The ACA Syllabus Clearinghouse is a joint project of ACA and The Association for Counselor Education and Supervision (ACES). We will maintain syllabi on many topics from may different learning institutions. Our database will be updated continually with new and exciting courses and will provide a valuable resource to all counselors. If you have questions or need assistance please contact the ACA librarian at 800-347-6647 ext. 281 or ACAlibrary@counseling.org
Appraisal Methods in School Counseling
The range of a school counselor’s responsibilities is extensive. Whether working directly or indirectly with an individual student or group of students or expanding their reach to include staff and faculty in particular classrooms or throughout the school or even further to include families and other community groups on local, state or even national levels, today’s school counselor wears many hats and performs many functions. In each situation, whether the counselor is attempting to plan for and/or effect change in the behaviors, attitudes and/or practices of students, teachers, administrators, parents, policy makers, etc., s/he must have some way to assess the benefits or lack thereof of these efforts. Otherwise they are prone to be driven by tradition (i.e., “this is the way we’ve always done it”), accomplish little or even contribute to new problems, and/or repeat their mistakes while losing real opportunities to effect meaningful changes both at individual and systemic levels. How to plan, assess and measure such effects is the focus of this course. Various appraisal tools and strategies used for purposes of student screening, individual & program planning/development, and progress evaluation will be reviewed and evaluated. Hands-on experiences with some of the most frequently used appraisal methods used with or on behalf of K-12 students will be emphasized.
This course is also aligned with several of the basic tenants/elements of the Neag School of Education’s conceptual framework. The tenants addressed in this course are drawn from the themes of learning and leading and include those related to the professional knowledge base, evidence-based professional practice and inquiry. The course objectives follow. Of these, objectives 1 and 6 address the basic tenants related to the professional knowledge base; objectives 2, 3, 4, 5 and 8 address the basic tenants related to evidence-based professional practice while objective 7 addresses the basic tenant related to inquiry.