This study was conducted in order to add to the empirical data available on the Counselor Evaluation Rating Scale (CERS). Ratings on 404 students from approximately 35 different supervisors were factor‐analyzed using an oblique solution with rotation to simple loadings. Six primary factors were found: general counseling performance (I), professional attitude (II), counseling behavior (III), counseling knowledge (IV), supervision attitude (V), and supervision behavior (VI). A subsequent analysis yielded two second‐order factors; the first was composed of primary factors I, III, IV and the second of primary factors II, V, VI, which closely approximated the original counseling and supervision scales of the CERS. It was concluded that the CERS has generally achieved the purposes intended by its authors. Suggestions for minor changes in item‐scale designations are provided.

A clinical simulation technique was used to investigate how future school principals view the roles of professional school counselors, particularly as those responsibilities are represented in the ASCA National Model®. The 244 respondents were principals-in-training (i.e., graduate students) officially enrolled in educational administration programs at member institutions of the University Council for Educational Administration. These principals-in-training were able to differentiate between appropriate and inappropriate roles of professional school counselors, and the results generally were independent of their demographic characteristics.

This article discusses the development, field test, and uses of the counseling‐orientation scale (COS), a scale for assessing relative preferences for seven major counseling orientations. The procedures used to develop and validate the COS are presented. The COS field test and technical information such as reliability and normative data are then described. Finally, the field test results and uses of the COS are discussed.

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