Spring 2021: Counselor Disposition Assessment
Dear Site Supervisors,
Please complete the following Counselor Disposition Assessment. The descriptors are listed as evaluation guidelines for each of the dispositions. Included with each disposition are examples of behavioral indicators. Each indicator is offered as a suggested behavior, and not as a conclusive determining factor.          
Please complete one form per student.


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Email *
Semester and Year *
Date of Completing this Evaluation *
Name of Evaluator *
Name of Student *
Name and Address of Site *
Gender of student (if known) Answer to the best of your ability or skip
Clear selection
Race/ethnicity does the student identify? (if known) Answer to the best of your ability or skip
Clear selection
Please check the appropriate box for each of the dispositions. --  Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations *
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Continually evaluates the effects of his/her choices and actions on others (e.g., students, clients, families, and other professionals in the learning community).
Applies, assesses, reflects upon, and adjusts counseling strategies to different needs of clients
Accepts and incorporates suggestions in subsequent practice.
Demonstrates accurate self-analysis regarding one’s own strengths and weaknesses.
Collects accurate data and incorporates it into the reflective process.
Is open to corrective feedback.
Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations--Critical thinking. Examples of behavioral indicators include, but are not limited to: *
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Utilizes assessment data to adjust counseling approaches, consultation practices, or program implementation.
Counselor work (e.g., case studies, group process evaluations, article critiques) indicates an ability to identify problems and solutions.
Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations--Professional ethics. Examples of behavioral indicators include, but are not limited to: *
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Recognizes the importance of research to inform counseling for students and clients with diverse needs.
Shows commitment to ethical conduct.
Actively advocates for peers and clients, and encourages self-advocacy.
Works within the system to meet the needs of students/clients and their families.
Respects confidentially.
Solicits and gives thoughtful consideration to alternative and contradictory opinions.
Maintains a positive working relationship with peers in practicum/field placement with school/agency personnel.
Views clients as partners in the educational and counseling process.
Exhibits care for quality in the preparation and implementation of work responsibilities.
Adheres to ethical standards for counselors.
Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations--Valuing diversity. Examples of behavioral indicators include, but are not limited to: *
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Diagnose clients’ needs by interpreting data from diverse sources (e.g., formal/informal assessments, student/client behavior and feedback, and collateral responses)
Develop intervention plans compatible with diverse needs of clients.
Accommodates all clients, including those from diverse backgrounds, experiences, and cultures.
Respects clients as individuals with differing personal and/or professional backgrounds and various skills, talents, and interests and is sensitive to community and cultural norms.
Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations--Collaboration. Examples of behavioral indicators include, but are not limited to: *
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Demonstrates the ability to work creatively and collaboratively with colleagues, clients, families, and the community
Values clients as full partners in the counseling/educational process
Collaborates with community partners and agencies in all phases of intervention when possible.
Works well with others to develop opportunities for peer and student learning.
Plans and collaborates to ensure that appropriate supports for smooth transitions are in place.
Rating Scales: 0 = not observed   1 = inadequate 2 = meet expectations   3 =exceeds expectations--Life-long learning. Examples of behavioral indicators include, but are not limited to: *
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Seeks out opportunities for professional development (e.g., attendance at workshops, in-service trainings, conferences) using the information learned to improve counseling practice.
Seeks out opportunities to serve the school, students and community (e.g., extracurricular activities, student associations).
Demonstrates a positive attitude toward learning.
Demonstrates intellectual and academic curiosity.
Maintains membership in professional organizations.
Personal philosophy statement includes goals for professional development.
Presents on an area of expertise or interest to teachers, community, profession, and/or parents at local, state, national or international conferences or trainings.
Please include any comments and/or recommendations.    THANK YOU FOR YOUR TIME AND CONSIDERATION!!!
A copy of your responses will be emailed to the address you provided.
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