The professional identity of school counselors has changed and adapted in significant part due to the empirically supported American School Counselors Association (ASCA) National Model. The roles of school counselors within the P-12 school setting have been ruled by job descriptions (describing the expectations of the position) and performance evaluations (discussing the measurement of the effectiveness within the position) which have not always aligned with the ASCA National Model increasing the potential for role confusion and inappropriate activities completed by the school counselor. Through quantitative content analyses, this study evaluated the alignment of job descriptions and performance evaluations of school counselors in North Dakota to the ASCA National Model with additional statistical analyses to investigate the differences between school district size. Both job descriptions and performance evaluations identified a varying amount of alignment to the ASCA National Model and the different school district sizes also varied greatly. Implications from the study call for additional advocacy for the professional practice of school counselors and education of school administrators.
|Commitee:||Meder, Cheri, Rigsbee, Neil P.|
|School:||Adams State University|
|School Location:||United States -- Colorado|
|Source:||DAI-A 80/11(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, School counseling|
|Keywords:||ASCA National Model, Content analysis, Job description, Performance evaluation, School counseling|
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