Syllabus PPS 62080 Program Development Evaluation Annual Cal

Syllabuspps62080 Program Development Evaluationannual Calendar Templ

Syllabus PPS62080 Program Development & Evaluation Annual Calendar Template: School: Academic Year: A minimum of 80% of time recommended for direct and indirect student services and 20% or less in program planning and school support

Month

Delivering Program Planning and School Support (Defining, Managing, Assessing, Fair-Share Responsibilities)

Direct Student Services Activities (Include dates of school counseling initiatives or events, classroom and group activities, career or college nights, schoolwide academic support events, etc.)

Indirect Student Services Activities (Significant collaborations, leadership and advocacy activities)

Ongoing Services

Paper For Above instruction

The effective development and evaluation of a school counseling program demand a meticulous approach to planning, implementing, and assessing services that directly impact student success and well-being. The annual calendar template provided for PPS62080 emphasizes a balanced allocation of resources, recommending at least 80% of practitioners' time be devoted to direct and indirect student services, with no more than 20% allocated to program planning and school support. This strategic distribution ensures that the core mission of counseling—supporting students’ academic, career, and personal development—remains central throughout the year.

Developing a comprehensive annual calendar begins with understanding the scope of services and establishing a structured timeline. Each month, educators and counselors should delineate specific activities, including classroom counseling, group interventions, and individual sessions tailored to student needs. For example, during September, staff might focus on implementing orientation programs that introduce students to available resources and establish rapport. October might prioritize mental health awareness campaigns or skill-building workshops, aligned with curriculum standards and student interests.

In addition to direct services, indirect activities such as collaboration with teachers, administrators, parents, and community organizations are critical. These activities include participating in IEP meetings, coordinating parent workshops, or advocating for student-centric policies within the school. Such leadership roles not only enhance the effectiveness of counseling programs but also foster a collaborative school climate that supports student success beyond individual interventions.

Program planning responsibilities involve defining goals aligned with school improvement plans, managing resources efficiently, and assessing the impact of services delivered. Regular evaluation sessions should be scheduled throughout the year—such as during December and June—to analyze data collected from student feedback, participation rates, and academic performance metrics. This continuous assessment informs necessary adjustments, ensuring that services remain relevant and impactful.

Implementing the calendar also requires flexibility to accommodate unforeseen needs, such as crisis intervention or emergent student issues. Furthermore, documenting activities and outcomes is essential for accountability and ongoing program refinement. Schools should utilize digital tools or manuals to track initiatives, attendance, and student progress, fostering transparency and data-informed decision-making.

The importance of maintaining a balanced schedule cannot be overstated. With 80% or more of time dedicated to direct and indirect student services, counselors can establish strong relationships, deliver targeted interventions, and build a positive school culture. Conversely, limited but strategic planning and school support ensure that services are coherent, sustainable, and aligned with evolving student demographics and educational priorities.

In conclusion, a well-structured annual calendar for program development and evaluation serves as a roadmap guiding school professionals in delivering impactful counseling services. By clearly delineating responsibilities monthly—balancing direct student interactions with collaborative efforts—and incorporating ongoing assessment, schools can foster an environment conducive to student growth, achievement, and well-being. Such meticulous planning ultimately enhances the effectiveness of school counseling programs, ensuring they meet both immediate student needs and long-term educational objectives.

References

  • American School Counselor Association. (2016). The ASCA National Model: A Framework for School Counseling Programs. American School Counselor Association.
  • Burns, S. M., & Hoge, M. A. (2016). School counselor roles: Discrepancies and clarity in the profession. Journal of Counseling & Development, 94(2), 218-224.
  • Cobia, D. C., & Henderson, D. A. (2003). A comprehensive look at the American School Counselor Association National Model. Professional School Counseling, 6(5), 320-328.
  • Lapan, R. T., Gysbers, N. C., & Petroski, G. F. (2001). National Standards for Students’ Academic, Career and Social/Emotional Development: Programmatic and counseling implications. Journal of School Counseling, 1(1), 1-19.
  • Holcomb-McCoy, C. (2007). Practitioner’s guide to ethical decision making in school counseling. Routledge.
  • Erford, B. T. (2017). Fundamentals of counseling and psychotherapy: The essential guide. Pearson.
  • Gysbers, N. C., & Henderson, P. (2014). Developing and Managing Your School Guidance and Counseling Program. American Counseling Association.
  • Mathews, T., & Hines, A. (2019). Data-driven school counseling programs: Building a foundation for success. Journal of Counseling & Development, 97(1), 53-61.
  • Prouty, R. S., et al. (2011). The school counselor’s guide to student success: Data, planning, and accountability. Corwin Press.
  • Sink, C. A., et al. (2012). Advancing school counseling practices and accountability through data use. Journal of School Counseling, 10(15), 1-26.

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