50 Performance Review Phrases for School Counselors

Self Assessment Phrases - Achievements

• I supported [student] through a difficult period, connecting them with resources that helped them stay on track.
• I ran group sessions on [topic] that gave students practical tools for managing stress or conflict.
• I built relationships with students that made them comfortable coming to me before a problem became a crisis.
• I coordinated with teachers to identify students who needed additional support early in the term.
• I worked with families to develop plans that supported students both at home and at school.
• I responded to a crisis situation calmly, following protocol while keeping the student's wellbeing at the center.
• I helped students navigate course selection and post-graduation planning based on their individual goals.
• I maintained thorough, appropriate documentation of counseling sessions in line with confidentiality requirements.
• I collaborated with outside mental health providers to make sure students received consistent support.
• I ran a workshop for staff on recognising signs that a student might need additional support.

Self Assessment Phrases - Growth and Development

• I want to get better at balancing my caseload so students with less urgent needs don't get less attention.
• I sometimes take on more crisis response than is sustainable, and I want to build in more support around that.
• I need to improve how I follow up with students after an initial session to see how they're doing.
• I want to develop a clearer system for tracking which students I'm actively supporting and their current status.
• I could do more to involve teachers earlier when I notice a student showing signs of struggling.
• I want to get more comfortable setting boundaries with students who need a referral to outside support.
• I need to work on documenting sessions more consistently and promptly after they happen.
• I want to improve how I communicate with families about a student's needs in a way that invites collaboration.
• I could do more to build proactive programming rather than mainly responding to issues as they arise.
• I want to build stronger habits around my own wellbeing given the emotional demands of the role.

Peer Review Phrases

• They are approachable, and students clearly feel safe coming to them with difficult problems.
• They notice when a student is struggling before it becomes a bigger issue.
• They handle crisis situations calmly, keeping the student's wellbeing at the center.
• They collaborate well with teachers to identify students who need additional support.
• They maintain appropriate confidentiality while still keeping relevant staff informed.
• They build strong relationships with families, who trust their judgment about their child's needs.
• They document sessions thoroughly and promptly, which supports continuity of care.
• They are a steady, reassuring presence for students during difficult moments.
• They advocate clearly for students' needs, even when it means pushing for additional resources.
• They run proactive programming that helps students before problems escalate.

Manager Review Phrases - Strengths

• You are approachable, and students clearly feel safe coming to you with difficult problems.
• You notice when a student is struggling before it becomes a bigger issue.
• You handle crisis situations calmly, keeping the student's wellbeing at the center.
• You supported [student] through a difficult period, and their progress reflects your consistency.
• You collaborate well with teachers to identify students who need additional support.
• You build strong relationships with families, who trust your judgment about their child's needs.
• You document sessions thoroughly and promptly, which supports continuity of care.
• You are a steady, reassuring presence for students during difficult moments.
• You advocate clearly for students' needs, even when it means pushing for additional resources.
• You run proactive programming that helps students before problems escalate.

Manager Review Phrases - Areas to Develop

• Try to balance your caseload so students with less urgent needs still get consistent attention.
• Build in more support for yourself around crisis response, since it's not sustainable to carry alone.
• Follow up with students more consistently after an initial session to check on their progress.
• Develop a clearer system for tracking which students you're actively supporting and their status.
• Involve teachers earlier when you notice a student showing signs of struggling.
• Set clearer boundaries with students who need a referral to outside support.
• Document sessions more consistently and promptly after they happen.
• Communicate with families in a way that invites more collaboration on a student's plan.
• Build more proactive programming rather than mainly responding to issues as they arise.
• Prioritise your own wellbeing given the emotional demands of the role, and speak up before reaching burnout.

How to use these phrases

Don't paste these in verbatim. Pick the two or three closest to what you actually did, then make them specific: swap the generic claim for your own project, metric, or outcome. Use the rest as a checklist of themes worth covering in a School Counselor review, and see the Perform Review blog for guides on structuring the full review.

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