The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type

Plan C Paper

Degree Name

Higher Education Administration: Ed.D.


Educational Administration and Higher Education


School of Education

First Advisor

Frances Kayona

Second Advisor

Kay Worner

Third Advisor

Margery Whites

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Keywords and Subject Headings

School Counselor, Supervision, Students, Education, Evaluation, Minnesota


The purpose of this study was to examine the state of school counselor evaluation procedures in Minnesota through counselor responses to a survey instrument. School counselors, like many other school support personnel, receive little supervision and feedback on their performance. School counselor evaluation and supervision provides many challenges to school administrators. Counselors are often evaluated by administrators with little knowledge of what the school counselor does or should do in the educational setting . . Consequently, counselors are either seldom evaluated, or evaluated using instruments that were developed to assess classroom teachers. One hundred members of the Minnesota School Counselor Association were invited to participate in this study to glean information about the type of instruments used for evaluation across the state and school counselor satisfaction with the evaluation instrument.

A majority of counselors in Minnesota are evaluated using procedures developed for teacher evaluation, and 17.2% of respondents have never been evaluated. Overall, school counselors in Minnesota are somewhat ambivalent with the procedures by which they are evaluated. There was not a statistically significant relationship between the evaluation instrument and counselor satisfaction with their performance evaluation, nor was there a significant relationship between the evaluation instrument and school counselor perception of the validity of their performance evaluation. There was a relationship between counselor satisfaction with their evaluation procedures and their perception of validity, with those who were satisfied with their evaluation procedures reporting a high perception of validity.

Recommendations for practice include regular evaluation of school counselors using instruments with a behaviorally anchored rating scale aligned with national standards; use of data to improve school counselor performance; development of a statewide initiation to implement valid and reliable practices for school counselor evaluation; and education of counselors and principals on the importance of school counselor evaluation and best practices in school counselor evaluation.



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