1 School Counseling PowerPoint produced by Melinda Haley, M.S., New Mexico State University. “This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of an image over a network; preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.” “Copyright © Allyn & Bacon 2004”

2 Program and Counselor Evaluation Counselor Accountability Beginning in the 1960’s, school counselors have been held accountable for their work. All counselor groups, not just school counselors, seem to be reluctant to be held accountable and this attitude hurts the profession’s credibility. Even in the 21 st century, there is very little evidence that accountability methods are being used voluntarily in school counseling. "Copyright © Allyn & Bacon 2004”

3 Program and Counselor Evaluation Counselor Accountability Counselor reluctance may have several explanations: 1.Lack of time to plan and assess their programs. 2. Resistance to measuring what counselors do. 3.Confusion about the difference between research and accountability. 4.Fear of outcomes. "Copyright © Allyn & Bacon 2004”

4 Program and Counselor Evaluation Counselor Accountability Methods counselors can use for accountability include: –Needs assessments –Activity evaluations –Surveys of students, parents and teachers –Self-rating scales –Performance appraisal processes "Copyright © Allyn & Bacon 2004”

5 Program and Counselor Evaluation Counselor Accountability The purpose for training school counselors in the evaluation process is: –To help counselors gather data that will also be beneficial in the planning of their own professional development. –To help counselors make a solid case for their value and worth in the schools. –To invite counselors to participate in research that lends credibility and validity to the field and the work counselors do. "Copyright © Allyn & Bacon 2004”

6 Program and Counselor Evaluation Counselor Accountability Principles and guidelines for counselor accountability include: –The goals are agreed upon in advance by all who participate in the evaluation process. –All people who are a part of the school counselor program should be involved in the evaluation process. –The instruments used for evaluation should be valid measures of the services and goals of the program. –The evaluation process should be viewed as a vital component to the school counseling program. –The essential component of evaluation is to assist counselors in doing their job effectively. "Copyright © Allyn & Bacon 2004”

7 Program and Counselor Evaluation Types of Program Evaluation "Copyright © Allyn & Bacon 2004” Outcome Evaluation What was the outcome of counseling and was this successful? Process Evaluation Were the services and strategies carried out in an efficient manner?

8 Program and Counselor Evaluation Four Methods of Program Evaluation Goal Attainment Learning related goals: Assessment instruments and processes need to measure what students are learning and how well they are learning it. Service related goals: »Report the number of times a service is provided. »Count the number of people who participated in a given service. »Survey people and obtain their observations about a particular service offered. "Copyright © Allyn & Bacon 2004”

9 Program and Counselor Evaluation Student Outcomes "Copyright © Allyn & Bacon 2004” Evaluations must occur not only at the group level but at the individual student level as well. Counseling services should compliment learning.

10 Program and Counselor Evaluation Student Outcomes Outcome measures can be: »Based upon some minimally accepted level that must be achieved. »A comparison between students who have completed a program with those who have not. »An examination of student attitudes, knowledge and behavioral changes using surveys, checklists, rating scales etc. » Use of pretest and posttest comparisons. "Copyright © Allyn & Bacon 2004”

11 Program and Counselor Evaluation Consumer Satisfaction Counselors check for the satisfaction of students, parents and teachers by using empirical or perceptual measures. –Survey questionnaires about effectiveness of school counseling programs are generally used and results can be complied to establish the opinion of the entire population. Example student survey question: The counselor help me focus on YESNOUNSURE my concerns.82%10% 8% "Copyright © Allyn & Bacon 2004”

12 Program and Counselor Evaluation Expert Assessment If counselors only use internal perspectives regarding the effectiveness of their work (e.g. principals, teachers, students and parents), the evaluation is limited. Internal evaluations neglect national and international issues and trends. Outside experts in school counseling can add a valuable perspective and increase objectivity. "Copyright © Allyn & Bacon 2004”

13 Program and Counselor Evaluation Expert Assessment Questions that need to be asked before an external evaluation: 1. What do we want or need to know? 2. Who should be involved in designing the evaluation? 3. Who will be the outside expert to conduct the evaluation? 4. What instruments and processes will be used? 5. Who will receive the results of the evaluation? 6. How will those results be used? "Copyright © Allyn & Bacon 2004”

14 Program and Counselor Evaluation School Counselor Evaluation Some States and schools have developed specific criteria to evaluate school counselors. These criteria look at the areas of: –Program planning and organization –Group and individual counseling skills –Consulting –Group guidance presentations –Coordination of services –Ethical practice –Professional development activities "Copyright © Allyn & Bacon 2004”

15 Program and Counselor Evaluation What Is Used to Evaluate The School Counselor? Observation Audio and Videotaping Interviews Simulations Self-Assessments and Portfolios Products Consumer Feedback Schedules and Records Personal Memos "Copyright © Allyn & Bacon 2004”

16 Program and Counselor Evaluation Performance Appraisal Processes and Instruments The first step is to identify the essential services that are being evaluated. A list of specific service methods and practices should be made. Methods to obtain data could be questionnaires, interviews, observation etc., however no single assessment is adequate by itself and multiple assessment instruments should be used. School counselor performance evaluations, ethically and legally, must include the best possible instruments and processes to fairly and accurately judge effectiveness of the counselor. "Copyright © Allyn & Bacon 2004”

17 School Counseling Presentation Resources Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs, 4 th ed. Boston, MA.: Allyn & Bacon. “Copyright © Allyn & Bacon 2004”