The current sociopolitical climate of the United States has heightened awareness around the need for school counselors to engage in anti‐racist practices in order to address racism within schools; however, there is a lack of guidance around anti‐racist counseling competency. The purpose of this Delphi research study was to develop an initial list of empirically based anti‐racist school counseling competencies to support school counseling professionals. An expert panel of school counselors, directors, and counselor educators reached a consensus on 180 items across 5 categories including specific aspects of awareness, attitudes, knowledge, characteristics, and behaviors needed to dismantle racism and promote equity in schools. Considerations for school counselors, supervisors, and counselor educators are discussed.

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The concept of power is a complex and often intangible aspect of the evaluation process that is frequently a focal topic among the conceptual evaluation literature concerning collaborative or culturally responsive evaluation (CRE) contexts. Unfortunately, there remains a significant theory to practice gap as power is often rarely addressed or specifically identified in empirical practice. In the current article, the authors provide a comprehensive review of the empirical literature on CREs, with an emphasis on the manifestation of power in practice. The analysis of the literature selected for review leads to the development of a conceptual framework, which identifies intersecting power dynamics across the relational, political, discursive, and historical/temporal dimensions. The authors conclude with a research synthesis and implications for practice, including a discussion of practical ways that evaluators can begin with considerations of power rather than reflecting on the concept retrospectively.

The Assessment of School Counseling Competencies (ASCC) is a measure designed to assess school counseling trainees’ student learning outcomes in four domains: (a) school counseling program development; (b) academic, career, and social/emotional student services; (c) evaluation and assessment; and (d) professional dispositions and behaviors. The ASCC aligns with standards from the Council for Accreditation of Counseling and Related Educational Programs and the American School Counselor Association, supporting sound evaluation processes and continuous programmatic improvement. This article (a) reviews the developmental needs of school counselors in training and the importance of sound evaluation measures; (b) introduces the ASCC as a tool to promote the development of reflective, ethical, and effective school counseling professionals; and (c) offers implications of the ASCC for quality program evaluation and research.