Safari High School Counselor

Competencies Assessment

I. SCHOOL COUNSELING PROGRAMS

School counselors should possess the knowledge, abilities, skills and attitudes
necessary to plan, organize, implement and evaluate a comprehensive, developmental,
results-based school counseling program that aligns with the ASCA National Model.

I-A: Knowledge
ASCA’s position statement, The Professional School Counselor and School Counseling
Preparation Programs, states that school counselors should articulate and demonstrate
an understanding of:
__ I-A-1. The organizational structure and governance of the American educational
system as well as cultural, political and social influences on current
educational practices
__ I-A-2. The organizational structure and qualities of an effective school
counseling program that aligns with the ASCA National Model
__ I-A-3. Impediments to student learning and use of advocacy and data-driven
school counseling -practices to act effectively in closing the
achievement/opportunity gap
__ I-A-4. Leadership principles and theories
__ I-A-5. Individual counseling, group counseling and classroom guidance
programs ensuring equitable access to resources that promote academic
achievement; personal, social and emotional development; and career
development including the identification of appropriate post-secondary
education for every student
__ I-A-6. Collaborations with stakeholders such as parents and guardians,
teachers, administrators and community leaders to create learning
environments that promote educational equity and success for every
student
__ I-A-7. Legal, ethical and professional issues in pre-K–12 schools
__ I-A-8. Developmental theory, learning theories, social justice theory,
multiculturalism, counseling theories and career counseling theories
__ I-A-9. The continuum of mental health services, including prevention and
intervention strategies to enhance student success

I-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills.
__ I-B-1. Plans, organizes, implements and evaluates a school counseling program
aligning with the ASCA National Model
__ I-B-1a. Creates a vision statement examining the professional and personal
competencies and qualities a school counselor should possess
__ I-B-1b. Describes the rationale for a comprehensive school counseling program
__ I-B-1c. Articulates the school counseling themes of advocacy, leadership,
collaboration and systemic change, which are critical to a successful
school counseling program.
__ I-B-1d. Describes, defines and identifies the qualities of an effective school
counseling program
__ I-B-1e. Describes the benefits of a comprehensive school counseling program for
all stakeholders, including students, parents, teachers, administrators,
school boards, department of education, school counselors, counselor
educators, community stakeholders and business leaders
__ I-B-1f. Describes the history of school counseling to create a context for the
current state of the profession and comprehensive school counseling
programs
__ I-B-1g. Uses technology effectively and efficiently to plan, organize, implement
and evaluate the comprehensive school counseling program
__ I-B-1h. Demonstrates multicultural, ethical and professional competencies in
planning, organizing, implementing and evaluating the comprehensive
school counseling program

__ I-B-2. Serves as a leader in the school and community to promote and support
student success
__ I-B-2a. Understands and defines leadership and its role in comprehensive school
counseling programs
__ I-B-2b. Identifies and applies a model of leadership to a comprehensive school
counseling program
__ I-B-2c. Identifies and demonstrates professional and personal qualities and skills
of effective leaders
__ I-B-2d. Identifies and applies components of the ASCA National Model requiring
leadership, such as an advisory council, management system and
accountability
__ I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to
school counselors

__ I-B-3. Advocates for student success

__ I-B-3a. Understands and defines advocacy and its role in comprehensive school
counseling programs
__ I-B-3b. Identifies and demonstrates benefits of advocacy with school and
community stakeholders
__ I-B-3c. Describes school counselor advocacy competencies, which include
dispositions, knowledge and skills
__ I-B-3d. Reviews advocacy models and develops a personal advocacy plan
__ I-B-3e. Understands the process for development of policy and procedures at the
building, district, state and national levels

__ I-B-4. Collaborates with parents, teachers, administrators, community leaders

and other stakeholders to promote and support student success
__ I-B-4a. Defines collaboration and its role in comprehensive school counseling
programs
__ I-B-4b. Identifies and applies models of collaboration for effective use in a school
counseling program and understands the similarities and differences
 between consultation, collaboration and counseling and coordination
strategies.
__ I-B-4c. Creates statements or other documents delineating the various roles of
student service providers, such as school social worker, school
psychologist, school nurse, and identifies best practices for collaborating
to affect student success
__ I-B-4d. Understands and knows how to apply a consensus-building process to
foster agreement in a group
__ I-B-4e. Understands how to facilitate group meetings to effectively and efficiently
meet group goals

__ I-B-5. Acts as a systems change agent to create an environment promoting and

supporting student success
__ I-B-5a. Defines and understands system change and its role in comprehensive
school counseling programs
__ I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and
institutional resistance impeding the change process
__ I-B-5c. Understands the impact of school, district and state educational policies,
procedures and practices supporting and/or impeding student success

I-C: Attitudes
School counselors believe:
__ I-C-1. Every student can learn, and every student can succeed
__ I-C-2. Every student should have access to and opportunity for a high-quality
education
__ I-C-3. Every student should graduate from high school and be prepared for
employment or college and other post-secondary education
__ I-C-4. Every student should have access to a school counseling program
__ I-C-5. Effective school counseling is a collaborative process involving school
counselors, students, parents, teachers, administrators, community
leaders and other stakeholders
__ I-C-6. School counselors can and should be leaders in the school and district
__ I-C-7. The effectivness of school counseling programs should be measurable
using process, perception and results data

II: FOUNDATIONS

School counselors should possess the knowledge, abilities, skills and attitudes
necessary to establish the foundations of a school counseling program aligning with the
ASCA National Model.

II-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
__ II-A-1. Beliefs and philosophy of the school counseling program that align with
current school improvement and student success initiatives at the school,
district and state level
__ II-A-2. Educational systems, philosophies and theories and current trends in
education, including federal and state legislation
__ II-A-3. Learning theories
__ II-A-4. History and purpose of school counseling, including traditional and
transformed roles of school counselors
__ II-A-5. Human development theories and developmental issues affecting student
success
__ II-A-6. District, state and national student standards and competencies, including
ASCA Student Standards
__ II-A-7. Legal and ethical standards and principles of the school counseling
profession and educational systems, including district and building policies
__ II-A-8. Three domains of academic achievement, career planning, and personal
and social development

II-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills.
__ II-B-1. Develops the beliefs and philosophy of the school counseling program
that align with current school improvement and student success initiatives
at the school, district and state level
__ II-B-1a. Examines personal, district and state beliefs, assumptions and
philosophies about student success, specifically what they should know
and be able to do
__ II-B-1b. Demonstrates knowledge of a school’s particular educational philosophy
and mission
__ II-B-1c. Conceptualizes and writes a personal philosophy about students, families,
teachers, school counseling programs and the educational process
consistent with the school’s educational philosophy and mission

__ II-B-2. Develops a school counseling mission statement aligning with the school,
district and state mission.
__ II-B-2a. Critiques a school district mission statement and identifies or writes a
mission statement aligning with beliefs
__ II-B-2b. Writes a school counseling mission statement that is specific, concise,
clear and comprehensive, describing a school counseling program’s
purpose and a vision of the program’s benefits every student
__ II-B-2c. Communicates the philosophy and mission of the school counseling
program to all appropriate stakeholders
__ II-B-3. Uses student standards, such as ASCA Student Standards, and district or
state standards, to drive the implementation of a comprehensive school
counseling program
__ II-B-3a. Crosswalks the ASCA Student Standards with other appropriate
standards
__ II-B-3b. Prioritizes student standards that align with the school’s goals

__ II-B-4. Applies the ethical standards and principles of the school counseling
profession and adheres to the legal aspects of the role of the school
counselor
__ II-B-4a. Practices ethical principles of the school counseling profession in
accordance with the ASCA Ethical Standards for School Counselors
__ II-B-4b. Understands the legal and ethical nature of working in a pluralistic,
multicultural, and technological society.
__ II-B-4c. Understands and practices in accordance with school district policy and
local, state and federal statutory requirements.
__ II-B-4d. Understands the unique legal and ethical nature of working with minor
students in a school setting.
__ II-B-4e. Advocates responsibly for school board policy, local, state and federal
statutory requirements that are in the best interests of students
__ II-B-4f. Resolves ethical dilemmas by employing an ethical decision-making
model appropriate to work in schools.
__ II-B-4g. Models ethical behavior
__ II-B-4h. Continuously engages in professional development and uses resources to
inform and guide ethical and legal work
__ II-B-4i. Practices within the ethical and statutory limits of confidentiality
__ II-B-4j. Continually seeks consultation and supervision to guide legal and ethical
decision making and to recognize and resolve ethical dilemmas
__ II-B-4k. Understands and applies an ethical and legal obligation not only to
students but to parents, administration and teachers as well

II-C: Attitudes
School counselors believe:
__ II-C-1. School counseling is an organized program for every student and not a
series of services provided only to students in need
__ II-C-2. School counseling programs should be an integral component of student
success and the overall mission of schools and school districts
__ II-C-3. School counseling programs promote and support academic
achievement, personal and social development and career planning for
every student
__ II-C-4. School counselors operate within a framework of school and district
policies, state laws and regulations and professional ethics standards

III: DELIVERY

School counselors should possess the knowledge, abilities, skills and attitudes
necessary to deliver a school counseling program aligning with the ASCA National
Model.

III-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
__ III-A-1. The concept of a school counseling core curriculum
__ III-A-2. Counseling theories and techniques that work in school, such as solution-
focused brief counseling, reality therapy, cognitive-behavioral therapy
__ III-A-3. Counseling theories and techniques in different settings, such as
individual planning, group counseling and classroom guidance
__ III-A-4. Classroom management
__ III-A-5. Principles of career planning and college admissions, including financial
aid and athletic eligibility
__ III-A-6. Principles of working with various student populations based on ethnic
and racial background, English language proficiency, special needs,
religion, gender and income
__ III-A-7. Responsive services
__ III-A-8. Crisis counseling, including grief and bereavement

III-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills.
__ III-B-1. Implements the school school counseling core curriculum
__ III-B-1a. Crosswalks ASCA Student Standards with appropriate guidance
curriculum
__ III-B-1b. Develops and presents a developmental guidance curriculum addressing
all students’ needs, including closing-the-gap activities
__ III-B-1c. Demonstrates classroom management and instructional skills
__ III-B-1d. Develops materials and instructional strategies to meet student needs and
school goals
__ III-B-1e. Encourages staff involvement to ensure the effective implementation of
the school guidance curriculum
__ III-B-1f. Knows, understands and uses a variety of technology in the delivery of
school counseling core curriculum activities
__ III-B-1g. Understands multicultural and pluralistic trends when developing and
choosing school counseling core curriculum
__ III-B-1h. Understands the resources available for students with special needs

__ III-B-2. Facilitates individual student planning

__ III-B-2a. Understands individual student planning as a component of a
comprehensive program.
__ III-B-2b. Develops strategies to implement individual student planning, such as
strategies for appraisal, advisement, goal-setting, decision-making, social
skills, transition or postsecondary planning
__ III-B-2c. Helps students establish goals, and develops and uses planning skills in
collaboration with parents or guardians and school personnel
__ III-B-2d. Understands career opportunities, labor market trends, and global
economics, and uses various career assessment techniques to assist
students in understanding their abilities and career interests
__ III-B-2e. Helps students learn the importance of college and other post-secondary
education and helps students navigate the college admissions process
__ III-B-2f. Understands the relationship of academic performance to the world of
work, family life and community service
__ III-B-2g. Understands methods for helping students monitor and direct their own
learning and personal/social and career development

__ III-B-3. Provides responsive services

__ III-B-3a. Understands how to make referrals to appropriate professionals when
necessary
__ III-B-3b. Lists and describes interventions used in responsive services, such as
consultation, individual and small-group counseling, crisis counseling,
referrals and peer facilitation
__ III-B-3c. Compiles resources to utilize with students, staff and families to effectively
address issues through responsive services
__ III-B-3d. Understands appropriate individual and small-group counseling theories
and techniques such as rational emotive behavior therapy, reality therapy,
 cognitive-behavioral therapy, Adlerian, solution-focused brief counseling,
person-centered counseling and family systems
__ III-B-3e. Demonstrates an ability to provide counseling for students during times of
transition, separation, heightened stress and critical change
__ III-B-3f. Understands what defines a crisis, the appropriate response and a variety
of intervention strategies to meet the needs of the individual, group, or
school community before, during and after crisis response
__ III-B-3g. Provides team leadership to the school and community in a crisis
__ III-B-3h. Involves appropriate school and community professionals as well as the
family in a crisis situation
__ III-B-3i. Develops a database of community agencies and service providers for
student referrals
__ III-B-3j. Applies appropriate counseling approaches to promoting change among
consultees within a consultation approach
__ III-B-3k. Understands and is able to build effective and high-quality peer helper
programs
__ III-B-3l. Understands the nature of academic, career and personal/social
counseling in schools and the similarities and differences among school
counseling and other types of counseling, such as mental health,
marriage and family, and substance abuse counseling, within a continuum
of care
__ III-B-3m. Understands the role of the school counselor and the school counseling
program in the school crisis plan

__ III-B-4. Implements program management and school support activities for the
comprehensive school counseling program
__ III-B-4a. Creates a program management and school support planning document
addressing school counselor’s responsibilities for professional
development, consultation and collaboration and program management
__ III-B-4b. Coordinates activities that establish, maintain and enhance the school
counseling program as well as other educational programs
__ III-B-4c. Conducts in-service training for other stakeholders to share school
counseling expertise
__ III-B-4d. Understands and knows how to provide supervision for school counseling
interns consistent with the principles of the ASCA National Model

III-C: Attitudes
School counselors believe:
__ III-C-1 School counseling is one component in the continuum of care that should
be available to all students
__ III-C-2 School counselors coordinate and facilitate counseling and other services
to ensure all students receive the care they need, even though school
counselors may not personally provide the care themselves
__ III-C-3 School counselors engage in developmental counseling and short-term
responsive counseling
__ III-C-4 School counselors should refer students to district or community
resources to meet more extensive needs such as long-term therapy or
diagnoses of disorders
IV: MANAGEMENT

School counselors should possess the knowledge, abilities, skills and attitudes
necessary to manage a school counseling program aligning with the ASCA National
Model.

IV-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
__ IV-A-1. Leadership principles, including sources of power and authority, and
formal and informal leadership
__ IV-A-2. Organization theory to facilitate advocacy, collaboration and systemic
change
__ IV-A-3. Presentation skills for programs such as teacher in-services and results
reports to school boards
__ IV-A-4. Time management, including long- and short-term management using
tools such as schedules and calendars
__ IV-A-5. Data-driven decision making
__ IV-A-6. Current and emerging technologies such as use of the Internet, Web-
based resources and management information systems

IV-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills.
__ IV-B-1. Negotiates with the administrator to define the management system for
the comprehensive school counseling program
__ IV-B-1a. Discusses and develops the components of the school counselor
management system with the other members of the counseling staff
__ IV-B-1b. Presents the school counseling management system to the principal, and
finalizes an annual school counseling management agreement
__ IV-B-1c. Discusses the anticipated program results when implementing the action
plans for the school year
__ IV-B-1d. Participates in professional organizations
__ IV-B-1e. Develops a yearly professional development plan demonstrating how the
school counselor advances relevant knowledge, skills and dispositions
__ IVB-1f. Communicates effective goals and benchmarks for meeting and
exceeding expectations consistent with the administrator-counselor
agreement and district performance appraisals
__ IV-B-1g. Uses personal reflection, consultation and supervision to promote
professional growth and development

__ IV-B-2. Establishes and convenes an advisory council for the comprehensive

school counseling program
__ IV-B-2a. Uses leadership skills to facilitate vision and positive change for the
comprehensive school counseling program
__ IV-B-2b. Determines appropriate education stakeholders who should be
represented on the advisory council
__ IV-B-2c. Develops meeting agendas
__ IV-B-2d. Reviews school data, school counseling program audit and school
counseling program goals with the council
__ IV-B-2e. Records meeting notes and distributes as appropriate
__ IV-B-2f. Analyzes and incorporates feedback from advisory council related to
school counseling program goals as appropriate

__ IV-B-3. Collects, analyzes and interprets relevant data, including process,

perception and outcome data, to monitor and improve student behavior
and achievement
__ IV-B-3a. Analyzes, synthesizes and disaggregates data to examine student
outcomes and to identify and implement interventions as needed
__ IV-B-3b. Uses data to identify policies, practices and procedures leading to
successes, systemic barriers and areas of weakness
__ IV-B-3c. Uses student data to demonstrate a need for systemic change in areas
such as course enrollment patterns; equity and access; and the
achievement, opportunity and information gap
__ IV-B-3d. Understands and uses data to establish goals and activities to close the
achievement, opportunity and information gap
__ IV-B-3e. Knows how to use and analyze data to evaluate the school counseling
program, research activity outcomes and identify gaps between and
among different groups of students
__ IV-B-3f. Uses school data to identify and assist individual students who do not
perform at grade level and do not have opportunities and resources to be
successful in school
__ IV-B-3g. Knows and understands theoretical and historical basis for assessment
techniques

__ IV-B-4. Organizes and manages time to implement an effective school counseling

program
__ IV-B-4a. Identifies appropriate distribution of school counselor’s time based on
delivery system and school’s data
__ IV-B-4b. Creates a rationale for school counselor’s time to focus on the goals of the
comprehensive school counseling program
__ IV-B-4c. Identifies and evaluates fair-share responsibilities, which articulate
appropriate and inappropriate counseling and non-counseling activities
__ IV-B-4d. Creates a rationale for the school counselor’s total time spent in each
component of the school counseling program

__ IV-B-5. Develops calendars to ensure the effective implementation of the school

counseling program
__ IV-B-5a. Creates annual, monthly and weekly calendars to plan activities to reflect
school goals
__ IV-B-5b. Demonstrates time-management skills including scheduling, publicizing
and prioritizing time and task

__ IV-B-6. Designs and implements action plans aligning with school and school
counseling program goals
__ IV-B-6a. Uses appropriate academic and behavioral data to develop school
counseling core curriculum and closing-the-gap action plan and
determines appropriate students for the target group or interventions
__ IV-B-6b. Identifies ASCA domains, standards and competencies being addressed
by the plan
__ IV-B-6c. Determines the intended impact on academics and behavior
__ IV-B-6d. Identifies appropriate activities to accomplish objectives
__ IV-B-6e. Identifies appropriate resources needed
__ IV-B-6f. Identifies data-collection strategies to gather process, perception and
outcome data
__ IV-B-6g. Shares results of action plans with staff, parents and community.

IV-C: Attitudes
School counselors believe:
__ IV-C-1. A school counseling program/department must be managed like other
programs and departments in a school
__ IV-C-2. One of the critical responsibilities of a school counselor is to plan,
organize, implement and evaluate a school counseling program
__ IV-C-3. Management of a school counseling program must be done in
collaboration with administrators.

V: ACCOUNTABILITY

School counselors should possess the knowledge, abilities, skills and attitudes
necessary to monitor and evaluate the processes and results of a school counseling
program aligning with the ASCA National Model.

V-A: Knowledge
School counselors should articulate and demonstrate an understanding of:
__ V-A-1. Basic concept of results-based school counseling and accountability
issues
__ V-A-2. Basic research and statistical concepts to read and conduct research
__ V-A-3. Use of data to evaluate program effectiveness and to determine program
needs
__ V-A-4. Program audits and results reports

V-B: Abilities and Skills

An effective school counselor is able to accomplish measurable objectives
demonstrating the following abilities and skills.
__ V-B-1. Uses data from results reports to evaluate program effectiveness and to
determine program needs
__ V-B-1a. Uses formal and informal methods of program evaluation to design and
modify comprehensive school counseling programs
__ V-B-1b. Uses student data to support decision making in designing effective
school counseling programs and interventions
__ V-B-1c. Measures results attained from school counseling core curriculum and
closing-the-gap activities
__ V-B-1d. Works with members of the school counseling team and with the
administration to decide how school counseling programs are evaluated
and how results are shared
__ V-B-1e. Collects process, perception and outcome data
__ V-B-1f. Uses technology in conducting research and program evaluation
__ V-B-1g. Reports program results to professional school counseling community
__ V-B-1h. Uses data to demonstrate the value the school counseling program adds
to student achievement
__ V-B-1i. Uses results obtained for program improvement

__ V-B-2. Understands and advocates for appropriate school counselor

performance appraisal process based on school counselors competencies
and implementation of the school counseling core curriculum and agreed-
upon action plans
__ V-B-2a. Conducts self-appraisal related to school counseling skills and
performance
__ V-B-2b. Identifies how school counseling activities fit within categories of
performance appraisal instrument
__ V-B-2c. Encourages administrators to use performance appraisal instrument
reflecting appropriate responsibilities for school counselors

__ V-B-3. Conducts a program assessment

__ V-B-3a. Completes a program assessment to compare current school counseling
program implementation with the ASCA National Model
__ V-B-3b. Shares the results of the program assessment with administrators, the
advisory council and other appropriate stakeholders
__ V-B-3c. Identifies areas for improvement for the school counseling program

V-C: Attitudes
School counselors believe:
__ V-C-1. School counseling programs should achieve demonstrable results
__ V-C-2. School counselors should be accountable for the results of the school
counseling program
__ V-C-3. School counselors should use quantitative and qualitative data to evaluate
their school counseling program and to demonstrate program results
__ V-C-4. The results of the school counseling program should be analyzed and
presented in the context of the overall school and district performance