Program evaluation competencies for prospective school counseling practitioners

Abstract

There is a well-articulated rationale in the literature for the routine implementation of program evaluation by school counselors and thus, a desire within the profession to develop program evaluation competencies among pre-service school counselors. In this article, existing school counselor program evaluation competencies mentioned in the literature were critically overviewed. For this purpose, the school counseling publications between 2000 and 2017 were reviewed to identify on school counselor competencies in program evaluation. These articles are summarized and analyzed based on Stevahn, King, Ghere & Minnema’s competency taxonomy to better understand the current situation. The literature revealed that to date, school counseling literature has focused primarily on technical competencies in program evaluation. In addition to that, some other important program evaluation skills such as interpersonal relationships and professional/ethical issues in program evaluation have not been explored in the literature.

Development of School Counselors’ Evaluator Identity: An Investigation of the Factors Contributing to Program Evaluation Engagement

“…Previous literature on this topic has focused on measuring evaluation competency (Maras et al, 2013); measuring skills and interests in program evaluation (Astramovich, 2016); current practices in program evaluation (Dimmitt, 2010); training models for teaching counselors in training (Astramovich & Coker, 2007;Hausheer, 2019); and school counselors' current knowledge in program evaluation . Although articles frequently address program evaluation competence in school counseling (Astramovich, 2016;Hausheer, 2019;Köse, 2019;Maras et al, 2013), few if any research articles have focused on how program evaluation is being taught and integrated into professional identity through counselor education programs. Köse (2019) began by performing a literature analysis to provide clarity to the status of program evaluation competencies for school counselors using the competency framework of Stevahn et al's, 2005 taxonomy: systematic inquiry, reflective practice, professional practice, situational analysis, project management, and interpersonal competence.…”

“…Although articles frequently address program evaluation competence in school counseling (Astramovich, 2016;Hausheer, 2019;Köse, 2019;Maras et al, 2013), few if any research articles have focused on how program evaluation is being taught and integrated into professional identity through counselor education programs. Köse (2019) began by performing a literature analysis to provide clarity to the status of program evaluation competencies for school counselors using the competency framework of Stevahn et al's, 2005 taxonomy: systematic inquiry, reflective practice, professional practice, situational analysis, project management, and interpersonal competence. Upon completing this analysis, Köse combined the comprehensive list of competencies identified from the literature and divided them into three main categories or domains.…”

“…Current research suggests that the creation of established taxonomy of school counselor competencies in program evaluation is the next step in training school counselors to become proficient evaluators. Köse’s work (2019) established a baseline for the field, technical, and nontechnical competencies that already exist within the literature. Trevisan and Carey (2020) have adopted this framework in Program Evaluation in School Counseling and provide tangible strategies, ideas, and resources for improving school counseling training programs in the area of program evaluation.…”

“…Previous literature on this topic has focused on measuring evaluation competency (Maras et al, 2013); measuring skills and interests in program evaluation (Astramovich, 2016); current practices in program evaluation (Dimmitt, 2010); training models for teaching counselors in training (Astramovich & Coker, 2007; Hausheer, 2019); and school counselors’ current knowledge in program evaluation (Trevisan et al, 2020). Although articles frequently address program evaluation competence in school counseling (Astramovich, 2016; Hausheer, 2019; Köse, 2019; Maras et al, 2013), few if any research articles have focused on how program evaluation is being taught and integrated into professional identity through counselor education programs.…”

“…Köse (2019) began by performing a literature analysis to provide clarity to the status of program evaluation competencies for school counselors using the competency framework of Stevahn et al’s, 2005 taxonomy: systematic inquiry, reflective practice, professional practice, situational analysis, project management, and interpersonal competence. Upon completing this analysis, Köse combined the comprehensive list of competencies identified from the literature and divided them into three main categories or domains.…”