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ERIC Number: ED517598
Record Type: Non-Journal
Publication Date: 2010
Pages: 167
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-3787-5
What Are School Counselors Expected to Do? Alignment between Professional School Counselor Evaluations and Performance Standards
Nebe, Mary Bayly
ProQuest LLC, Ed.D. Dissertation, The University of Arizona
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona