An effective professional school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills:
I-B-1. Plans, organizes, implements and evaluates a school counseling program aligning with the ASCA National Model
I-B-1a. Creates a vision statement examining the professional and personal competencies and qualities a school counselor should possess
I-B-1b. Describes the rationale for a school counseling program
I-B-1c. Articulates the school counseling themes of advocacy, leadership, collaboration and systemic change, which are critical to a successful school counseling program.
I-B-1d. Describes, defines and identifies the qualities of an effective school counseling program
I-B-1e. Describes the benefits of a school counseling program for all stakeholders, including students, parents, teachers, administrators, school boards, department of education, school counselors, counselor educators, community stakeholders and business leaders
I-B-1f. Describes the history of school counseling to create a context for the current state of the profession and school counseling programs
I-B-1g. Uses technology effectively and efficiently to plan, organize, implement and evaluate the school counseling program
I-B-1h. Demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the school counseling program
I-B-2. Serves as a leader in the school and community to promote and support student success
I-B-2a. Understands and defines leadership and its role in comprehensive counseling programs
I-B-2b. Identifies and applies a model of leadership to a comprehensive counseling program
I-B-2c. Identifies and demonstrates professional and personal qualities and skills of effective leaders
I-B-2d. Identifies and applies components of the ASCA National Model requiring leadership, such as an advisory council, management system and accountability
I-B-2e. Creates a plan to challenge the non-counseling tasks that are assigned to school counselors
I-B-3. Advocates for student success
I-B-3a. Understands and defines advocacy and its role in comprehensive counseling programs
I-B-3b. Identifies and demonstrates benefits of advocacy with school and community stakeholders
I-B-3c. Describes school counselor advocacy competencies, which include disposition, knowledge and skills
I-B-3d. Reviews advocacy models and develops a personal advocacy plan
I-B-3e. Understands the process for ASCA development of policy and procedures at the building, district, state and national levels
I-B-4. Collaborates with parents, teachers, administrators, community leaders and other stakeholders to promote and support student success
I-B-4a. Defines collaboration and its role in school counseling programs
I-B-4b. Identifies and applies models of collaboration for effective use in a school counseling program and understands the similarities and differences between consultation, collaboration and counseling and coordination strategies
I-B-4c. Creates statements or other documents delineating the various roles of student service providers, such as school social worker, school psychologist, school nurse, and identifies best practices for collaborating to affect student success
I-B-4d. Understands and knows how to apply a consensus-building process to foster agreement in a group
I-B-4e. Understands how to facilitate group meetings to effectively and efficiently meet goals
I-B-5. Acts as a systems change agent to create an environment promoting and supporting student success
I-B-5a. Defines and understands system change and its role in comprehensive school counseling programs
I-B-5b. Develops a plan to deal with personal (emotional and cognitive) and institutional resistance impeding the change process
I-B-5c. Understands the impact of school, district and state educational policies, procedures and practices supporting and/or impeding student success