e3 catungal guidance counselor

7/31/2019 E3 Catungal Guidance Counselor

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Nature of the Research

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Process of the Study Together with other items taken from literature

reviewed, the CHED guidelines and the ASCA

model, a total of 160 statements weresubjected to &'(.

The resulting 119 items were furtheradministered to a group of guidancecounselors to test for reliability.

Using the Cronbach alpha, the final GCPATconsisted of )%and were pilot testedwith a different group of guidance counselorsand administrators.


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Statement of the Problem This paper sought to answer the following

questions: 1. What assessment instrument can

measure Guidance Counselor performance?

What are the domains of the GuidanceCounselors Performance Assessment Tool

(GCPAT)? How valid is the Guidance CounselorPerformance Assessment Tool (GCPAT)


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Statement of the Problem This paper sought to answer the following

questions:

2. Is there a significant difference in theperformance of guidance counselors using theGCPAT when grouped according to: Gender;Civil Status; Length of Service; School Position;Guidance Counselor Level?

3. Is there a significant difference between

the perspective of guidance counselors andschool heads/ administrators when assessing/measuring guidance counselor performance

using GCPAT?


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Output The final form of the GCPAT identifies eight domains of guidancecounselors functions namely: (1) Program Management,

(2) Guidance, (3) Counseling, (4) Consultation,

(5) Coordination, (6) Student Assessment, (7) Professional Behavior and (8) Professional Standard.Student Assessment was the highest rated domain followed by

Professional Behavior and Guidance.

Consultation was rated the lowest among the eight.


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FINDINGS

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Summary

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Summary

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Summary

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RECOMMENDATIONS


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1 2 3 4 5Unsatisfactory Basic Job Satisfactory Proficient Distinguished

Below

Standard

At Standard Well-above

standard

Above

Standard

Superior/

Excellent Work

(Please answer meditatively to ensure correct evaluation/appraisalof your guidance program and guidance counselors efficiency.Thank you so much!)

Direction:

For each of the performance standards, rate the counselor using

the following scale:

Please check the corresponding number.


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DOMAIN 1: PROGRAM MANAGEMENT

1. The guidance counselor initiates and organizes the counseling program by assessing

needs, setting goals, and formulating a plan of action and program evaluation.

2. The guidance counselor maintains an organized, functional and up-to-date guidanceand counseling office, in line with the over-all school guidance and counseling program.

3. The guidance counselor conducts a yearly program audit to assess the over-all impact

and effect of the school guidance and counseling program.

4. The guidance counselor reviews the school counseling program audit with the advisory

council or school administrator or principal / school board council/ academic council/

superior/head

5. The guidance counselor develops and updates a school guidance and counseling

evaluation tool to make the school guidance and counseling program effective.

6. The guidance counselor deals with the majority of time providing direct services through

the Guidance curriculum, Individual Student Planning, Preventive and Responsive services

and most remaining time in program management, system support and accountability.


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DOMAIN 2: GUIDANCE

1. The guidance counselor teaches school guidance curricular subjects as part of the whole school

program in accordance with the goals of the school for the growth of all the students.

2. The guidance counselor implements the school guidance curriculum through the use of instructional

guidance activities and through careful planning and efficient implementation of structured group sessions

for all students.

3. The guidance counselor posts in strategic and appropriate places a weekly and/or monthly calendar or

the guidance office counseling and psychological services to the academic community.

4. The guidance counselor leadership team effectively addresses through appropriate guidance programs

- alcohol, drug, nicotine, and other illegal substance use and abuse issues among students.

5. The guidance counselor conducts activities on educational career themes, orientation and training

programs for students, parents and staff.

6. The guidance counselor addresses developmental, preventive, remedial and responsive services.

7. The guidance counselor focuses on the academic development, career development and personal-

social development of the students/counselees.8. The guidance counselor identifies specific tasks and measurable activities relating to achieving the

curricular objectives of the school.

9. The guidance counselor provides support to individual counselees by addressing topics such as

interpersonal relations, communication, decision-making, problem solving skills, academic programs, and

career and life planning.


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DOMAIN 3: COUNSELING

1. The guidance counselor conducts a one-on-one routine counseling among all

the students under his/her accountability.

2. The guidance counselor conducts individual and small group counseling

session among students with identified urgent or emergency needs and

concerns.

3. The guidance counselor schedules a special or extensive counseling session/s

with student who is under observation.

4. The guidance counselor puts into service walk-in counseling and referral

counseling services to respond immediately to the need of students.

5. The guidance counselor follows-up individual and group counseling to monitor

student progress.

6. The guidance counselor administers appropriate counseling interventions for

students as needed.

7. The guidance counselor utilizes appropriate counseling processes and

techniques for individual and group sessions to meet developmental and

remedial needs of students.


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DOMAIN 4: CONSULTATION1. The guidance counselor consults and collaborates effectively with

parents/guardians, teachers, administrators and other educational/

community resources regarding students with identified concerns andneeds.

2. The guidance counselor assists parents and teachers in

understanding and responding to varying developmental levels of

students.3. The guidance counselor confers with the teachers and school

administrator or principal in conducting the classroom guidance lessons

such as character education based on the guidance curriculum program

of the school.4. The guidance counselor, in collaboration with parents or guardians,

helps students establish goals and develop and use planning skills.


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DOMAIN 5: COORDINATION1. The guidance counselor works has increased connections with the outside community

(e.g. job fair, job assistance, college fair, college assistance, career exploration to different

agencies)

2. The guidance counselor collaborates with teachers, parents and the community topromote academic success of students.

3. The guidance counselor assists with coordination of student services in the school.

4. The guidance counselor provides leadership and collaborates with other educators in

the school-wide integration of the national or school guidance curriculum standard.

5. The guidance counselor implements an effective referral process with administrators,

teachers and other school personnel.

6. The guidance counselor communicates effectively with students, parents and school

staff.7. The guidance counselor assists with coordination of the schools annual testing

program.

8. The guidance counselor establishes and maintains contact with school and community

resources (e.g. employment trends and agencies, embassies, school categories, local

government connections).


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DOMAIN 6: STUDENT ASSESSMENT

1. The guidance counselor offers relevant student assessment that will measure their intelligence quotients to help the schools academic

department assess the students academic performance in relation to their capabilities and abilities.

2. The guidance counselor provides relevant personality tests to students to help them understand the world around them and to assess an

accurate student inventory profile of the student enrolled.

3. The guidance counselor provides significant achievement test to students for academic performance assessment for school curriculum

strategic planning purposes.

4. The guidance counselor interprets testing results and other student data accurately to students, parents and staff.

5. The guidance counselor demonstrates accurate and appropriate interpretation of assessment data and the presentation of relevant,

unbiased information.

6. The guidance counselor gives out appropriate emotional quotient tests to support the student in their daily endeavor or student life and to

assess their emotional maturity.

7. The guidance counselor conducts non-standardized educational assessments according to professional practices (e.g. classroom

observation or classroom homeroom evaluation).

8. The guidance counselor employs accurate and appropriate uses assessment procedures for determining and structuring individual and

group counseling services.

9. The guidance counselor appraises students major issues (e.g. low-family functioning, parenting issues, academic achievement, and

poverty) and make use of it for developing programs related to family interventions, strategies for working with underachievers, and

empowering low-income students to achieve greater heights.

10. The guidance counselor makes use of appropriate assessment and diagnostic procedures for determining and structuring individual and

group counseling services.

11. The guidance counselor furnishes pertinent aptitude tests to help the academic planners in developing substantial academic curriculum

assessment.

12. The guidance counselor understands and uses data to establish goals and activities to close the gap.

13. The guidance counselor uses standardized tests and inventories according to published practices and professional standards.

14. The guidance counselor assures that testing conditions and the administration of standardized tests in the school are appropriate.

15. The guidance counselor collects and analyzes data to guide program direction and emphasis.


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DOMAIN 7: PROFESSIONAL BEHAVIOR

1. The guidance counselor demonstrates positive interpersonal relationships with parents or guardians.

2. The guidance counselor realizes personal and professional limitations that will give way to her

openness and teachable spirit.

3. The guidance counselor is a student advocate, leader, collaborator and a system change agent.

4. The guidance counselor understands reforms and issues and works to close the achievement gap.

5. The guidance counselor carries out other school duties assigned by the administration provided these

assignments do not interfere with the counseling program and services to students.

6. The guidance counselor takes part in professional development activities to improve knowledge and

skills.

7. The guidance counselor learns about available school and community resources to ensure the

relevance of times.

8. The guidance counselor religiously attends and participates in the regular counselors meeting and

counseling conferences to discuss, confer, and solve problems, as well as issues and matters that

concern the school guidance and counseling program.

9. The guidance counselor makes his/her office a safer place as a result of the school counselorsinteraction with the counselees or students.

10. The guidance counselor records meeting information with the school administrator or principal for

monitoring and control purposes.

11. The guidance counselor is expected to apply his/her professional training and experience in schools in

order to support student success in consultation with the school community.


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DOMAIN 8: PROFESSIONAL STANDARD1. The guidance counselor meets the nations competency standard and the

requirements for preparation.

2. The guidance counselor follows the legal and ethical standard of the counseling

profession.3. The guidance counselor keeps information about developments and innovations

within the profession at the local and national level

4. The guidance counselor in your school is trained and certified or licensed in school

counseling.

5. The guidance counselor is committed to continual professional development in

order to maintain and enhance the total school counseling program. (e.g. Masters

and Doctoral studies, attend seminars and conferences)

6. The guidance counselor has earned professional degree/units in masteral level

and doctoral level that serves as the professional identity of school counseling,

cultural diversity, human growth and development and career development.

7. The guidance counselor follows the laws, policies and procedures which govern

school programs.


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