Tools+For+Developing+Our+CSCP


 * __ Individual Beliefs Charts __**


 * __Abby Kahler Beliefs Chart:__**


 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * Students will be exposed and have knowledge of the career, academic, and personal/social domains of the ASCA National Model. || Through these three domains; all of the student’s needs will be met and increase their level of achieving school success || Fourams Middle School's comprehensive school counseling program is largely based on the ASCA National Model. Including this belief will help counselors reach their students in all three domains. || The school counselor will provide services in all three domains. These services may be in the form of guidance curriculum, whole school approaches, small group counseling, individual counseling, referrals, and consultation. ||
 * All students have worth, dignity and deserve respect. || Respect and worth prompt students to show the same respect to others. || All students will be showed respect across all domains and areas of the counseling program. || Create meaningful relationships with students by showing respect and allowing them to recognize their own self worth and dignity. ||
 * The program considers the needs of all students regardless of ability, race, SES, ethnicity, gender, or sexual orientation. || Helps them understand diversity and all needs are met. || Address diversity and multiculturalism when planning and implementing counseling program. || Recognize student differences and barriers to learning. Implementing the program so that addresses these barriers. ||
 * Students can expect that school is safe and provides a nurturing environment. || To feel safe in a welcoming environment and know that there is a plan in place in the event of a school-wide crisis. || When planning for the comprehensive school counseling program; there will be a crisis plan in place that all staff is aware of and knows how to implement the plan in the event of a crisis. || Will be a member of the crisis team, counselor will help create the crisis plan, and hold monthly meetings for the crisis team. ||
 * School counselors will use data to asses, implement and revise school counselor practices in order to achieve student success and foster systemic change. || Have the opportunity to participate in revised services that are specific to student needs. || The program will review data to to assess and implement revised programs that promote student success and foster systemic change. || Counselors will implement these revised counselor practices and services to foster systemic change. Counselors will complete this process several times a year. ||
 * A student-centered program provides an environment where all students can learn and grow intellectually and personally into positive and active global citizens. || Students will have the opportunity to learn in an environment that fits their specific needs and promotes success beyond school. || The program will be based on a student-centered approach. Barriers to student success will be assessed and worked on to promote student success on a school-wide level that will ultimately help them after secondary school. || Counselors will plan and provide services that are centered around student needs. These needs will be met to the best of the counselor's ability to help students grow personally and intellectually for future success. ||

__**Susanne Sindicich-Kulp Beliefs Chart:**__ approaches, crisis responses and support and mental health awareness || A productive learning environment requires attention to the safety of all students || Personal resilience effects the entire school climate || Create opportunities to strengthen resilience skills and spotlight personal strengths through a solutions focused CSCP ||
 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * A student centered program provides an environment where all students can learn and grow intellectually and personally into positive, active global citizens. || Broad opportunity increases engagement and self worth || Include learning that extends beyond the walls and that allows students to develop lifelong skills that can assist them in becoming positive, active global citizens. || Create meaningful connections between FMS students and the broader systems of community ||
 * All students have the opportunity to enhance their own abilities as well as develop new skills and have the ability to achieve success || Success fuels creativity, || Address diversity when planning and implementing the comprehensive counseling program. || Honor the ASD values of respect, honesty, responsibility, and compassion. ||
 * Effective learning occurs through maintaining resiliency in our students, bullying prevention and intervention, positive behavior

__**Meghan Cunningham Beliefs Chart:**__
 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * The program considers all the needs of the students regardless of race, SES, ethnicity, gender, sexual orientation || Students will show understand diversity and how it plays a role in everyday activities, and self knowledge that they can carry with them into the future || promote caring and safe environment where diversity is understood and encouraged. Shows emotional growth and respect as a school || School counselors will create small groups and school wide interventions and awareness programs ||
 * Students will demonstrate compassion, respect and care for self and others || Students will gain knowledge of their self, potential barriers that can hold them back. Develop compassion for others. || Promote caring and safe environment that students can take with them outside of the school environment and into the future || School counselors will use outside agencies within the community to help increase safety and awareness of self and others. ||

__**Angela Houseknecht Beliefs Chart:**__ and help to bring about systemic change through the use of data collection, data reporting, and relationships with stakeholders. || School counselors use data and relationships with stakeholders to remove barriers to academic, career, and personal/ social development. || School counselors are held accountable for data collection and data reporting. || School counselors will advocate for systemic change by informing stakeholders and making reccomendations based upon what the data revels and what is developmentally appropriate for students. ||
 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * School Counselors are leaders in advocacy
 * CSCP is hollistic in nature, balanced, and infused into the curriculum. || Students deserves equal and balanced opportunties to develop in all domains through out each and every school day. || Opportunies for personal/ social, career, and academic development must be incorporated into the CSCP. || School counselors must infuse opportunities into the curriculum and uphold the mission and vision of the school. ||
 * School counselors must adhere to the ethical standards as outlined in the ASCA National Model. || Students deserve to be treated ethically and in the accordance to the laws, standards, and policies of the state, ASCA, as well as school district. || School counselor have an ethical and professional responsibilty to report any unethical or illegal behavior. || School counselors will remain ethical and report any unethical or illegal activity to a supervisors and/ or colleague. ||

__**Amanda Funk Beliefs Chart:**__
 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * School counselors support positive attitudes || As the school environment serves as a location where students feel supported and encouraged to pursue their interests || The program will develop programs and activities that emphasize respect for every individual. || The school counselor will implement activities that foster a mindset that students are aware of the benefits of positivity. ||
 * School counselors provide developmental direction services to all students || As middle school students approach many life transitions that mark direction as they proceed into high school || Opportunities will be given to students to explore different career paths that are able to be pursued. || Organize a career expo where students will be able to learn about numerous professions they may find interest in. ||
 * School counselors work collaboratively with all partners (eg., parents, students, school administration, and the community) || As students are immersed in an environment that spreads further than the school setting and encounter many individuals || Through a program that educates students on diversity and multiculturalism, students will be prepared to interact with students outside of their own cultural identity. || Plan a classroom lesson during a social sciences class where students will be able to learn of different cultures. ||
 * School counselors work as agents of change to positively affect and influence the school culture || As the school culture has the power to positively affect a student's perspective on life || The program will be established within the school environment where teachers and school administration support the endeavors of the CSCP. || Presentations will be made to teachers, school administration, and parents to inform them of improvements made for students in the school environment. ||
 * School counselors provide direction for an environment that facilitates the successful development of students' academic, social/emotional, and career competencies || As these three components give students the ability to investigate and pursue endeavors that lead to success || The program will foster an environment that will increase students academic abilities allowing for better self-confidence and motivation to explore opportunities outside of the school environment. || Volunteer and shadowing opportunities will be made available to students in order to further expand the competencies students have to demonstrate potential outcomes following graduation. ||
 * School counselors understand that each student is unique and has special skills, aptitudes, and interests that must be acknowledged and fostered || As this belief fosters an environment where students are able to be comfortable representing and expressing themselves || Fostering an environment where students are able to explore and learn that individuality is a characteristic to be appreciated. || Special clubs and groups will be developed in order for students to meet fellow students with similar interests. ||

__**Ami Gallo Beliefs Chart:**__
 * **Belief** || **This Belief is Important for Students…** || **What this Belief Means for the Program…** || **What this Belief Means the School Counselor will do…** ||
 * All students will be able to demonstrate compassion, respect, and understanding of self and others || When students show compassion, respecting and an understanding, the climate of the school is optimal for learning to occur. || The program will need to include prevention, intervention, and responsive services to help students develop these attributes. || The school counselor will develop programs with the goal of increasing these positive attributes in students. ||
 * The program considers the needs of all students regardless of ability, race, SES, ethnicity, gender, sexual orientation || There are many student in the school that fall under the category of lower SES or ethnically/sexually diverse. It is imperative that these students feel safe and that they belong in the school in order to achieve success. || Resiliency and embracing diversity are themes that need to be incorporated into the school counseling program. || The school counselor will instill the themes of resiliency and embracing diversity within the program and with his/her interactions with teachers, students, and parents. ||
 * School counselors will participate in professional development and continuing education in order to further develop our comprehensive counseling program that best suits the students. || In order for students to receive the highest quality services, it is important for the school counselor to keep abreast of the most effective programs and strategies. A great way to do this is through professional development and continuing education. || The program will include up-to-date, research-based strategies and programming. || The school counselor will continue membership with ASCA, PSCA, and LCSCA, and take advantage of the professional development opportunities that all of these organizations provide. ||

**__ School Counselor Competency Assessments __**


 * Susanne Sindicich-Kulp Self Assessment**

I approached this assessment by analyzing my skills that I have employed in other work experiences and imagining myself in a counselor position, the knowledge I have gained through the school counseling program and the beliefs I hold regarding the integrity of a school counselor. My lower scores fall in two main categories; abilities and skills for school counseling programs and management knowledge. From here, I can see the competencies break down into knowledge I have not yet adequately learned and personal skills currently in development.

Knowledge: It will be beneficial for me to continue further learning about organizational theory, advocacy models and create reference sheets for the ethical decision making models. Though I do not lack understanding of the models, I must strive to review ethical considerations regularly. The self assessment used the term “make a plan” often. I see the value in and plan to do this. I feel having a plan to work with in difficult situations will be effective and reassuring. In order to understand the various professional roles in a school; I plan to continue shadow experiences or conversations with people in these roles at schools. This is important knowledge in order to surround the students in an efficient and thorough system of support. I have not yet learned assessment techniques, and results reports. I will feel more informed after having had the Appraisal Techniques course.

Skills: I am currently working to improve my presentation skills, organization, time management and group management skills. I must continue to take time for reflection after I teach classes and do presentations in order to understand where my strengths and challenges lie. I can strengthen my organization skills through practicing quality methods and creating new habits. Further inquiry into management styles and consensus building will be very helpful. I learn well through experience with more skilled persons. Spending time with people who possess these skills will be very beneficial.

My strengths include my attitude in all areas and in the foundation and accountability of a school counselor. I value the power in data collection and I am creative and flexible in improving delivery components. I am a lifelong learner, I am reflective and I strive for the best. I value other perspectives and I collaborate well. I have a strong work ethic and as a leader I expect the best from others. I acknowledge strengths and encourage others to capitalize on these and manage and improve limitations. I am sensitive to the needs of all stakeholders, diversity issues and abilities. I advocate for best practices and all students.


 * Abby Kahler Self Assessment**

After completing the assessment and analyzing the results; I feel that my strengths show through in the knowledge and attitudes sections. I also found myself agreeing with many of the abilities and skills that contribute to being an effective school counselor. The specific areas where I noticed many strengths were the delivery and management system; particularly in the components of knowledge and attitudes. The course work that I have completed thus far in the program has been heavily rooted in individual counseling, small group counseling, and theories that relate to counseling and education in general. For example; I felt knowledgeable in the areas of solution-focused counseling, brief counseling, and cognitive-behavioral therapy. Through my group procedures in school counseling course; my knowledge has greatly increased in what it means to run a small group and feel comfortable with issues such as confidentiality and the rationale behind running small groups. I also feel that I could bring strength as a future school counselor in running small groups for students based on needs assessments and creating specific objectives, goals, and activities to meet those needs. Another important aspect for school counselors to consider in the delivery system is working with various student populations. These populations include ethnic backgrounds, special needs, gender, religion, and income. Although this is an area that I don't feel as comfortable as I would like; our multicultural counseling course has created the foundation for working with these various student populations. When it comes to working with populations of students who have special needs; I feel that I could offer insight and strength as a future school counselor. I have been working in special education for the past five years and have had the opportunity to work with a variety of special needs across several different developmental ages. I have become pretty fluent in many behavioral management techniques and feel that I could offer this knowledge across an entire school level.

The other content area where I noticed some strengths was the management system. Already working in a school system has given me the experience of collaborating with different stakeholders, including; teachers, administrators, school staff, and parents. Even though it has not been at a district wide level; this experience will ultimately help me in the future. I feel comfortable approaching school stakeholders to voice my concerns and ideas for change within the classroom where I work. Another large component of the management system is collecting student data and analyzing the results to create new ideas and programs for change. I currently do this every day at my job. We collect data on everything, including; academic skills, behaviors, and general life skills. We then use this data to implement certain evidence based programs to increase skills and decrease certain problem behaviors. Overall, I feel comfortable collecting the data and implementing programs that move towards a systemic change. I feel that I could bring these skills and techniques into a school counseling setting and they will ultimately help me in becoming an effective school counselor.

The two areas where I felt I had less knowledge about certain skills and abilities were the foundations and accountability sections. It is not necessarily that I do not have a foundation of knowledge in these sections; it is more about the lack of experience. For example; the foundations component touches on a lot of legal and ethical issues within schools and the standards that align with the ASCA National Model. I still feel somewhat uncomfortable with the topic of ethics and believe that with experience as a school counselor that I will be able to increase my levels of comfort and knowledge on the topic. Every school has different views on certain policies, and until I know which school I will be working in; I feel that I may lack in this area. In terms of certain accountability issues; I feel that my knowledge base is somewhat lacking; especially in the areas of creating appraisal techniques and ways to increase accountability and evaluate program effectiveness. Although I feel comfortable collecting data; I have yet to have the experience of doing this on a school-wide level for various student populations. I have yet to take the appraisal course, and am hoping to gain a strong foundation of knowledge through the course. Overall, I feel that increasing my knowledge level and eventually gaining counseling experience within a school; will allow me to feel more comfortable in the areas of foundations and accountability.

The guidance program development course has been an excellent jumping off point to increase my knowledge of comprehensive school counseling programs. Although I do not necessarily feel comfortable with all of the elements; it will be a great concrete tool to take into a school setting someday. Incorporating everything that I have learned through previous courses into my knowledge of comprehensive school counseling programs has increased my passion for this field and will encourage me in the future to become a more effective school counselor. I am looking forward to using these skills, abilities and strengths to enhance my experiences as a future school counselor.


 * Meghan Cunningham Self Assessment**

Out of the entire assessment, I feel as though I have the most knowledge and agree the most with the abilities and skills of an effective school Counselor. I feel I have the most knowledge on the delivery systems that involve individual planning, responsive services and interventions. Based on the classes we have had thus far in the program, I also feel comfortable running small groups as well as individual sessions and school wide activities. The areas where I need the most improvement on would be the legal policies of the school as well as the management systems. I found it hard to answer specific questions on policies of the district since I am currently not a school counselor. I feel knowledgeable about data driven programs and supporting the programs implemented based on evidence, but until I actually am in a school it is hard to rate how well I would do. I would like to think that I have a good basic knowledge of a comprehensive school counseling program, but there is always room for improvement and professional development. I am an outgoing and opinionated person, that respects others and would like to think that based on my personality, I would have an easy time meeting the needs of all stake holders involved including the students, parents, community, administration and principal of the school as well as school board members. Creating this comprehensive school counseling program is a great way to develop our own skills and see the areas in which we need improvement in. Collaborating with others is important to gain insight from others as well as perspective on certain situations we will be encountering as school counselors. It is important to use the resources we have available especially since the education budget has been cut over the years. Sometimes it just takes others around and imagination and creativity to make something good happen. I look forward to learning more about the role of a school counselor and learning from others around me as well as creating new and exciting programs.

**Angela Houseknecht School Counselor Competencies Self Assessment**


In order to examine my; knowledge, abilities, skills, and attitudes necessary to plan, organize, implement, evaluate a comprehensive school counseling program I have reflected upon my previous work experience as well my recent group assignments. I will consider my strengths and weaknesses. My strengths are components that I believe either come naturally to me or I have a great deal of experience. My weaknesses are areas of improvements for which I require more real-world experience.

ASCA requires school counselors be able to articulate and demonstrate proficient knowledge in a variety of areas. One of my strengths is my ability to be a global thinker, meaning I tend to look at the big picture. Therefore I am adept in figuring out school culture, political and social influences, as well as current influences on the education system. Upon completion of the Guidance Program Development course I also believe I possessed an adequate understanding of the ASCA National Model. I understand leadership principles and I can identify which types of leader I am, symbolic, structural, human resource, and charismatic. I can effectively collect and disaggregate data to provide services such as individual and group counseling. I can also use data and evidence-based interventions to advocate for systemic change. Finally I understand and appreciate the relationships school counselors must form and maintain to meet student needs. Collaboration is a fundamental piece of student success because I realize I cannot take on all of the responsibilities myself. Also students deserve to have many people with a wide rage of talents and skills working for them. I also believe my experience as a mental health worker gives me a deep appreciation for mental health services and I have a desire to form effective relationships with the mental health workers of the community.

According to ASCA, an effective school counselor is able to accomplish measurable objectives demonstrating the following abilities and skills. Some of the skills I currently demonstrate are; planning, organizing, teaching, the history of school counseling, the ASCA National Model, and the benefits of evidence-based practices. Additionally, I can effectively utilize technology. Technology however will always change. I will need to maintain an active interest in the most contemporary advancements so that I can be efficient in my job as well as stay current and connected with my students. Another area of improvement is leadership. I understand the concepts of leadership and I possess the passion to lead but I lack the opportunity to lead. I need more professional experience as a leader and then I will reflect, examine, and revise my leadership skills. I also have the passion and necessary understanding to be a successful advocate, but I yet to have substantial experience. When presented with the opportunity to advocate I will remind myself to be culturally sensitive, informed with data, and communicate effectively with stakeholders.

Regarding attitudes, I believe all students can succeed and deserves a plethora of opportunities to succeed. I fundamentally believe, education, when administered properly, fairly, holistically, and with enthusiasm can change the trajectory of a life and create self-actualized citizens. This fundamental belief fuels my passion for the profession and provides my life with purpose.


 * Amanda Funk School Counselor Competencies Self-Assessment**

After the completion of the assessment, the work I have done on this project, and the work I have done outside of this graduate program I find that my best skills that I can utilize as a school counselor are those of an analytic and organizational nature. Prior to attending this program, I was a graduate student in an experimental psychology graduate program, and I I am definitely able to see how I can apply these past skills and knowledge to my work as a potential school counselor. My biggest strength will be my ability to develop a program where I am able to collect data that I can analyze and present the outcome of programs that I implement in a CSCP. Throughout my undergraduate and graduate years I have presented at a number of conferences including the Society for Research on Child Development, Eastern Psychological Association, Conference on Comparative Cognition, International Conference on Infant Studies, and the International Mind, Brain, and Education Society. I have been able to develop strong presentation skills while also learning how to thoroughly write of my research as I have worked on two projects with one being published in Cognitive Processing and the other being published in Emotion.

Reviewing my scores on the assessment also gave me the opportunity to review competencies that I must improve to become an effective school counselor. I know that I am gaining the knowledge I need on theories that will help me to become a knowledgeable school counselor. I also know that it is my responsibility to educate myself even further on ethics and to keep updated on legislative actions that have the potential to affect my role as a school counselor. Another skill I must work to improve is becoming a leader that can work in collaboration with stakeholders on developing and implementing a CSCP. I know that I have been an individual that does not ask for help when having difficulties with a project. I also feel uncomfortable working in collaboration with others because I have a tendency to overemphasize organization and time management. When I am unable to have control over these two components I do not enjoy the confusion that ensues upon the completion of tasks. This is definitely a result of me being a lab manager for the two years that I attended my previous graduate school. As a lab manager, I was responsible for the scheduling of anywhere between 8 to 12 undergraduate research assistants. I was required to train them in experiment protocol while also developing a schedule for students to know when they were expected to be at the lab.


 * Ami Gallo School Counselor Competencies Self-Assessment**

As I went through the self-assessment, I realized that much of my answers were hypothetical, as I can only imagine myself in the position as a school counselor at this point. Through my experiences in working as a special education teacher in a public school and with going through the school counseling program at Millersville, I believe that I am capable of conducting the tasks as presented in the knowledge and abilities & skills sections. However, once I am the school counselor, I may find that something I thought I was quite capable of is something that I have much to learn about and practice. This can go the other way as well; I might think that I have little knowledge or ability to apply that knowledge in a situation, but when in the situation I might surprise myself. I do know right now that I have much to learn. There are components of this assessment of which I do not have great familiarity, and can only assume that I have a basic understanding of what is described (e.g. “Reviews advocacy models and develops a personal advocacy plan” and “Organization theory to facilitate advocacy, collaboration and systemic change”).

There are a few areas in particular in which I do not feel 100% competent. For one, I still have much to learn about situations involving ethics. While I handle ethical issues regularly as a special education teacher, I have a feeling that school counselors have many more intense ethical considerations to contend with. Crisis counseling is an area that I would like to strengthen. Leadership is also an area in which I would like to feel more capable. While in my current role as a special education teacher I feel as though I am a leader, leadership in the role of a school counselor seems to be more demanding. Lastly, I have only basic knowledge of career planning and college admissions. While I do not desire to become a high school counselor, it would still benefit me to expand my knowledge in this area, especially for the sake of students and parents.

While I do have much to learn and skills to acquire and strengthen, I do feel comfortable in my knowledge of schools and school systems. In particular, I am most comfortable with the components of a CSCP related to the academic domain, due to my experience as a teacher for the past seven years. I am also comfortable in my knowledge of reaching out to students with special needs. Perhaps most importantly, I believe that my attitude regarding the roles and responsibilities of a counselor is solid. I believe that the attitude is the most important area of competency that a counselor should have. Without having the “heart” for counseling and doing what is best for students, a school counseling program does not have a solid foundation on which to grow. I rated myself as a “4” for every attitudes self-assessment section. While I am still developing competencies in all other areas, I know that my heart is in it, and that gives me confidence to move forward in this line of profession.

**__ School Counselor Leadership Orientations __**


 * 1.** On the leadership orientations packet we were given in class you will add the totals of questions:

Structural - 1,5,9,13,17,21,25,29 Human Resource - 2,6,10,14,18,22,26,30 Political - 3,7,11,15,19,23,27,31 Symbolic - 4,8.12,16,20,24,28,32

After you have the totals for each category, divide each total by 8 and enter it into the charts.

__**Scores of Leadership Orientations (Self)**__
 * ===**Group Member**=== || ===**Structural**=== || ===**Human Resource**=== || ===**Political**=== || ===**Symbolic**=== ||
 * Susanne || 2.15 || **4.25** || 3.86 || 3.75 ||
 * Angela || 3.25 || **4.25** || 3.875 || 4.125 ||
 * Abby || 3.5 || **4.25** || 3.125 || 2.875 ||
 * Meghan || 3.3 || 4.3 || 3.3 || 3.75 ||
 * Ami || 3 || 4.13 || 3.25 || 3.5 ||
 * Amanda || **4.25** || 3.875 || 2.125 || 2.875 ||

__**Scores of Leadership Orientation (Other)**__
 * ===**Group Member**=== || ===**Structural**=== || ===**Human Resource**=== || ===**Political**=== || ===**Symbolic**=== ||
 * Susanne || **6** || 5 || 4.38 || 4.38 ||
 * Angela || **5** || **5** || 4.25 || **5** ||
 * Abby || **3.875** || 3.75 || 3.25 || 3.5 ||
 * Meghan || 2.6 || 4.3 || 3.2 || 3.6 ||
 * Ami || 3.88 || 4.88 || 3.88 || 4.88 ||
 * Amanda || 3.5 || **3.625** || 2.625 || 3.375 ||


 * 2.** There are also sub-scales within each frame, again in a consistent sequence: analytic (items 1, 9, 17, 25), supportive (2, 10, 18, 26), powerful (items 3, 11,19,27), inspirational (4,12,20,28), organized (5,13,21,29), participative(6,14,22,30), adroit(7,15,23,31), charismatic (8,16,24,32). In our own research, we have primarily used the 8-item frame measures. We have primarily used the 4-item sub-scales for management development rather than research applications. from: [] (divide by 4)

__**Scores of subscale measures (self)**__
 * **Group member** || **Analytic** || **Supportive** || **Powerful** || **Inspirational** || **Organized** || **Participative** || **Adroit** || **Charismatic** ||
 * **Susanne** || 2 || **4.75** || 2.75 || 3.5 || 2.25 || 4 || 3.75 || 4 ||
 * **Angela** || 4 || **4.75** || 4.5 || 4.5 || 2.5 || 3.75 || 3.25 || **4.75** ||
 * **Abby** || 3.25 || **4** || 3.5 || 3.25 || 3.5 || 4 || 2.75 || 2.5 ||
 * **Meghan** || 3.3 || 4 || 3.2 || 3.25 || 2.6 || 4 || 2.6 || 3.2 ||
 * **Ami** || 4.25 || 4.25 || 3.75 || 3.75 || 4 || 4 || 2.75 || 3.25 ||
 * **Amanda** || 4.25 || 3.5 || 2.5 || 2.25 || 4 || 3.25 || 2.75 || 2.25 ||


 * __Scores of subscale measures (other)__**
 * **Group member** || **Analytic** || **Supportive** || **Powerful** || **Inspirational** || **Organized** || **Participative** || **Adroit** || **Charismatic** ||
 * **Susanne** || 4.25 || **5** || 4.75 || 4.5 || 3.25 || **5** || 4 || 4.25 ||
 * **Angela** || 4.75 || **5** || 4.5 || **5** || 4.25 || **5** || 4 || **5** ||
 * **Abby** || 4 || **4.25** || 3 || 3.5 || 3.75 || 3.25 || 3.5 || 3.5 ||
 * **Meghan** || 3.25 || 4 || 3.2 || 4 || 3.25 || 3.25 || 2.75 || 3 ||
 * **Ami** || 4 || 5 || 3.75 || 4.75 || 3.75 || 4.75 || 4 || 5 ||
 * **Amanda** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * 3.** Now, for the leadership style calculations and chart. Under II. Leadership Style, you will find 6 questions that will need to be calculated for this chart. Each item asks that you rank from 1-4 for the phrase provided. For example, the first item asks that you rank your strongest skills: analytic skills, interpersonal skills, political skills, and ability to excite and motivate. You will want to total up your responses to any item with an A, B, C, or D separately and with the numerical value you gave to it for each question. After you get your totals, divide each sum for A, B, C, and D and enter it into the chart.

A= Structural B= Human Resource C= Political D= Symbolic

__**Scores of Style (Self)**__
 * ===**Group Member**=== || ===**Structural**=== || ===**Human Resource**=== || ===**Political**=== || ===**Symbolic**=== ||
 * Susanne || 1.5 || **4** || 2.33 || 2.83 ||
 * Angela || 1.5 || 2.67 || 2 || **3.83** ||
 * Abby || 2.5 || **3.5** || 1.5 || 2.5 ||
 * Meghan || 1.6 || 3.8 || 1.6 || 3 ||
 * Ami || 2.83 || 4 || 1.3 || 1.83 ||
 * Amanda || **3.67** || 2.83 || 1.5 || 2 ||

__**Scores of Style (Other)**__ References American School Counselor Association (2012). The ASCA National Model: A framework for school counseling programs, Third Edition. Alexandria, VA: Author.
 * ===**Group Member**=== || ===**Structural**=== || ===**Human Resource**=== || ===**Political**=== || ===**Symbolic**=== ||
 * Susanne || 1.67 || **3.5** || 1.67 || 3.17 ||
 * Angela || 1.83 || 3.33 || 1.16 || **3.67** ||
 * Abby || **3.17** || 3 || 2.33 || 1.5 ||
 * Meghan || 1.5 || 3.8 || 1.5 || 3.1 ||
 * Ami || 2.6 || 4 || 1 || 2.3 ||
 * Amanda || **4** || 2.83 || 2.17 || 1.67 ||

//ASCA national standards: Developmental crosswalking tool//. (n.d.). Retrieved from [|http://www.psca-web.org/New_Folder/PA Companion Guide/Crosswalking Tool.pdf]

Bolman, L. (2010). //Leadership Orientations//. Retrieved from []