What are School Counselors Expected to Do? Alignment between Professional School Counselor Evaluations and Performance Standards

Persistent Link:
http://hdl.handle.net/10150/194177
Title:
What are School Counselors Expected to Do? Alignment between Professional School Counselor Evaluations and Performance Standards
Author:
Nebe, Mary Bayly
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
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 semistructured 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.
Type:
text; Electronic Dissertation
Keywords:
administrators; ASCA National Model; evaluations; performance standards; professional school counselors; role expectations
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Bennett, Jeffrey V.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleWhat are School Counselors Expected to Do? Alignment between Professional School Counselor Evaluations and Performance Standardsen_US
dc.creatorNebe, Mary Baylyen_US
dc.contributor.authorNebe, Mary Baylyen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis 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 semistructured 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.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectadministratorsen_US
dc.subjectASCA National Modelen_US
dc.subjectevaluationsen_US
dc.subjectperformance standardsen_US
dc.subjectprofessional school counselorsen_US
dc.subjectrole expectationsen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairBennett, Jeffrey V.en_US
dc.contributor.committeememberBennett, Jeffrey V.en_US
dc.contributor.committeememberBosworth, Krisen_US
dc.contributor.committeememberPedicone, Johnen_US
dc.contributor.committeememberBauman, Sherien_US
dc.identifier.proquest10873en_US
dc.identifier.oclc659753791en_US
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