Collaborative Consultation and Program Evaluation

Abstract

The ar ticle describes ho w consultants, working with school personnel, can use an action research approach to implement a program of value-driven needs assessment. The presentation is focused on a collaborative consultation model of program evaluation. A case example illustrates the collaborative development of instr uments for assessing the effectiveness of a school guidance and counseling program.Electronic Journal: To print this article select pages 26-38. TOC

Programme evaluation toolbox: effective evaluation principles and considerations in career practice

“…Chwalisz (2003) described five components of effective evidence-based practice: (a) constructing a specific clinical question concerning the care of a client or group of clients, (b) determining the best evidence to answer the clinical question, (c) evaluating evidence for its validity and usefulness, (d) applying the findings to the client's or group of clients' problem, and (e) evaluating the outcome of the intervention. In addition, accountability is increased when evaluation results are shared with respective stakeholders (Lusky & Hayes, 2001). Focusing specifically on a guidance counselling evidence-based framework, Dimmitt, Carey, and Hatch (2007) described a model of evidence-based school practice in counselling.…”

“…Based in the scientist-practitioner model, its initial focus was on measuring programme recipients' progress as a result of exposure to specified programmes. In the recent decade or so, a systemic reform within education and its corresponding policy arenas has moved the field from crisis-oriented guidance services to evidence-based, comprehensive counselling programmes (Lusky & Hayes, 2001). In 1998, the European Commission published a report on best practices in guidance counselling that outlined the reasons for programme evaluation and measurement to include: (a) political, to justify the service; (b) funding, to maintain and create new funding for the service; (c) client measurement, to assess client progress; (d) service improvement, to improve the service and increase quality control; (e) documentation, to monitor and record the service; (f) strategic planning, to assist in planning of the service; and (g) practice/policy development, to develop new approaches to services (Watts, 1998).…”

Stakeholders’ Perspectives on School Counselling Programme in Namibia

“…A paramount reason for evaluating school counselling programmes has been to review intended outcomes and make suggestions for improving practice (Lusky & Hayes, 2001;Gysbers & Henderson, 2000;Whiston & Sexton, 1998). Through evaluation, the teacher-counsellors will be able to know where it is necessary to adapt to the individual progress and needs of each learner (Gibson & Mitchell, 1993;Gysbers & Henderson, 2000;Ministry of Education, 2010) and improve learning, shape and direct the counselling process.…”

“…Moreover, school counselling programme evaluation may aid the teacher-counsellors to provide accountability data to stakeholders, generating feedback about programme effectiveness, efficiency, and programme needs, and clarify the roles and functions of teacher-counsellors ( Parsons, 1981;Stake, 1980). Because teacher-counsellors have a professional responsibility to evince that what they are doing is effective, evaluation results of their counselling programmes will help attest to and demonstrate the impact and value of their work to key stakeholders such as parents, principals, school board members and politicians, which can help justify resources for school counselling programmes or to assure officials that their resources are being put to good use (Mitchell & Gibson, 1993;Gysbers & Henderson, 2000;Lusky & Hayes, 2001;Dimmitt & Carey, 2009). In addition, teachercounsellors who are committed to ongoing school counselling programme evaluation will be more likely to revisit their practices to ensure that they are meeting the ever changing needs of learners in today's multicultural, technologically advanced, and rapidly changing society (Lusky & Hayes, 2001;Robinson, 1998).…”

“…For example, parents in the school community may have relevant skills to share with other programme evaluators and thus teacher-counsellors should embrace this opportunity. Moreover, creating a shared vision for the counselling programme, selecting a curriculum model for the desired programme, establishing goals, and determining desired learners outcomes all demand the building of a collaborative team (Lusky & Hayes, 2001). A good programme cannot succeed with even a small portion of the staff being either unfamiliar with the programme or uncommitted to the programme; therefore, all stakeholders must be involved in the development and evaluation of the school counselling programme.…”