School counselors must possess requisite evaluation competency to promote quality and accountability in their comprehensive counseling programs. Despite advances, the field lacks appropriate methods to measure evaluation competency. This article describes the development of a survey designed to measure evaluation competency among school counselors in Missouri and its use in the initial evaluation of a state mentoring program. Findings include initial support for the psychometric properties and four-factor structure of this survey as well as a preliminary assessment of evaluation competencies among participating school counselors. Implications focus on efforts to define, build, and measure evaluation competency in school counseling.
American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
3.
AstramovichR. L.CokerJ.HoskinsW. J. (2005). Training school counselors in program evaluation. Professional School Counseling, 9, 49–54.
4.
BanduraA. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
5.
BlacherJ. H.Murray-WardM.UellendahlG. E. (2005). School counselors and student assessment. Professional School Counseling, 8, 337–343.
6.
BurnhamJ. J.DahirC. A.StoneC. B.HooperL. M. (2008). The development and exploration of the psychometric properties of the assessment of school counselor needs for professional development survey. Research in the Schools, 15, 51–63.
7.
CareyJ.HarrityJ.DimmittC. (2005). The development of a self-assessment measure of a school district’s readiness to implement the ASCA national model. Professional School Counseling, 8, 305–312.
8.
CurryJ. R.BickmoreD. (2012). School counselor induction and the importance of mattering. Professional School Counseling, 15, 110–122.
9.
DimmittC. (2010). Evaluation in school counseling: Current practices and future possibilities. Counseling Outcome Research and Evaluation, 1, 44–56.
EkstromR. B.ElmoreP. B.SchaferW. D.TrotterT. V.WebsterB. (2004). A survey of assessment and evaluation activities of school counselors. Professional School Counseling, 8, 24–30.
12.
FairbanksC. M.FreedmanD.KahnC. (2000). The role of effective mentors in learning to teach. Journal of Teacher Education, 51, 102–112. doi:10.1177/002248710005100204
13.
GlazermanS.IsenbergE.DolfinS.BleekerM.JohnsonA.GriderM.JacobusM. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study (NCEE 2010-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
14.
GysbersN. C. (2010). School counseling principles: Remembering the past, shaping the future, A history of school counseling. Alexandria, VA: American School Counselor Association.
15.
GysbersN. C.HendersonP. (2012). Developing and managing your school guidance and counseling program (5th ed.). Alexandria, VA: American Counseling Association.
16.
GysbersN. C.LapanR. T.BlairM.StarrM. F.WilmesD. (1999). Closing in on the statewide implementation of a comprehensive guidance program model. Professional School Counseling, 2, 357–366.
17.
HatchT.Chen-HayesS. F. (2008). School counselor beliefs about ASCA national model school counseling program components using the SCPCS. [Article]. Professional School Counseling, 12, 34–42. Retrieved fromhttp://dx.doi.org/10.5330/PSC.n.2010-12.34
18.
Holcomb-McCoyC.GonzalezI.JohnstonG. (2009). School counselor dispositions as predictors of data usage. Professional School Counseling, 12, 343–351. Retrieved fromhttp://dx.doi.org/10.5330/PSC.n.2010-12.343
19.
HoughtonC. (2003). A mentoring program for new school nurses. The Journal of School Nursing, 19, 24–29. doi:10.1177/10598405030190010501
20.
IngersollR. M.StrongM. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81, 201–233.
21.
KaiserH. F. (1991). Coefficient alpha for a principal component and the Kaiser-Guttman rule. Psychological Reports, 68, 855–858.
22.
MartinI.CareyJ. C. (2012). Evaluation capacity within state-level school counseling programs: A cross-case analysis. Professional School Counseling, 15, 110–122.
23.
PeaceS.SprinthallN. (1998). Training school counselors to supervise beginning school counselors: Theory, research, and practice. Professional School Counseling, 1, 2–8.
24.
SchwarzerR.JerusalemM. (1995). Generalized self-efficacy scale. In WeinmanJ.WrightS.JohnstonM. (Eds.), Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35–37). Windsor, England: Nfer-Nelson.
25.
SchwilleS. (2008). The professional practice of mentoring. American Journal of Education, 115, 139–167.
26.
SinkC. (2009). School counselors as accountability leaders: Another call for action. Professional School Counseling, 13, 68–74.
27.
StockdillS. H.BaizermanM.ComptonD. W. (2002). Toward a definition of the ECB process: A conversation with the ECB literature. New Directions in Evaluation, 93, 7–25.
28.
StoneC. B.DahirC. A. (2010). School counselor accountability: A MEASURE of student success (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
29.
StuderJ. R.ObermanA. H.WomackR. H. (2006). Producing evidence to show counseling effectiveness in the schools. Professional School Counseling, 9, 385–391.
30.
TabachnickB. G.FidellL. S. (2001). Using multivariate statistics. Boston, MA: Allyn and Bacon.
31.
TrevisanM. (2000). The status of program evaluation expectations in state school counselor certification requirements. American Journal of Evaluation, 21, 81–94.
32.
TrevisanM. S. (2002). Evaluation capacity in K-12 school counseling programs. American Journal of Evaluation, 23, 291–305.
