School Counselor Evaluation Rubric Overview

School Counselor Evaluation RubricEvaluating with FidelityLinda Brannan, M.Ed, NBCTK-12 Student Support Services ConsultantTara C. Patterson, MSAProfessional Development LeadNC Department of Public Instruction

School Counseling Wikispacehttp://schoolcounseling.ncdpi.wikispaces.netClick Professional DevelopmentClick 2013-14 Professional Development SessionsClick Regional Fall RESA Trainings

Show the Day 1 link.explore the training materials for Day 12ProcessRatingsStandardsUniquenessReview of School Counselor EvaluationAnnual Evaluation ProcessProcessesTimeline

Good afternoon, I will review the process which mirrors the teacher process. 4Annual Evaluation ProcessTraining1. Before participating in the evaluation process, all school counselors, principals, and peer evaluators should be trained by their district, through self-study, or by other experienced trainers on the evaluation process. Before any work can be done, all participants must be trained. For example, representatives may have attended our eastern or western session and reported back to their district to train those who participating in study. The description does allow for self-study. Allows for plenty of options by the district participating.5Annual Evaluation ProcessTraining2. Within two weeks of a school counselors first day of work in any school year, the superintendent or principal will provide the school counselor with the Rubric for Evaluating North Carolina School Counselors and a schedule for completing all the components of the evaluation process.Orientation takes place yearly whereas training takes place once. Orientation happens within the first two weeks of school. The supervisor or principal provides needed documents: school counselor evaluation manual which contains the rubric and evaluation schedule..6Annual Evaluation ProcessTraining3. Using the Rubric for Evaluating North Carolina School Counselors, the school counselor shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.Self assessment is where the counselor gets to assess herself. This can be shared with supervisor and helps to inform goals of PDP and discussion in pre-conference.7Annual Evaluation ProcessTraining4.Before the first observation, the evaluator shall meet with the school counselor to discuss the school counselors self-assessment based on the Rubric for Evaluating North Carolina School Counselor, the school counselors most recent professional growth plan, and the session(s) to be observed..The purpose of the pre-conference is to prepare supervisor for observation. The self-assessment, PDP, and any other tools (maybe classroom guidance lesson plan or meeting agenda) can be used to help prepare supervisor. This helps to reveal expectations of supervisor and counselor being observed. Pre-Conferences are not required for subsequent observations.8Training5. The evaluator shall conduct at least three observations of a counseling activity, meeting with students and/or parents, or other meeting or session being led by the school counselor. (For probationary counselors and in the renewal year, 3 formal observations will be conducted)Supervisor observes counseling activity and uses rubric to record what was observed. Remember, rules of confidentiality apply. There shall be at least one observation. 9Annual Evaluation ProcessTraining6. The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation. The supervisor uses rubric to share feedback to counselor. This conference must happen ten school days after observation. This should be treated as a conversation to aid supervisor in clarifying any questions that may have arisen during observation and to help the counselor gain insight in strengths and areas of improvement.10Annual Evaluation ProcessTraining7.Prior to the end of the school year and in accordance with LEA timelines, the evaluator shall conduct a summary evaluation conference with the school counselor.Prior to end of school year, the counselor and supervisor meets to summarize performance for that year. Here is where ratings are bestowed. Counselor can share artifacts to support performance.11Annual Evaluation ProcessTraining8.School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year. Goals are developed based on summary evaluation. This information is used to set new goals for upcoming school year. 12

StandardsElementsRatingsDescriptors

13Performance Appraisal Ratings(Growth Model)Developing an awareness or some knowledgeProficient demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basis Accomplished mentor other counselors or share components of school counseling program within school/districtDistinguished able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally*******************************************************************************Not evidenced professional area to work on developingParadigm shift in our thinking Proficient is GREAT! We are doing our job. You will be able to demonstrate the how students are different as a result of the school counseling program. Briefly show page 22-24 in User Guide regarding Scoring the Rubric

Artifacts = evidence! Examples of how school counselors and school counseling program are affecting student achievement, supporting your schools mission/vision, School Improvement Plan, collaborating with school staff and key stakeholders, etc.14School Counselor Job Description

The NC Professional School Counseling Standards were approved by the SBE in 2008. The new evaluation instrument which is based upon the NC Professional School Counseling Standards measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement.

Review and learn these standards. Look at Wiki space/LiveBinder to review the standards for school counselors16

The new evaluation instrument measures how school counselors demonstrate leadership, advocacy, collaboration and systemic change to positively affect student achievement. This evaluation rubric is similar in structure and format as the other educator effectiveness evaluations (teacher, principal, other student support services staff)17Vision of NC School CounselorsNC State Board of Education, 2008The demands of twenty-first century education dictate newroles for school counselors. Schools need professionalschool counselors who are adept at creating systems forchange and at building relationships within the schoolcommunity. Professional School Counselors createnurturing relationships with students that enhanceacademic achievement and personal success as globallyproductive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration, professional school counselors promote academic achievement andpersonal success by implementing a comprehensive schoolcounseling program that encompasses areas of academic,career, and personal/social development for all students.18These statements are the Beliefs and Philosophy of NC School Counselors are a part of the NC Professional School Counseling standards adopted by the NC State Board of Education in 2008. These professional standards are the basis of our school counseling practice in NC, the guidance essential standards and our new school counseling evaluation instrument; leading to alignment with the SBE Mission

21st Century School CounselorLeadershipAdvocacyCollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.

Demonstrates leadership to develop a data driven comprehensive developmental school counseling program to promote student achievement.

School counselors work with conditions that interfere with a student's social, emotional, and learning process.

A school counselor encourages successful academic, career, and personal/social development to ensure every child succeeds. (advocacy) This is accomplished through a variety of methods but mainly through individual counseling, group counseling, and classroom guidance.

School counselors also work collaboratively with students, teachers, parents, administration, and community members. 1921st Century NC School Counseling Programs are:Data driven Comprehensive, preventive and developmentalProvide equity and access to every studentPromote student achievement for college and career readinessEvaluate and seek continuous improvement/Accountable to stakeholders

Reminder of 21st Century Counseling vs historical view of guidance counseling20New QuestionHow are students different as a result of the school counseling program?

New question reflects new standards and practices data driven comprehensive programs that are accountable21The performance evaluation rubric is based on the 2008NC Professional School Counseling Standards

Standard 1 School counselors demonstrate leadership, advocacy, and collaboration.

Standard 2 School counselors promote a respectful environment for a diverse population of students.

Standard 3 School counselors understand and facilitate the implementation of a comprehensive school counseling program.

Standard 4 School counselors promote learning for all students

Standard 5 School counselors actively reflect on their practice.No Standard 6 or 8Our standards mirror the structure of the teacher and administrator standards.Review each of the standards briefly as they will deep dive with activitySchool Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change!22

Standard 1 School counselors demonstrate leadership, advocacy, and collaboration.

Four Elements:A. Demonstrate leadership in their schoolB. Enhance the counseling professionC. Advocate for schools and studentsD. Demonstrate high ethical standards 23Standard 2 School counselors promote a respectful environment for a diverse population of students Five Elements:A. Promote a respectful environment for diverse population of studentsB. Embrace diversity in the school community and worldC. Treat students as individuals

24D. Recognize students are diverse and adapt their services accordinglyE. Work collaboratively with the families and significant adults in the lives of students

Standard 2 School counselors promote a respectful environment for a diverse population of students (cont)25Standard 3 School counselors understand and facilitate the implementation of a comprehensive school counseling programFour Elements:A. Align their programs to support student success in the NC Standard Course of StudyB. Understand how their professional knowledge and skills support and enhance student success26C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplinesD. Develop comprehensive school counseling programs that are relevant to studentsStandard 3 School counselors understand and facilitate the implementation of a comprehensive school counseling program (cont)27Standard 4 School counselors promote learning for all students

Four Elements:A. Know how students learnB. Plan their programs for the academic, career and personal/social development of all studentsC. Use a variety of delivery methodsD. Help students develop critical thinking and problem-solving skills28Standard 5 School counselors actively reflect on their practice.

Three Elements:A. Analyze the impact of the school counseling programB. Link professional growth to the needs of their school and their program goalsC. Function effectively in a complex dynamic environment29UniquenessObservationsSchool Counseling ActivitiesProfessional Growth Plan School Counseling Code of EthicsObservations-confidentiality; different from teachers observation because school counselors must abide by the ethical practices and laws of confidentialitySchool Counseling Activities instead of lessons/lesson plans school counselors are not teachers. They will not do lessons and lesson plans except when collaborating with teachers to implement the NC Guidance Essential standards across curriculum areas. Examples of school counseling activities include: SC program goals, small group counseling sessions, closing gap goals, etc.Professional Growth Plan / - counselors will do a PGP. It is very similar to the Annual Agreement referenced in the Evaluation Rubric that they create with their administratorsAction Plan - LEA decision 30Observable ActivitiesSample Activities Evaluators may use to Observe School CounselorsWhat is an Observable Activity?3 Observations per yearBrainstorm activities that are observable Discuss with your group put on chart paper to post. Phone photos & Gallery walk to get ideas from the charts.The link is to a Google document that gives ideas from fellow school counselors ideas that are observable. Review these, discuss with your group and add to the google document

32School Counselor Evaluation Users Guide Appendices

Users Guide found on the NCEES Student Support Services Wikispace

http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

Appendix A (p.35)ASCA National Model: A Framework for School Counseling Programs Forms and materials Framework for data-driven, comprehensive school counseling programWhy are these things listed in the appendix? Tools and resources to use to implement a data-driven, comprehensive school counseling program. Briefly review how the components of the school counselor evaluation relate to the ASCA Diamond.Pages 35, 40, 46, 49* Appendix C (p. 60)Code of EthicsCode of Ethics for NC EducatorsEthical Standards for School Counselors (ASCA)Ethical Standards for confidentiality more detail in next slide* Highlight A.2. ConfidentialityB. 2. Responsibilities to Parents p.70D. Responsibilities to School Communities and Families p.71F. Responsibilities to the Profession p. 73G. Maintenance of Standards p.74* Ethics School Counselor Code of EthicsNC Educator Code of EthicsAppendix D (p.78)Using Evaluation RubricSchool Counselor Evaluation Rubric Forms Most current forms may be found at:http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

Think Tank Group Work:Deeper Dive into the new School Counseling StandardsDivide into groups (1 group/standard)Complete the Google Doc for the assigned Standard on the Day 2 link Report out to the larger groupGive each group the option of subgrouping into elements.39School Counseling Plan & Annual Agreement

Where are we going? Where are we now?

How do we close the gap?

Where Do I Begin?Review and know the Professional Standards/Evaluation RubricUse the ASCA National Model as a tool Review and learn the NC Guidance Essential Standards (NCGES)Start implementing planning in curriculum areas where there are natural alignments?

Review your schools data and SIP to identify needs What are the areas of need indicated by the data? Gaps? Use SIP!Does the current SC Program align with the SIP goals? Revise to support SIP

To summarize the information from this webinar and start thinking about where to begin. Need to reflect on the followingWhere do we want to go?Where are we now along the process?How do we close the gaps to get there?

41Where are we going? Where are we now?

How do we close the gap?

Develop a comprehensive program to include in the annual agreementReview all information with your administratorAnalyze Outcome Results, Program Data & Publicize Results Reflect & Assess Growth Determine PGP needs

Program PlanningAssure other curriculum areas understand the Guidance Essential Standards Work with teachers through PLCs/PLTs Include Direct and Indirect Services to StudentsAlign with SIP goals of the school & district42Where Do I Begin?What data will you use to inform program planning?Brainstorm your schools areas of need.What are your next steps?How can you collaborate and involve others?How will you measure/analyze results?Independent brainstormSmall group/district discussion43Training EvaluationClick the link below to complete an evaluation survey of this training. Survey LinkQuestions?Linda Brannan linda.brannan@dpi.nc.gov

45NCDPI ContactTara C. Patterson, MSAProfessional Development LeadRegion 2tara.patterson@dpi.nc.gov(252) 342-1510

NC Department of Public Instruction Division of K-12 Curriculum and Instruction

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