Four Critical Domains of Accountability for School Counselors

Abstract

Despite recognition of accountability for school counselors, no clear set of interrelated performance measures exists to guide school counselors in collecting and evaluating data that relates to student academic success. This article outlines four critical domains of accountability for school counselors (i.e., grades, attendance, disciplinary referrals, and suspension) that can be generalized across primary and secondary levels, geography, region, location, and culture. The authors present a case study to demonstrate the four critical domains of accountability and establish school counselors as key players in promoting academic success.

Measuring Classroom Climate: A Validation Study of the My Child’s Classroom Inventory–Short Form for Parents

“…Providing a comprehensive, developmental guidance program based on data and incorporating evidence-based interventions are strategies that leaders in the school counseling field have long encouraged (Astramovich, Hoskins, & Coker, 2013; Bemak, Williams, & Chung, 2014; Carey & Dimmitt, 2008; Dahir & Stone, 2003; Dimmitt, 2009; Dimmitt, Carey, & Hatch, 2007; Kaffenberger & Young, 2013; Maras, Coleman, Gysbers, Herman, & Stanley, 2013; Poynton & Carey, 2006; Sink, 2009; Young & Kaffenberger, 2011). These evidence-based interventions are situated within the various contexts or layers of student life, including students’ peer groups, learning environments (e.g., classroom and the larger school milieu), teachers, families, and so on.…”

Connect the Dots: Using a Logic Model to Connect Goals With Interventions, Evaluation Strategies, and Outcomes

“…The Role of Evaluation Gysbers (2004) articulated the historical role of evaluation in school counseling. Currently, assessment and evaluation competencies (Ekstrom, Elmore, Schafer, Trotter, & Webster, 2004), critical domains of accountability (Bemak et al, 2014), and numerous approaches containing detailed steps or frameworks exist for school counselors to use (Dahir & Stone, 2003;Hughes & James, 2001;Lapan, 2001). Yet, although interested in knowing what works best, school counselors report apprehension, anxiety, and varying skill levels associated with the evaluation process (Astramovich, 2016;Maras et al, 2013;Young & Kaffenberger, 2015).…”

“…), and share outcomes of their program with stakeholders (A.3.g.). Further, school counselor educators and researchers have called for practitioners to use data to drive programming and to further support program evaluation (Astramovich, 2016; Astramovich, Coker, & Hoskins, 2005) and accountability efforts (Astramovich, Hoskins, & Coker, 2013; Bemak, Williams, & Chung, 2014; Carey & Dimmitt, 2008; Sink, 2009). School counselors can benefit from professional development around data use and evaluation approaches yet report varying skill levels related to these (Astramovich, 2016; Maras, Coleman, Gysbers, Herman, & Stanley, 2013; Young & Kaffenberger, 2015).…”

A Sense of Mattering: A Group Intervention for African American Boys

“…This paradigm includes a focus on social justice, equitable access, and the examination of data to inform decisions achieved through the implementation of comprehensive school counseling programs (ASCA, 2012a) and targeted behavior interventions. A particular need is for counselors to review data to effectively plan and assess targeted interventions connected to this linkage (Bemak, Williams, & Chung, 2014). In the present study, a middle school counselor implemented a small-group intervention for African American boys, designed to improve behavior and develop social/emotional skills.…”