The need to train and engage all school counselors in use of data drives
professional development at the district and state level. This study examined
previous training in the use of data and the degree to which that training
influenced current school counseling practices. Data were collected from 512
school counselors across a Midwestern state. Findings revealed that
participation in professional development can influence the perceived data and
accountability practices of school counselors. This article shares implications
for school counselors.
Get full access to this article
View all access options for this article.
References
1.
American School Counselor
Association. (2012). The ASCA National Model:
A framework for school counseling programs(3rd
ed.).Alexandria, VA:
Author.
2.
AstramovichR.
L.,
CokerJ.K.,
& HoskinsW.J.
(2005). Training school counselors in program
evaluation. Professional School Counseling,
9, 49–54.
3.
BodenhornN.,WolfeE.,
& AirenO.
(2010). School counselor program choice and
self-efficacy: Relationship to achievement gap and equity.
Professional School Counseling, 13,
165–174. doi:10.5330/PSC.n.2010-13.165
4.
BorkoH.
(2004). Professional development and teacher
learning: Mapping the terrain. Educational
Researcher, 33 (8),
3–15.
5.
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. Professional School
Counseling, 15,
51–63.
6.
CohenJ.
(1998). Statistical power analysis for the behavioral
sciences.Hillsdale, NJ:
Erlbaum.
7.
ChampionR.
(2003). Taking measure: The real measure of a
professional development program's effectiveness lies in what participants
learn. Journal of Staff Development, 24,
1.
CostelloA.B.,
& OsborneJ.W.
(2005). Best practices in exploratory factor
analysis: Four recommendations in getting the most from your
analysis. Practical Assessment, Research &
Evaluation, 10 (7),
1–8.
10.
DimmitC.
(2009). Why evaluation matters: Determining
effective school counseling practices. Professional
School Counseling, 12,
395–399.
11.
FerraroJ.M.
(2000). Reflective practice and professional
development.Washington, DC: ERIC
Clearinghouse on Teaching and Teacher Education, (ERIC
Document Reproduction Service ED 449120).
12.
FixsenD. L.,
BlaseK.A.,
NaoomS.F.,
& WallaceF.
(2009). Core implementation
components. Research on Social Work
Practice, 19,
531–540. doi:10.1177/1049731509335549
13.
GillesC.,WilsonJ.,
& EliasM.
(2010). Sustaining teachers’ growth and renewal
through action research, induction programs, and
collaboration. Teacher Education Quarterly,
37, 91–108.
14.
GilliesR.M.
(1993). Action research in school
counseling. School Counselor,
41, 1–5.
15.
GreenS.B.,
& SalkindN.J.
(2005). Using SPSS for Windows and Macintosh: Analyzing
and understanding data.Upper Saddle River, NJ: Pearson
Prentice Hall.
16.
GuskyT.R.(2000).
Evaluating professional development.Thousand Oaks, CA: Corwin Press,
Inc.
17.
GuskyT.R.
(2002). Does it make a difference? Evaluating
professional development. Educational
Leadership, 59 (6),
45–51.
18.
HartlineJ.,
& CobiaD.
(2012). School counselors: Closing achievement
gaps and writing results reports. Professional
School Counseling, 16,
71–79. doi:10.5330/PSC.n.2012-16.71
19.
Holcomb-McCoyC.,
GonzalezI.,
& JohnstonG.
(2009). School counselor dispositions as
predictors of data usage. Professional School
Counseling, 12,
343–351.
20.
HouseR.M.,
& HayesR.L.
(2002). School counselors: Becoming key players
in school reform. Professional School
Counseling, 5,
249–256.
21.
HunzickerJ.
(2010). Characteristics of effective professional
development. Unpublished manuscript, Department of Teacher
Education, Bradley University, Peoria, IL. Retrieved from http://files.eric.ed.gov/fulltext/ED510366.pdf
LinnG. B.,
GillP.,
ShermanR.,
VaughnG.,
& MixonJ.
(2010). Evaluating the long-term impact of
professional development. Professional Development
in Education, 36,
679–682. doi:10.1080/19415250903109288
26.
MartinI.,
& CareyJ. C.
(2012). Evaluation capacity with state-level
school counseling programs: A cross-case analysis.
Professional School Counseling, 15,
132–143. doi:10.5330/PSC.n.2012-15.132
27.
National Staff Development
Council. (2001). Standards for staff
development(Rev. ed.).Oxford, OH:
National Staff Development
Council.
RowellL.L.
(2005). Collaborative action research and school
counselors. Professional School Counseling,
9, 28–36.
33.
RowellL.L.
(2006). Action research and school counseling:
Closing the gap between research and practice.
Professional School Counseling, 9,
376–384.
34.
SabellaR.
(2003). SchoolCounselor.com 2.0:
A friendly and practical guide to the worldwide web.Minneapolis, MN: Educational
Media Corporation.
35.
SagorR.
(1992). How to conduct collaborative action
research.Alexandria, VA: Association for
Supervision and Curriculum Development.
36.
SagorR.
(2011). The action research guidebook: A four-stage
process for educators and school teams(2nd
ed.).Thousand Oaks, CA:
Corwin.
37.
SinkC.A.
(2009). School counselors as accountability
leaders: Another call for action. Professional
School Counseling, 13,
68–74.
38.
Southern Regional Education
Board. (2010). Beyond the rhetoric:
Improving college through coherent state policy. A
Special Report by the National Center for Public Policy and Higher Education
and the Southern Regional Education Board.1–13.
U.S. Department of
Education. (2013a). A Blueprint for
R.E.S.P.E.C.T.: Recognizing educational success, professional excellence,
and collaborative teaching.Washington DC:
Author. Retrieved from http://www2.ed.gov/documents/respect/blueprint-for-respect.pdf
WhistonS.C.
(1996). Accountability through action research:
Research methods for practitioners. Journal of
Counseling & Development, 74,
616–623.
45.
WhistonS.C.,
& QuinbyR.F.
(2009), Review of school counseling outcome research.
Psychology in the Schools, 46,
267–272.
46.
WilkersonK.,
& EschbachL.
(2009). Transformed school counseling: The
impact of a graduate course on trainees’ perceived readiness to develop
comprehensive, data-driven programs. Professional
School Counseling, 12,
30–37.
47.
YoungA.,
& KaffenbergerC.
(2011). The beliefs and practices of school
counselors who use data to implement comprehensive school counseling
programs. Professional School Counseling,
15, 67–76. doi:10.5330/PSC.n.2011-15.67
48.
YoungA.,
& Miller-KnealeM.
(2013). School counselor leadership: The essential
practice.Alexandria, VA: American School
Counselor Association.
