Ethics, the School Counselor and the PA Non-Teaching Professional Evaluation

When we think about the role of the school counselor, we must ask how it has changed. A comprehensive pre-K–12 school counseling program must be data driven in decision making, programming and practice.
 
The ASCA Ethical Standards (2016) impact all school counselors in our work with students, families, teachers, and administrators. Domain 4 of the PA Non-Teaching Professional Evaluation, Professional Development/Professional School Counselor Responsibilities and Ethical Standards, requires us to be intentional in our professional development, responsibilities and ethical standards. The ASCA Ethical Standards provide us with the roadmap in achieving the six components of Domain 4: Reflecting on Professional Practice, Maintaining Accurate and Confidential Records, Communicating with Stakeholders, Participating in a Professional Community, Growing and Developing Professionally and Demonstrating Professionalism.
 
Reflecting on Professional Practice – When reviewing practices, do you use evidence-based methodology to improve? What strategies are you implementing to improve your practice and results, as a result of your work with stakeholders, especially students?
 
Maintaining Accurate and Confidential Records – Achieving a high level of professionalism requires school counselors to take a systemic approach to ensuring that accuracy and confidentiality of student records are maintained. FERPA can be the umbrella to ensure that record keeping practices, district-wide, are consistent while following the laws, policies and ethical standards regarding students’ records.
 
Communicating with Stakeholders – As leaders in our schools, we are required to communicate with all stakeholders. We must keep in mind that student achievement is paramount and must be at the center of what we do. Effectively communicating situations that are challenging, difficult and at times adversarial is critical to maintaining effective working relationships, while ensuring professional boundaries are maintained.
 
Participating in a Professional Community – Taking an active leadership role regarding your district’s vision, mission and goals serves to enhance the vision, mission and goals of a comprehensive pre-K–12 school counseling program. The work of school counselors requires that our work is aligned with our district. Effective school counselors cannot work in silos if we are to be agents of change and seen as educational leaders.
 
Growing and Developing Professionally – Our ethical standards, as outlined in the ASCA Ethical Standards for School Counselors: B.3. Responsibilities to Self, require that we are members of our professional organizations at the national and state levels. As active members, we are able to fully participate in the development of our professional growth, keep up to date with current research and practices, and maintain our professional competencies in order to implement interventions that are data driven and evidenced based.
 
Demonstrating Professionalism – Participating in a professional community and growing professionally demonstrate our professionalism. However, this requires us to be role models by being proactive and taking on the role of leaders. Our work requires that we ensure all students are being affected by the work of school counselors. When we demonstrate our professionalism, we ensure equity and access – for all students.
 
Let our ethical standards guide us in showing how students are different because of our school counseling programs.
 
Contact Meg Rieley, M.Ed., PSCA ethics chair, at mrieley@mbgsd.org.