Blog # 7: Accountability

The case study in the beginning of Dollarhide and Saginak’s (2012) chapter on the dilemma of accountability was presented in a very realistic manner.  Gone are the days where school counselors created programs and implemented lessons and interventions that teachers and other stakeholders just went along with.  There seems to be an increasing amount of pressure being placed on counselors to show the value of accountability and the programs they are implementing.  Although this may seem like a daunting task at times; I feel that data collection and accountability are important concepts that need to be added throughout any comprehensive school counseling program.  

Throughout my interviews with different school counselors; a lot of information was generated from our discussions on data collection and accountability.  It was interesting to see the differences in data collection between the high school and elementary school level.  At the high school level the counselors are trying to show accountability by creating an effective system of data collection.  Each time a student enters the counseling office they enter their reasons for being there (academic, career, or personal/social) in an Ipad.  That information is then sent to one of the counselors and through a data collection software where it is separated into the different domains of the ASCA National Model.  While at the elementary school level; data is often collected at a very basic level of attendance rates and achievement scores on standardized testing.  The counselor stated that it is often difficult to show accountability for specific programs, guidance lessons, and interventions.  He explained that it is hard to show that the counseling program specifically impacted students.  It is always a possibility that something may have impacted students that is outside the counselor’s realm.  It seems to me that one thing that is missing and may help with the accountability factor is disseminating the data.  Dollarhide and Saginak (2012) explain the importance of sharing data with stakeholders after the data is collected and analyzed (p. 111).  It is great that counselors are collecting data.  Yet, without analyzing and sharing information with teachers, parents, administrators, and other stakeholders; the programs may seem meaningless.  Dollarhide and Saginak (2012) state that “The ASCA National Model outlines a structure for organizing and planning accountability practices.  To be accountable for the program, school counselors must present the findings of the results reports, program audit, and other assessment and evaluation processes to the building administrator” (p. 112).  In my opinion, this all comes back to the idea of collaboration.  There needs to be somewhat of a strong and trusting relationship between the counselors and building administrators.  This includes knowing the roles and functions of the school counselor.  A collaboration of this type may help in collecting, analyzing, disseminating data, and showing accountability.  

Dollarhide, C. T., & Saginak, K. A. (2012). Comprehensive school counseling programs. (2nd ed.). New York: Pearson, Inc.