TY - JOUR
AU - White, Frances A.
AB - THE PROFESSIONAL SCHOOL COUNSELOR & Dahir, 2004). In the future, profession- The Professional School Counselor's Challenge: Accountability Frances A. White, Ed.D. Prairie View A&M University Accountability Historical Perspective al school counselors will have additional Accountability is increasingly putting responsibilities of contributing to pressure on all educators to prove effec- academic achievement, school climate, tiveness for themselves and for the computer technology, data collection pro- program of which they are a part (Studer, cedures, methods of interpreting data, and 2004). Traditional counselors were assessment of program performance evaluated based on such things as the (Green & Keys, 2001). number of students seen, quantity of Tallying contact hours is no longer programs conducted, and/or timeliness of enough for professional school counselors reports, with the value of these activities as it relates to “accountability”. Time-on- based on counselors “intuition” testimoni- task data, needs assessment, and the al, or personal impressions (Myrick, reporting of time engaged in the different 1993). Historically, professional school types of activities are professional school counselors have not been held to the same counselors' traditional demonstrations of accountability as other educators and have accountability (Gysbers & Henderson, rarely been included in the conversations 2000). Just tallying the number of 
TI - The Professional School Counselor's Challenge: Accountability
JF - "Journal of Professional Counseling: Practice, Theory & Research"
DO - 10.1080/15566382.2007.12033838
DA - 2007-09-01
UR - https://www.deepdyve.com/lp/taylor-francis/the-professional-school-counselor-apos-s-challenge-accountability-6Hf0oHfGCR
SP - 62
EP - 70
VL - 35
IS - 2
DP - DeepDyve
ER -