Professional Documents
Culture Documents
Performance Management
System
Katie Chilton
April 27, 2014
Salem College
Anne Sourbeer Morris, Ed.D.
Introduction
As we look at the performance management system, we look at important components
such as standards, supervision, evaluation, professional development, and attending to
diversity. Though the steps may seem overwhelming they are necessary to build a strong
foundation for the success of managing a comprehensive school counseling program.
Standards
The State Board of Education approved the North Carolina Professional School Counseling
Standards on December 4, 2008. The North Carolina Professional School Counseling
Standards will guide the professional development of school counselors in the twenty-first
century; provide focus for schools and districts as they support, monitor, and evaluate school
counselors, and assist higher education programs in developing the content and requirements
for school counselor education curricula.
Through the ASCA National Model we see the framework for school counselors to go from a
service-centered approach to a program-centered approach.
Ethical Standards
School Counselor Ethical Standards: Click Here
Job Description
The job description, rooted in the generic job
description based on the roles fulfilled by all
school counselors carrying the same job title,
clarifies the expectations for individual
counselors, given their caseloads, work setting,
special assignments, specific goals, and any
other relevant specifics (Gysbers, Henderson,
2012, pg. 285). When school counselors are able
to clearly show others what their role is then they
are better able to implement a well-balanced and
comprehensive program that students benefit
from.
Supervision
Supervision helps implement a performance management system by allowing school
counselors to enhance professionally by looking at both challenges and opportunities.
Assessments
Below is a sample needs assessment survey, which shows
examples of types of questions that may be included. However, it is
best if each school or district committee creates its own survey form
based upon the school guidance and counseling program design
and the unique characteristics of the school and community.
SAMPLE School Counseling Program Survey
Community Member
Student
Evaluations
Professional Development
Professional Identity
Counselor Competencies
The competencies can be used in a variety of ways including:
School counselors
Self-assess their own competencies
Formulate an appropriate professional development plan
School administrators
Guide the recruitment and selection of competent school counselors
Develop or inform meaningful school counselor performance evaluation
School counselor education programs
Establish benchmarks for ensuring school education students graduate with the
knowledge, skills and attitudes needed for developing comprehensive school counseling programs
(ASCA, 2012).
Resources
Relevant resources include pre-service training
experienced by certified school counselors, clear
definition of the guidance and counseling program
with specific expectations for school counselor positions,
and the personnel, financial, and political support
resources available to assist in professional development
efforts (Gysbers, Henderson, 2012, pg. 322).
New Counselors
The primary task for ensuring competency
of school counselors is to have the right
people in the right roles... Helping school
counselors fulfill the right roles requires the
program leader to place them properly and
to orient them to their new assignments
(Gysbers, Henderson, 2012, pg. 328).
Through collaboration, recruitment,
selection, proper placement, and orientation
all help new school counselors fulfill their
roles properly.
Diversity
A plan for capitalizing on
the rich diversity of a
school and district should
be a component of every
plan for program
improvement (Gysbers,
Henderson, 2012, pg.
211).
School counselors are
ethically bound to
advocate for ALL
students, for social justice,
and equity for ALL
(Gysbers, Henderson,
2012).
Conclusion
As one can see the performance management system
proposed through this presentation it shows the school
counselors roles and responsibilities needed to be
effective. It also shows the importance of the
relationship between school counselors and
administrators. To ensure that school counselors are
following the competencies and standards takes a lot of
hard work. Continuous program involvement depends
on continued improvement of staff members
competency (Gysbers, Henderson, 2012, pg. 343).
Through this presentation we have looked at
implementing a systematic approach to managing a
school counseling program through supervision,
evaluation, goal-setting, professional development,
resources, diversity, standards, and competencies.
References
American School Counselor Association. (2012). The ASCA
national model: A framework for school counseling programs (3rd
ed.). Alexandria, VA: Author.