School Counselor Evaluation Rubric Evaluating with Fidelity

School Counselor Evaluation Rubric

Evaluating with FidelityOverview of the Evaluation Process and the

School Counselor Evaluation Rubric NCDPI Webinar Series 9/18/13

DeLea Payne, Educational Consultant, Special Projectsdelea.payne@dpi.nc.gov

Tara PattersonProfessional Development LeadTara.patterson@dpi.nc.gov

Linda Brannan, Educational ConsultantK-12 Student Support Serviceslinda.brannan@dpi.nc.gov

Presenters

School Counseling Wikispace

http://schoolcounseling.ncdpi.wikispaces.net

NCEES Wikispace – Click Student Support Services

Annual Evaluation Process

Evaluation Ratings

Professional Standards

Uniqueness

Resources

Overview of School Counselor Evaluation

Annual Evaluation Process

• Processes

• Timeline

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

1. 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.

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

2. Within two weeks of a school counselor’s 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.

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

3. 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.

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

4.Before the first observation, the evaluator shall meet with

the school counselor to discuss the school

counselor’s self-assessment based on the Rubric for

Evaluating North Carolina School Counselor, the

school counselor’s most recent professional growth plan, and the session(s) to

be observed..

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

5. Probationary – At least 3 formal observations

Career – At least 1 formal observation and 2

informal observationsRenewal Year – At least 3 formal observations

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

6. The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

7.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.

Annual Evaluation Process

Orientation

Self-Assessment

Pre-Observation Discussion and

Review of Annual Goals

ObservationPost-

Observation Discussion

Summary Evaluation Conference

Professional Growth Plan

Training

8.School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.

Performance Appraisal Ratings(Growth Model)

• Developing – an awareness or some knowledge of the standard. Growing and improving

• Proficient – 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 – consistently performs well and reaches beyond the basics of a standard. May mentor other counselors or share components of school counseling program within school/district

• Distinguished – able to positively influence others beyond the school. Shares successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally

*******************************************************************************Not Demonstrated – professional area to work on developing

Where is the School Counselor Evaluation

found?• 2013-14 NCEES Student Support Wikispace http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

• 2014-15 HomeBase through True North Logic

NCEES Wikispace – Click Student Support Services

New QuestionHow are students different as a result of the school counseling program?

NCDPI School Counselor Job Description

Vision of NC School CounselorsNC State Board of Education, 2008

“The demands of twenty-first century education dictate newroles for school counselors. Schools need professional

school counselors who are adept at creating systems for

change and at building relationships within the school

community. Professional School Counselors create

nurturing relationships with students that enhanceacademic achievement and personal success as globally

productive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration, professional school counselors promote academic achievement and

personal success by implementing a comprehensive school

counseling program that encompasses areas of academic,

career, and personal/social development for all students.”

21st Century School Counselor

Leadership

Advocacy

CollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.

21st Century NC School Counseling Programs are:

• Data driven

• Comprehensive, preventive and developmental

• Provide equity and access to every student

• Promote student achievement for college and career readiness

• Evaluate and seek continuous improvement/Accountable to stakeholders

New QuestionHow are students different as a result of the school counseling program?

The 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 8

Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.Four Elements:

A. Demonstrate leadership in their school

B. Enhance the counseling profession

C. Advocate for schools and students

D. Demonstrate high ethical standards

Standard 2 – School counselors promote a respectful environment for a diverse population of students Five Elements:

A. Promote a respectful environment for diverse population of students

B. Embrace diversity in the school community and world

C. Treat students as individuals

D. Recognize students are diverse and adapt their services accordingly

E. 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)

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

Four Elements:

A. Align their programs to support student success in the NC Standard Course of Study

B. Understand how their professional knowledge and skills support and enhance student success

C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplines

D. Develop comprehensive school counseling programs that are relevant to students

Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program (con’t)

Standard 4 – School counselors promote learning for all studentsFour Elements:

A. Know how students learn

B. Plan their programs for the academic, career and personal/social development of all students

C. Use a variety of delivery methods

D. Help students develop critical thinking and problem-solving skills

Standard 5 – School counselors actively reflect on their practice.Three Elements:

A. Analyze the impact of the school counseling program

B. Link professional growth to the needs of their school and their program goals

C. Function effectively in a complex dynamic environment

Uniqueness• Observations

• School Counseling Activities

• Professional Growth Plan

• School Counseling Code of Ethics

Sample: Observable Activities

Sample Activities Evaluators may use to Observe School Counselors

Observable Activities

• Sample Activities Evaluators may use to Observe School Counselors

School Counselor Evaluation Users’ Guide Appendices

Users’ Guide is 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 program

Appendix C (p. 60)Code of Ethics

•Code of Ethics for NC Educators

•Ethical Standards for School Counselors (ASCA)

Ethics• School Counselor Code of Ethics

• NC Educator Code of Ethics

Appendix D (p.78)Using Evaluation Rubric

•School Counselor Evaluation Rubric

•Forms

Most current forms may be found at:http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

Where are we going?

Where are we now?

How do we close the gap?

Where Do I Begin?

• Know the Professional Standards

• Review and understand the new SC Evaluation Rubric

• Complete the Self-Assessment and PDP/PGP forms on the NCEES Wikispace

• Review your school’s data and SIP to identify needs

• What are the specific areas of need indicated by the data? Gaps?

• Align SC Program goals with the SIP goals?

Where are we going?

Where are we now?

How do we close the gap?

Where Do I Begin?

• Use the ASCA National Model as a resource/tool

• Know the NC Guidance Essential Standards (NCGES)

• Implement NCGES by planning with PLCs/Curriculum Content areas

• Choose areas where there are initial natural alignments (CTE, Healthful Living, Soc. Studies)

Where are we going?

Where are we now?

How do we close the gap?

• Develop a comprehensive program and include in the annual agreement

• Review all information with your administrator

• Analyze Outcome Results, Program Data & Publicize Results (20%)

• Reflect & Assess Growth

• Determine future PGP needs

Program Planning• Collaborate to assure other

curriculum areas understand the Guidance Essential Standards

• Work with teachers through PLC’s/PLT’s

• Include Delivery (Direct and Indirect ) Services to Students (80%)

• Align with SIP goals of the school & district

Questions?

Linda Brannan linda.brannan@dpi.nc.gov

Tara Patterson tara.patterson@dpi.nc.gov