ABSTRACT
Introduce the ASCA National Model as a template for supervision• Review time percentage recommendations as a tool to guide supervisory activities within the • ASCA National Model
In recent years, the school reform movement has provided a catalyst for all school personnel to demonstrate how their programs contribute to the growth of all their students; school counselors and are no exception. Although some people believe that educational accountability is a recent focus, it is not a new consideration. Since guidance workers, now known as professional school counselors, rst entered schools in the early part of the 20th century, people have been curious as to how these professionals make a difference in the lives of students (Gysbers, 2004), as school counselors have been remiss in demonstrating their contributions to student success. By now you have probably been introduced to a traditional approach to school counseling, and how this method is being replaced with a comprehensive, developmental school counseling (CDSC) program focus. We do not intend to repeat this information in this chapter, but instead our intent is to assist you in better understanding school counselor activities that mirror programming advocated by the ASCA while you are in a clinical setting.
