This study examines the alignment between Arizona public high school administrators’ expectations of professional school counselors, the ASCA National Model (2005), and the instruments used in Arizona to evaluate professional school counselors. Participants included ten principals and assistant principals, and 103 of the 111 public school districts with at least one high school in Arizona. Data was obtained through semi-structured interviews, document, and content analysis. Organizational Role Theory and Leader-Member Exchange Theory guided the qualitative and quantitative analysis. Findings indicate that administrators' expectations of professional school counselors align 62% with the ASCA National Model, while the instruments used in Arizona to evaluate professional school counselors align 13% with administrators’ expectations of professional school counselors and 21% with the ASCA National Model. The best predictor of alignment was school district use of a school counselor-specific evaluation instrument. Recommendations focused on the need for clearer communication of role expectations between administrators and counselors, and for more meaningful evaluation practices that align with counseling standards.
|Advisor:||Bennett, Jeffrey V.|
|Commitee:||Bauman, Sheri, Bosworth, Kris, Pedicone, John|
|School:||The University of Arizona|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||Educational evaluation, Educational leadership, School counseling|
|Keywords:||ASCA national model, Administrators, Counselor evaluations, Evaluations, Performance standards, Professional school counselors, Role expectations, School counselors|
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