This article discusses the vital leadership role that school counselors have in
reaching the profession's accountability standards. According to the school
counseling program evaluation literature, this leadership responsibility is
explained as it relates to four major evaluation areas commonly associated with
comprehensive school counseling programs: program audit, results-based
assessment, personnel review, and needs assessment. Sample implementation
strategies and instrumentation practices are reviewed as well as recommendations
for the future direction of accountability leadership research and best
practice.
Get full access to this article
View all access options for this article.
References
1.
AgnewT., VaughtC. C., GetzH. G., &
FortuneJ. (2000).
Peer group clinical supervision program fosters confidence
and professionalism.Professional School Counseling, 4,
6–12.
2.
AmateaE. S., &
ClarkM. A. (2005).
Changing schools, changing counselors: A qualitative study of
school administrators’ conceptions of the school counselor
role.Professional School Counseling, 9,
16–27.
3.
American School Counselor
Association. (2004a). The ASCA national model
workbook.Alexandria, VA:
Author.
American School Counselor
Association. (2005). The ASCA national model:
A framework for school counseling programs (2nd ed.).
Alexandria, VA:
Author.
6.
AstramovichJ., CokerJ. K., &
HoskinsW. J. (2005).
Training school counselors in program
evaluation.Professional School Counseling, 9,
49–54.
7.
BondL., WolfeS., TollitM., ButlerH., & PattonG. (2007). A
comparison of the Gatehouse Bullying Scale and the Peer Relations
Questionnaire for students in secondary school.Journal of School Health, 77,
75–79.
8.
BordersD. (2002).
School counseling in the 21st century: Personal and
professional reflections.Professional School Counseling, 5,
180–185.
9.
BrigmanG. A. (2006).
Research methods in school counseling: A summary for the
practitioner.Professional School Counseling, 9,
421–425.
10.
BrigmanG. A., WebbL.D., &
CampbellC. (2007).
Building skills for school success: Improving the academic
and social competence of students.Professional School Counseling, 10,
279–288.
11.
BrottP. E. (2006).
Counselor education accountability: Training the effective
professional school counselor.Professional School Counseling, 10,
179–188.
12.
BrownD., & TrustyJ. (2005a). Designing
and leading comprehensive school counseling programs.Belmont, CA: Brooks/Cole
Thompson.
13.
BrownD., & TrustyJ. (2005b).
School counselors, comprehensive school counseling programs,
and academic achievement: Are school counselors promising more than they can
deliver?Professional School Counseling, 9,
1–8.
14.
ButlerS. K., &
ConstantineM. G. (2006).
Web-based peer supervision, collective self-esteem, and case
conceptualization ability in school counselor trainees.Professional School Counseling, 10,
146–152.
15.
CareyJ., & DimmittC. (2008). A
model for evidence-based elementary school counseling: Using school data,
research, and evaluation to enhance practice.Elementary School Journal, 108,
422–440.
16.
CareyJ. C., DimmittC., HatchT. A., LapanR. T., &
WhistonS. C. (2008).
Report of the National Panel for Evidence-Based School
Counseling: Outcome Research Coding Protocol and evaluation of Student
Success Skills and Second Step.Professional School Counseling, 11,
197–206.
17.
CobiaD. C., &
HendersonD. A. (2006).
Developing an effective and accountable school counseling
program (2nd ed.). Upper Saddle River,
NJ: Merrill Prentice
Hall.
18.
CrutchfieldL. B., &
BordersL. D. (1997).
Impact of two clinical peer supervision models on practicing
school counselors.Journal of Counseling & Development, 75,
219–230.
19.
CurryJ., & LambieG.W. (2007).
Enhancing school counselor accountability: The large group
guidance portfolio.Professional School Counseling, 11,
145–148.
20.
DahirC. A. (2001).
The national standards for school counseling programs:
Development and implementation.Professional School Counseling, 4,
320–327.
21.
DahirC. A., &
StoneC. B. (2003).
Accountability: A M.E.A.S.U.R.E of the impact school
counselors have on student achievement.Professional School Counseling, 6,
214–221.
22.
DimmittC., CareyJ., & HatchT. (2007).
Evidence-based school counseling: Making a difference with
data-driven practices.Thousand Oaks, CA: Corwin
Press.
23.
DollarhideC. T., &
LembergerM. E. (2006).
No Child Left Behind: Implications for school
counselors.Professional School Counseling, 9,
295–304.
ErfordB. T. (2007).
Accountability. In
ErfordB. T. (Ed.), Transforming the
school counseling profession (2nd ed., pp.
236–278). Upper Saddle River,
NJ:
Pearson.
26.
ErfordB. T., BalcomL. C., &
Moore-ThomasC. (2007). The
Screening Test for Emotional Problems: Studies of reliability and
validity.Measurement and Evaluation in Counseling and Development,
39, 209–225.
27.
EschenauerR., &
Chen-HayesS. F. (2005).
The Transformative Individual School Counseling Model: An
accountability model for urban school counselors.Professional School Counseling, 8,
244–248.
28.
FairchildT. N. (1993).
Accountability practices of school counselors: 1990 national
survey.The School Counselor, 40,
363–374.
29.
GalassiJ., & AkosP. (2004).
Developmental advocacy: Twenty-first century school
counseling.Journal of Counseling & Development, 82,
146–157.
30.
GalassiJ., & AkosP. (2007).
Strengths-based school counseling.Mahwah, NJ: Lawrence
Erlbaum.
31.
GoodheartC. D., &
CarterJ. A. (2008).
The proper focus of evidence-based practice in psychology:
Integration of possibility and probability. In
WalshW. B. (Ed.), Biennial review of
counseling psychology (Vol. 1, pp.
47–70). New
York: Routledge/Taylor and
Francis.
32.
Graham-MigelJ. (2002).
Comprehensive guidance and counselling programs: The
Beechville-Lakeside-Timberlea experience.Canadian Journal of Counselling, 36,
6–13.
GysbersN. C., &
HendersonP. (1994). Developing
and managing your school guidance program (2nd ed.).
Alexandria, VA: American
Counseling Association.
35.
GysbersN. C., &
HendersonP. (2006). Developing
and managing your school guidance and counseling program (4th ed.).
Alexandra, VA: American
Counseling Association.
36.
HargreavesA. (2005).
Sustainable leadership. In
DaviesB. (Ed.), Essentials of school
leadership (pp. 173–189).
London: Sage/Paul Chapman
Educational Publishing.
37.
HaydenC., &
PohlmannN. (1981).
Accountability and evaluation: Necessary for the survival of
guidance programs?NASSP Bulletin, 65,
60–63.
38.
HayesR. L., NelsonJ.-L., TabinM., PearsonG., & WorthyC. (2002).
Using school-wide data to advocate for student
success.Professional School Counseling, 6,
86–94.
39.
HouseR. M., &
SearsS. J. (2002).
Preparing school counselors to be leaders and advocates: A
critical need in the new millennium.Theory Into Practice, 41,
154–162.
40.
HughesD. K., &
JamesS. H. (2001).
Using accountability data to protect a school counseling
program: One counselor's experience.Professional School Counseling, 4,
306–309.
41.
IsaacsM. L. (2003).
Data-driven decision making: The engine of
accountability.Professional School Counseling, 6,
288–295.
42.
JohnsonC. D. (1991).
Assessing results. In
JohnsonS. K. &
WhitfieldE. A. (Eds.), Evaluating guidance
programs (pp. 43–57).
Iowa City, IA: American
College Testing Program.
43.
JohnsonC. D., JohnsonS. K., & HaysD. G. (2004).
Building stronger school counseling programs: Bringing futuristic
approaches into the present.Washington, DC: CAPS
Publications/U.S. Department of Education.
44.
JohnsonS., JohnsonC., & DownsL. (2006). Building a
results-based student support program.Boston: Lahaska/Houghton
Mifflin.
45.
Jonson-ReidM. (2008).
Accountability meets appropriation: The case of the
elementary and secondary school counseling program.Children & Schools, 30,
3–4.
46.
KrainesG. (2001).
Accountability leadership: How to strengthen productivity through
sound managerial leadership.Franklin Lakes, NJ: Career
Press.
47.
LapanR.T. (2001).
Results-based comprehensive guidance and counseling program:
A framework for planning and evaluation.Professional School Counseling, 4,
289–299.
48.
LapanR.T. (2005).
Evaluating school counseling programs. In
SinkC. A. (Ed.), Contemporary school
counseling: Theory, research, and practice (pp.
257–294).
Boston: Lahaska/Houghton
Mifflin.
49.
LarsonL. M., &
DanielsJ. A. (1998).
Review of the counseling self-efficacy
literature.Counseling Psychologist, 26,
179–218.
50.
LukeM., & BernardJ. M. (2006).
The School Counseling Supervision Model: An extension of the
Discrimination Model.Counselor Education & Supervision, 45,
282–295.
51.
LuskyM. B., &
HayesR. L. (2001).
Collaborative consultation and program
evaluation.Journal of Counseling & Development, 79,
26–38.
52.
McNamaraV., &
PedersenL. (2006).
Practitioner inquiry: A method to advocate for systemic
change.Professional School Counseling, 9,
257–260.
53.
MoonS. M., KellyK. R., &
FeldhusenJ. F. (1997).
Specialized counseling services for gifted youth and their
families: A needs assessment.Gifted Child Quarterly, 41,
16–25.
54.
MyrickR. D. (2003).
Accountability: Counselors count.Professional School Counseling, 6,
174–179.
55.
NelsonJ. A., BustamanteR. M., WilsonE. D., &
OnwuegbuzieA. J. (2008).
The School-Wide Cultural Competence Observation Checklist for
school counselors: An exploratory factor analysis.Professional School Counseling, 11,
207–217.
56.
NyutuP. N., &
GysbersN. C. (2008).
Assessing the counselling needs of high school students in
Kenya.International Journal for Educational and Vocational Guidance,
8 (2),
83–94.
57.
O'SheaA. J., &
HarringtonT. F. (2003).
Using the Career Decision-Making System-Revised to enhance
students’ career development.Professional School Counseling, 6,
280–286.
58.
PerusseR., &
GoodnoughG. E. (Eds.). (2004).
Leadership, advocacy, and direct service strategies for professional
school counselors.Pacific Grove, CA: Thomson
Learning/Brooks/Cole.
59.
ScarboroughJ. L. (2005).
The School Counselor Activity Rating Scale: An instrument for
gathering process data.Professional School Counseling, 8,
274–283.
60.
SextonT. L., WhistonS. C., BleuerJ. C., & WalzG. R. (1997).
Integrating outcome research into counseling practice and
training.Alexandria, VA: American
Counseling Association.
61.
SinkC. A. (2005).
Comprehensive school counseling programs and academic
achievement–A rejoinder to Brown and Trusty.Professional School Counseling, 9,
9–12.
62.
SinkC. A., &
SpencerL. R. (2005).
My Class Inventory-Short Form as an accountability tool for
elementary school counselors to measure classroom climate.Professional School Counseling, 9,
37–48.
63.
SinkC. A., &
SpencerL. R. (2007).
Teacher version of the My Class Inventory-Short Form: An
accountability tool for elementary school counselors.Professional School Counseling, 11,
129–139.
64.
SinkC. A., &
Yillik-DownerA. (2001).
School counselors’ perceptions of comprehensive guidance and
counseling programs: A survey of national trends.Professional School Counseling, 4,
278–288.
65.
StoneC. B., &
DahirC. A. (2007). School
counselor accountability: A MEASURE of student success (2nd ed.).
Upper Saddle River, NJ:
Merrill Prentice Hall.
66.
StuderJ. R., &
SommersJ. A. (2000).
The professional school counselor and
accountability.NASSP Bulletin, 84,
93–99.
67.
U.S. Department of
Education. (2002). No Child Left Behind Act of
2001. Pub. L. No. 107-110, Stat. 1425-2094. Retrieved May 15, 2008,
from http://www.ed.gov/nclb/landing.jhtml
68.
U.S. Department of
Education. (n.d.). What Works Clearinghouse.
Retrieved November 13, 2008, from http://ies.ed.gov/ncee/wwc/
69.
WalzG. R., BleuerJ. C., & YepR. K. (Eds.). (2006).
Vistas: Compelling perspectives on counseling 2006.
Alexandria, VA: American
Counseling Association.
70.
WhistonS. C., &
AricakO. T. (2008).
Development and initial investigation of the School
Counseling Program Evaluation Scale.Professional School Counseling, 11,
253–261.
71.
WhiteF. A. (2007).
The professional school counselor's challenge:
Accountability.Journal of Professional Counseling: Practice, Theory &
Research, 3,
62–70.
72.
WoodJ. A., &
WinstonB. E. (2005).
Toward a new understanding of leader accountability: Defining
a critical construct.Journal of Leadership and Organizational Studies,
11, 84–94.
73.
WoodJ. A., &
WinstonB. E. (2007).
Development of three scales to measure leader
accountability.Leadership & Organization Development Journal,
28, 167–185.
74.
YuenM., ChanR., LauP., Man-PingL., & ShekD.T.L. (2004).
The Counselling Self-Estimate Inventory (COSE): Does it work
in Chinese counsellors?Counselling Psychology Quarterly, 17,
177–194.
