Reflection on the Manage Component of the ASCA National Model

Over the course of my program, I have grown significantly in my knowledge and skills related to the Manage component of the ASCA National Model. This section has given me the tools to be intentional in planning, organizing, and evaluating a comprehensive school counseling program that truly serves the diverse needs of students.

Reflecting on Feedback for Self-Improvement:
Feedback from supervisors has been a central part of my growth. Early on, I received constructive input about strengthening my data collection methods and aligning goals more directly with student outcomes. I learned to embrace feedback as an opportunity rather than a setback. In practice, this meant developing a plan for self-improvement by setting specific, measurable goals—such as improving my use of results reports and refining SMART goals to ensure greater clarity and accountability.

Using Self-Assessment Tools for Growth:
Self-assessment tools have helped me gain insight into my professional identity and areas of strength. For example, I discovered that I am skilled in building relationships and advocating for equity, but I need to continue developing my skills in program evaluation and long-term planning. By using tools such as the ASCA School Counselor Professional Standards & Competencies self-assessment, I was able to identify growth areas and design strategies to address them. These assessments have not only guided my professional development but also built my confidence in acknowledging strengths and areas for refinement.

Continuous Program Evaluation:
One of the most valuable lessons I have learned is the importance of systematic and continuous evaluation of a comprehensive school counseling program. By collecting, analyzing, and reflecting on data, I can determine whether interventions are effective and equitable for all students. I now understand that evaluation is not a one-time activity, but an ongoing process that ensures accountability and supports continual improvement. This approach empowers me to advocate for changes in policies, practices, or resources that directly impact student success.

Conclusion:
My growth in the Manage component demonstrates an ongoing progression toward becoming a reflective and data-driven school counselor. Through supervisor feedback, self-assessment tools, and continuous evaluation, I have strengthened my ability to create and sustain a comprehensive school counseling program that promotes academic, career, and social-emotional success for all students. These strategies align with CACREP Standard 2.F.1.k, as I have developed the ability to engage in personal and professional self-evaluation and apply those insights directly to my practice.