ASCA School Counselor

Professional Standards & Competencies

The ASCA School Counselor Professional Standards & Competencies outline the mindsets and behaviors
school counselors need to meet the rigorous demands of the school counseling profession and the
needs of pre-K–12 students. These standards and competencies help ensure new and experienced school
counselors are equipped to establish, maintain and enhance a comprehensive school counseling program
addressing academic achievement, career planning and social/emotional development. These standards
and competencies can be used in a variety of ways including:

School counselors Mindsets: The mindset standards include beliefs school coun-
n Self-assess their own mindsets and behaviors selors hold about student achievement and success. Although it
n Formulate an appropriate professional development plan may be possible to measure these beliefs, the mindsets are more
readily recognized through the behaviors a school counselor
School administrators demonstrates as a result of the implementation of a compre-
n Guide the recruitment and selection of competent school hensive school counseling program. Therefore, the mindset
counselors standards do not have correlating competencies.
n Develop or inform meaningful school counselor performance
evaluation Behaviors: The behavior standards include essential behaviors
school counselors demonstrate through the implementation of a
School counselor education programs comprehensive school counseling program including:
n Establish benchmarks for ensuring school counseling 1. Professional foundation – the essential skills that are the basis
students graduate with the knowledge, skills and attitudes of a school counselor’s professional orientation
needed to develop a comprehensive school counseling 2. Direct and indirect student services – interactions that are
program. provided directly to students or indirectly for students in
collaboration with families, teachers, administrators, other
Organization of the ASCA School Counselor school staff and education stakeholders
Professional Standards & Competencies 3. Planning and evaluation – activities necessary for the design,
implementation and evaluation of the comprehensive school
The ASCA School Counselor Professional Standards & Compe-
counseling program
tencies are organized by mindset standards and behavior stan-
dards and competencies. The standards are broader topics that
Each behavior standard has specific competencies that are mea-
describe the knowledge, attitude and skills school counselors
surable indicators of the broader standard. These competencies
need to implement a comprehensive school counseling program.
can be used to further define the behaviors necessary for the
The competencies are more specific and measurable indicators
implementation of a comprehensive school counseling program.
of the behavior standards.
The mindsets and behaviors standards are found in the follow-
ing chart, and the behavior competencies are listed afterwards.
ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 1
ASCA School Counselor Professional Standards & Competencies
MINDSETS
School counselors believe:
M 1. Every student can learn, and every student can succeed.
M 2. Every student should have access to and opportunity for a high-quality education.
M 3. Every student should graduate from high school prepared for postsecondary opportunities.
M 4. Every student should have access to a comprehensive school counseling program.
M 5. Effective school counseling is a collaborative process involving school counselors, students, families, teachers, administrators, other school
staff and education stakeholders.
M 6. School counselors are leaders in the school, district, state and nation.
M 7. Comprehensive school counseling programs promote and enhance student academic, career and social/emotional outcomes.

BEHAVIORS
School counselors demonstrate the following standards in the
design, implementation and evaluation of a comprehensive school counseling program.
Professional Foundation Direct and Indirect Student Services Planning and Evaluation
B-PF 1. Apply developmental, learning, B-SS 1. Design and implement instruction B-PE 1. Create school counseling program
counseling and education theories aligned to ASCA Mindsets & beliefs, vision and mission
Behaviors for Student Success in statements aligned with the school
large-group, classroom, small-group and district
and individual settings
B-PF 2. Demonstrate understanding of B-SS 2. Provide appraisal and advisement B-PE 2. Identify gaps in achievement,
educational systems, legal issues, in large-group, classroom, small- attendance, discipline, opportunity
policies, research and trends in group and individual settings and resources
education
B-PF 3. Apply legal and ethical principles of B-SS 3. Provide short-term counseling in B-PE 3. Develop school counseling program
the school counseling profession small-group and individual settings goals based on student data
B-PF 4. Apply school counseling B-SS 4. Make referrals to appropriate B-PE 4. Develop and implement action
professional standards and school and community resources plans aligned with program goals
competencies and student data
B-PF 5. Use ASCA Mindsets & Behaviors B-SS 5. Consult to support student B-PE 5. Evaluate and report program results
for Student Success to inform the achievement and success to the school community
implementation of a comprehensive
school counseling program
B-PF 6. Demonstrate understanding of B-SS 6. Collaborate with families, teachers, B-PE 6. Use time appropriately according
the impact of cultural, social and administrators, other school staff to national recommendations and
environmental influences on and education stakeholders for student/school data
student success and opportunities student achievement and success
B-PF 7. Demonstrate leadership B-PE 7. Establish agreement with the
through the development and principal and other administrators
implementation of a comprehensive about the comprehensive school
school counseling program counseling program
B-PF 8. Demonstrate advocacy in a B-PE 8. Establish and convene an advisory
comprehensive school counseling council for the comprehensive
program school counseling program
B-PF 9. Create systemic change through the B-PE 9. Use appropriate school counselor
implementation of a comprehensive performance appraisal process
school counseling program

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 2

 PROFESSIONAL FOUNDATION
B-PF 1. Apply developmental, learning, B-PF 3. Apply legal and ethical principles of the
counseling and education theories school counseling profession
a. Use human development theories to have an impact on de- a. Practice within the ethical principles of the school counseling
velopmental issues affecting student success profession in accordance with the ASCA Ethical Standards
b. Use learning theory to support student achievement and for School Counselors
success, including students with diverse learning needs b. Adhere to the legal responsibilities of the role of the school
c. Use established and emerging evidence-based counseling counselor including the unique legal and ethical principles of
theories and techniques that are effective in a school setting working with minor students in a school setting
to promote academic, career and social/emotional develop- c. Adhere to the ethical and statutory limits of confidentiality
ment, including but not limited to rational emotive behavior d. Fulfill legal and ethical obligations to families, teachers,
therapy, reality therapy, cognitive-behavioral therapy, Ad- administrators and other school staff
lerian, solution-focused brief counseling, person-centered e. Consult with school counselors and other education,
counseling and family systems counseling and legal professionals when ethical and legal
d. Use counseling theories and techniques in individual, questions arise
small-group, classroom and large-group settings to promote f. Resolve ethical dilemmas by employing an ethical decision-
academic, career and social/emotional development making model in accordance with the ASCA Ethical
e. Use career development theories to promote and support Standards for School Counselors
postsecondary planning g. Model ethical behavior
f. Use principles of multitiered systems of support within the h. Engage in continual professional development to inform and
context of a comprehensive school counseling program to guide ethical and legal work
provide instruction and interventions matched to student
need B-PF 4. Apply school counseling professional
standards and competencies
B-PF 2. Demonstrate understanding of a. Stay current with school counseling research and best
educational systems, legal issues, policies, practices
research and trends in education b. Conduct and analyze self-appraisal and assessment related to
a. Explain the organizational structure and governance of the school counseling professional standards and competencies
American educational system as well as cultural, political and c. Use personal reflection, consultation and supervision to
social influences on current educational practices promote professional growth and development
b. Explain educational systems, philosophies and theories and d. Develop a yearly professional development plan to ensure
current trends in education, including federal and state engagement in professional growth opportunities related
legislation to relevant professional standards and competencies and
c. Explain and/or inform the process for development of policy personal limitations
and procedures at the building, district, state and national
levels B-PF 5. Use ASCA Mindsets & Behaviors for
d. Explain the history of school counseling to create a context Student Success standards to inform the
for the current state of the profession and comprehensive implementation of a comprehensive school
school counseling programs
e. Explain the nature of academic, career and social/emotional
counseling program
counseling in schools and the similarities and differences a. Select ASCA Mindsets & Behaviors for Student Success
between school counseling and other fields of counseling, standards to address student needs demonstrated in data
such as mental health, marriage and family, substance abuse b. Prioritize ASCA Mindsets & Behaviors for Student Success
counseling, social work and psychology, within a continuum standards aligned with school improvement goals
of care c. Select or create competencies aligned with the ASCA
f. Delineate the roles of student service providers, such as Mindsets & Behaviors for Student Success and the Common
school social worker, school psychologist or school nurse, Core State Standards or other state-specific standards
and identify best practices for collaborating to have an impact
on student success B-PF 6. Demonstrate understanding of the
g. Articulate a rationale for a comprehensive school counseling impact of cultural, social and environmental
program influences on student success and opportunities
h. Use education research to inform decisions and
a. Demonstrate basic knowledge and respect of differences in
programming
customs, communications, traditions, values and other traits
i. Use current trends in technology to promote student success
among students based on race, religion, ethnicity, nationality,
sexual orientation, gender identity, physical or intellectual
ability and other factors

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 3

PROFESSIONAL FOUNDATION, cont.
b. Explain how students’ cultural, social and economic B-PF 8. Demonstrate advocacy for a
background may affect their academic achievement, behavior, comprehensive school counseling program
relationships and overall performance in school
a. Model school counselor advocacy competencies to promote
c. Maintain and communicate high expectations for every
school counseling program development and student success
student, regardless of cultural, social or economic
b. Advocate responsibly for school board policy and local, state
background
and federal statutory requirements in students’ best interests
d. Explain the dynamics of cross-cultural communications and
c. Explain the benefits of a comprehensive school counseling
demonstrate the ability to communicate with persons of
program for all stakeholders, including students, families,
other cultures effectively
teachers, administrators and other school staff, school
e. Collaborate with administrators, teachers and other staff
boards, department of education, school counselors, school
in the school and district to ensure culturally responsive
counselor educators, community stakeholders and business
curricula and student-centered instruction
leaders
f. Understand personal limitations and biases, and articulate
d. Articulate and provide rationale for appropriate activities for
how they may affect the school counselor’s work
school counselors
e. Articulate and provide rationale for discontinuation of
B-PF 7. Demonstrate leadership through inappropriate activities for school counselors
the development and implementation of a f. Use data (e.g., closing-the-gap reports) to promote
comprehensive school counseling program reduction in student-to-school-counselor ratios and
a. Identify sources of power and authority and formal and reduction of inappropriate non-school-counseling-related
informal leadership tasks
b. Identify and demonstrate professional and personal qualities g. Participate in school counseling and education-related
and skills of effective leaders professional organizations
c. Apply a model of leadership to a comprehensive school
counseling program B-PF 9. Create systemic change through the
d. Create the organizational structure and components of an implementation of a comprehensive school
effective school counseling program aligned with the ASCA counseling program
National Model
a. Act as a systems change agent to create an environment
e. Apply the results of a school counseling program
promoting and supporting student success
assessment to inform the design and implementation of the
b. Use data to identify how school, district and state educational
comprehensive school counseling program
policies, procedures and practices support and/or impede
f. Use leadership skills to facilitate positive change for the
student success
comprehensive school counseling program
c. Use data to demonstrate a need for systemic change in areas
g. Define the role of the school counselor and the school
such as course enrollment patterns; equity and access; and
counseling program in the school crisis plan
achievement, opportunity and/or information gaps
h. Serve as a leader in the school and community to promote
d. Develop and implement a plan to address personal and/or
and support student success
institutional resistance to change that better supports student
i. Participate in the school improvement process to bring the
success
school counseling perspective to the development of school
goals

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 4

 DIRECT AND INDIRECT STUDENT SERVICES
B-SS 1. Design and implement instruction b. Provide support for students, including individual and small-
aligned to the ASCA Mindsets & Behaviors for group counseling, during times of transition, heightened
stress, critical change or other situations impeding student
Student Success in large-group, classroom, success
small-group and individual settings c. Explain the difference between appropriate short-term
a. Use student, school and district data to identify achievement, counseling and inappropriate long-term therapy
attendance and discipline issues to be addressed through d. Explain the impact of adverse childhood experiences and
instruction trauma, and demonstrate techniques to support students who
b. Evaluate cultural and social trends when developing and have experienced trauma
choosing curricula e. Respond with appropriate intervention strategies to meet the
c. Identify appropriate evidence-based curricula aligned to the needs of the individual, group or school community before,
ASCA Mindsets & Behaviors for Student Success or select/ during and after crisis response
develop other materials informed by research and best
practice if evidence-based materials do not exist B-SS 4. Make referrals to appropriate school
d. Demonstrate pedagogical skills, including culturally
and community resources
responsive classroom management strategies, lesson planning
and personalized instruction a. Maintain a list of current referral resources, consistent with
e. Create lesson plans identifying activities to be delivered, school and district policies, for students, staff and families
standards to be addressed, to whom activities will be to effectively address academic, career and social/emotional
delivered, how they will be delivered and how data will be issues
evaluated to determine impact on student outcomes b. Communicate the limits of school counseling and the
f. Use a variety of technologies in the delivery of lessons and continuum of mental health services
activities c. Articulate why diagnoses and long-term therapy are outside
g. Engage with school administrators, teachers and other staff the scope of school counseling
to ensure the effective implementation of instruction
h. Analyze data from lessons and activities to determine impact B-SS 5. Consult to support student achievement
on student outcomes and success
a. Gather information on student needs from families,
B-SS 2. Provide appraisal and advisement teachers, administrators, other school staff and community
in large-group, classroom, small-group and organizations to inform the selection of strategies for student
individual settings success
b. Share strategies that support student achievement with
a. Develop strategies to provide appraisal and advisement to
families, teachers, administrators, teachers, school staff and
students and families about attaining the ASCA Mindsets &
community organizations
Behaviors for Student Success
c. Consult with school counselors and other education and
b. Use assessments to help students understand their abilities,
counseling professionals when questions of school counseling
values and career interests
practice arise
c. Include career opportunities, labor market trends and global
d. Facilitate in-service training or workshops for families,
economics to help students develop immediate and long-
administrators, other school staff, teachers or other
range plans
stakeholders to share school counseling expertise
d. Help students cross reference individual assessment
results (e.g. MBTI, Holland Code, ASVAB, O*Net) with
occupational/career goals B-SS 6. Collaborate with families, teachers,
e. Help students understand how academic performance relates administrators, other school staff and
to the world of work, family life and community service education stakeholders for student
f. Help students understand the importance of postsecondary achievement and success
education and/or training as a pathway to a career
a. Partner with others to advocate for student achievement and
g. Help students and families navigate postsecondary awareness,
educational equity and opportunities
exploration, admissions and financial aid processes
b. Explain the potential for dual roles with families and other
h. Connect students to workplace experiences to deepen
caretakers
understandings and explore career interests
c. Identify and involve appropriate school and community
professionals as well as the family in a crisis situation
B-SS 3. Provide short-term counseling in d. Supervise school counseling interns consistent with the
small-group and individual settings principles of the ASCA School Counseling Professional
a. Use data to identify students in need of counseling Standards & Competencies
intervention

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 5

 PLANNING AND EVALUATION
B-PE 1. Create school counseling program d. Select evidence-based curricula and activities to accomplish
beliefs, vision and mission statements aligned objectives, or select/develop other materials informed by
research and best practice if evidence-based materials do not
with the school and district exist
a. Analyze personal, school, district and state beliefs, e. Identify appropriate resources needed to implement action
assumptions and philosophies about student success plans
b. Compose a personal beliefs statement about students, f. Identify intended impact on academics, attendance and
families, teachers, school counseling programs and the discipline as result of action plan implementation
educational process consistent with the school’s educational g. Explain basic research sampling, methodology and analysis
philosophy and mission concepts as they relate to research outcomes and action
c. Analyze the school’s vision and mission research
d. Create a school counseling vision statement describing
a future world where student outcomes are successfully
B-PE 5. Evaluate and report program results to
achieved
e. Create a school counseling mission statement aligned with
the school community
school, district and state missions a. Explain concepts related to program results and
f. Communicate the vision and mission of the school accountability within a comprehensive school counseling
counseling program to administrators, teachers, other school program
staff and stakeholders b. Review progress toward school counseling program goals
c. Analyze data to evaluate school counseling program
B-PE 2. Identify gaps in achievement, effectiveness and to inform program development
d. Collaborate with members of the school counseling team
attendance, discipline, opportunity and and with administration to decide how school counseling
resources programs are evaluated and how results are shared
a. Collect and analyze data to identify areas of success or e. Use data to demonstrate the value the school counseling
gaps between and among different groups of students in program adds to student achievement
achievement, attendance, discipline and opportunities f. Use presentation skills to share effectiveness data and results
b. Review, disaggregate and interpret student achievement, of action plans and activities with administrators, advisory
attendance and discipline data to identify and implement councils, teachers, faculty and staff, families, school boards
interventions as needed and stakeholders
c. Create goals based on student, school and/or district data to
close the achievement, opportunity and/or information gaps B-PE 6. Use time appropriately according to
national recommendations and student/school
B-PE 3. Develop school counseling program data
goals based on student data a. Articulate the distinction between direct and indirect student
a. Use achievement, attendance and/or discipline data to services
create school counseling program goals aligned with school b. Assess use of time in direct and indirect student services
improvement plans and program management and school support to determine
b. Write goals in a measurable format such as the SMART goal how much time is spent in each school counseling program
format, and include baseline and target data within the goal component
statement c. Articulate the best use of a school counselor’s time to
c. Use student data and results from survey tools to monitor meet student needs as identified through student data and
and refine school counseling program goals program goals
d. Communicate program goals to administrators, teachers, d. Organize and manage time to effectively implement a
other school staff and stakeholders comprehensive school counseling program using skills
including scheduling, publicizing and prioritizing time
B-PE 4. Develop and implement action plans e. Create annual and weekly calendars to plan activities
aligned with program goals and student data reflecting school counseling program goals
a. Design and implement school counseling action plans f. Identify, evaluate and participate in fair-share responsibilities
aligned with school and school counseling program goals and
student data
b. Determine appropriate students for the target group of
action plans based on student, school and district data
c. Identify appropriate ASCA Mindsets & Behaviors for Student
Success standards addressing needs identified in action plans

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 6

PLANNING AND EVALUATION, cont.
B-PE 7. Establish agreement with the b. Develop effective and efficient advisory council meeting
principal and other administrators about the agendas to inform stakeholders about the comprehensive
school counseling program
comprehensive school counseling program c. Explain and discuss school data, school counseling program
a. Complete management templates for the school counseling assessment and school counseling program goals with the
program with other members of the school counseling staff advisory council
b. Discuss school counseling annual agreement with the d. Record advisory council meeting notes, and distribute as
principal and/or supervising administrator to formalize appropriate
the delivery, management and accountability of the e. Analyze and incorporate feedback from the advisory council
comprehensive school counseling program related to school counseling program goals as appropriate
c. Explain and model the appropriate role of the school
counselor and the organization of the school counseling
B-PE 9. Use appropriate school counselor
program
d. Explain school counseling program goals, their basis
performance appraisal process
in student data and their alignment with the school a. Explain and advocate for appropriate school counselor
improvement plan performance appraisal process based on school counselor
e. Advocate for the appropriate use of school counselor time standards and implementation of the comprehensive school
based on national recommendations and student needs counseling program
f. Finalize the school counseling annual agreement after b. Explain how school counseling activities fit within categories
presentation to and discussion with the principal and/or of a performance appraisal instrument
supervising administrator c. Utilize components of the ASCA National Model to
document data-informed, student-focused activities that
B-PE 8. Establish and convene an advisory demonstrate evidence of meeting standards of performance
appraisal instruments
council for the comprehensive school
counseling program
a. Determine appropriate education stakeholders for
representation on the advisory council

ASCA SCHOOL COUNSELOR PROFESSIONAL STANDARDS & COMPETENCIES 7

 Citation Guide
When citing from this publication, use the following reference:
American School Counselor Association (2019). ASCA School
Counselor Professional Standards & Competencies. Alexandria,
VA: Author.

1101 King St., Suite 310, Alexandria, VA 22314 • www.schoolcounselor.org