas
II-B-4k. Understands and applies an ethical and legal obligation not only to students but to parents, administration and teachers as well
An effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills.
II-B-1. Develops the beliefs and philosophy of the school counseling program that align with current school improvement and student success initiatives at the school, district and state level
II-B-1a. Examines personal, district and state beliefs, assumptions and philosophies about student success, specifically what they should know and be able to do
II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy and mission
II-B-1c. Conceptualizes and writes a personal philosophy about students, families, teachers, school counseling programs and the educational process consistent with the school’s educational philosophy and mission
II-B-2. Develops a school counseling mission statement aligning with the school, district and state mission.
II-B-2a. Critiques a school district mission statement and identifies or writes a mission statement aligning with beliefs
II-B-2b. Writes a school counseling mission statement that is specific, concise, clear and comprehensive, describing a school counseling program’s purpose and a vision of the program’s benefits every student
II-B-2c. Communicates the philosophy and mission of the school counseling program to all appropriate stakeholders
II-B-3. Uses student standards, such as ASCA Student Standards, and district or state standards, to drive the implementation of a comprehensive school counseling program
II-B-3a. Crosswalks the ASCA Student Standards with other appropriate standards
II-B-3b. Prioritizes student standards that align with the school’s goals
II-B-4. Applies the ethical standards and principles of the school counseling profession and adheres to the legal aspects of the role of the school counselor
II-B-4a. Practices ethical principles of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors
II-B-4b. Understands the legal and ethical nature of working in a pluralistic, multicultural, and technological society.
II-B-4c. Understands and practices in accordance with school district policy and local, state and federal statutory requirements.
II-B-4d. Understands the unique legal and ethical nature of working with minor students in a school setting.
II-B-4e. Advocates responsibly for school board policy, local, state and federal statutory requirements that are in the best interests of students
II-B-4f. Resolves ethical dilemmas by employing an ethical decision-making model appropriate to work in schools.
II-B-4g. Models ethical behavior
II-B-4h. Continuously engages in professional development and uses resources to inform and guide ethical and legal work
II-B-4i. Practices within the ethical and statutory limits of confidentiality
II-B-4j. Continually seeks consultation and supervision to guide legal and ethical decision making and to recognize and resolve ethical dilemmas
II-B-4k. Understands and applies an ethical and legal obligation not only to students but to parents, administration and teachers as well