督導是學校輔導專業發展中重要角色。藉由督導的回饋與評鑑系統，學校輔導教師得 以檢獲得有效建議，並提昇專業勝任能力。然而，目前國内學校輔導教師督導員的標準尚 未完整、學校督導系統尚未健全，乃阻礙了提昇學校輔導工作成效的可能性。為突破此一 現況，本文先說明建構學校輔導教師督導員體制的必要性。接著，引介美國輔導教師協會 (American School Counselor Association, ASCA)的「ASCA全國模式」内涵，說明學校輔導 教師的角色功能與輔導職能，進而解釋其如何應用於督導員訓練。最後，對國内學校輔導教 師督導員訓練提出相關建議，包括：優先建構符合學校獨特脈絡的健全督導體系；發展學校 輔導教師督導員專業標準；結合角色實務，發展學校輔導教師督導員訓練方案系列内容；增 進學校輔導教師擔任督導員的專業發展意識；運用師資培育大學的資源提供等。

Supervision plays an important role in the professional development of school counseling. Through the feedback and evaluation system of supervision, school counselors can gain helpful suggestions and improve their professional competence. However, the qualifications of supervisors for school counselors have not been fully standardized and the supervisory system has not been well established, which hinder the possibilities of further improving the efficiency of school counseling. In order to surmount the existing state, this paper specifically focused on: (a) the necessity of constructing the system of supervision for school counselors; and (b) the content of “ACSA National Model” of American School Counselor Association (ACSA) about school counselors’ role functions and professional competencies, and its applications to the trainings of supervisors. This paper also proposed five suggestions to the training program of supervisors for school counselors in Taiwan, including: (a) the top priority of constructing a sound supervision system according to the unique context of Taiwanese schools; (b) developing professional standards of supervisors for school counselors; (c) integrating role function and practical experience of school counselors into the training program of supervisors for school counselors. (d) increasing school counselors’ awareness of becoming supervisors for school counselors in their career; and (e) utilizing the resources from educational universities.