School counselors acknowledge the need for supervision but rarely receive it. This article describes the counselor performance improvement system in one school district. Supervision is embedded in a process that assesses counselors' levels ofprofessionalism on a matrix of competence and commitment. Administrative and clinical supervisors determine which of four quadrants from the matrix best describes an individual counselor's currentperformance, and they tailor their responses accordingly. Examples of counselors in each of the categories are provided.
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