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Professional Evaluation
Jean GrecoMember of RIDE Teacher Evaluation System Work Group
RISCA Annual Fall WorkshopNew England Institute of Technology
September 28, 2010
Session OutlineSession Outline
Background information on School Counselor Performance Standards and ASCA presentation
Draft of RI Model Educator Evaluation System
Questions and Answers
Core Questions Core Questions
What is it school counselors do?
How do we know what our school counseling candidates can do?
What resources do we have to determine this?
– ASCA National Model
School Counselor Performance Standards School Counselor Competencies
We Dug Deeper into We Dug Deeper into Existing Documents Existing Documents
Competencies, for example, include
– Practitioner
– Supervisor
– Programs
– Ethical standards
– Position statements
Conclusion: about 50/50 split of competencies for counselor practitioners and counseling program or administrator/supervisor functions
So…So…
Look again at Performance Standards
The Golden Standard - #13The Golden Standard - #13
The professional school counselor is a student advocate, leader, collaborator and a systems change agent
Reorganized Standards 1-12 into 13.1 to 13.7
First Outline – ASCA First Outline – ASCA Performance Standards Performance Standards
Organized in Standard 13Organized in Standard 13 1, 2, 3, 4, 10, 12 13.1
2,10 13.2
6 13.3
8,9 13.4
7 13.5
4.2, 5 13.6
8,11,12 13.7
Proposed New StandardsProposed New Standards
1. Promotes the academic, career, and personal/ social development of every student
2. Advocates for equitable opportunities for every student
3. Assumes a leadership role within the school community
4. Collaborates to support the success of all students
5. Utilizes data to promote student success and systemic change
Proposed StandardsProposed Standardsand Competenciesand Competencies
For Rhode IslandProfessional School Counselor
Evaluation System
Guiding PrinciplesGuiding Principles
Evaluation criteria must focus on individual competency rather than program effectiveness
Counselors have a rigorous evaluation based on the standards of excellence for their profession
Guiding Principles:Guiding Principles:Measure Impact of School Counselors Measure Impact of School Counselors
on:on:
Student achievement in three developmental domains
School reform initiatives
School leadership and governance
Helping district demonstrate accountability defined in state and national legislation and regulatory language
RIDE’s Reform Agenda
Effective teachers in every classroom
Effective leaders in every school
Teachers and leaders work within a system based on student need
Four Areas of Reform
Improve Student Achievement
Close the Achievement Gap
Increase High School Graduation Rates
Raise College Enrollment
RI Educator Evaluation RI Educator Evaluation System Standards System Standards
RequirementsRequirements Establishes common understanding of
expectations for educator quality Emphasizes professional growth and
continuous improvement of educator Creates an organizational approach to
professional development Assures fair, accurate and consistent
evaluation Provides teacher and principal
involvement in development process
Committee Work Structure
04/20/23
ACEES Working Group Charges
04/20/23
Working Group Group Charge
Impact on Student Learning Devise the process (methods, tools, and mix of assessments) used to evaluate individual teachers’ impact on student learning
Evaluation Process Devise the set of rules and procedures under which educators will be evaluated, including assessment methods; frequency and timeline for observation, feedback, and development; and evaluation tools
Professional Practice (Teachers and Administrators)
Define the competencies of professional practice and the indicators used to measure each competency, and establish a rubric that delineates performance standards at each level
Professional Responsibilities Define the competencies of professional responsibility and the indicators used to measure each competency, and establish a rubric that delineates performance standards at each level
Professional Development and Support
Devise the process, mechanisms and content for providing development support at all performance levels
Educator EvaluationsEducator Evaluations
Additional Required Factors:
Demonstration of professional
practiceDemonstration of
professional responsibilities
Primary Factor (51%): Data on student learning outcomes
(growth and mastery)
Primary components to assess teacher performance
Component Description
Student Learning Outcomes
1. Student growth where appropriate data is available
2. Student mastery of rigorous academic goals and standards, based upon a variety of summative assessments and measured through a goal attainment process.
Professional Practice
The extent to which a teacher executes a set of core competencies, through observations of teacher and student actions and document reviews. Professional practice competencies will be clearly mapped on a performance rubric by performance level.
Professional Responsibilities
The extent to which a teacher exhibits non-skill and knowledge based actions and attitudes that reflect a clearly defined set of professional responsibilities.
Evidence used to assess teachers
Teacher Group
Student Learning Outcomes
Professional Practice
Professional Responsibilities
Growth Model
Goal Attainment
Teachers who teach tested grades and subjects where the growth model can be applied (e.g., 5th grade general education)
X X X X
Teachers who teach grades and subjects where the growth model cannot be applied (e.g., 11th grade English, middle school art, etc.)
X X X
Final rating scale
Individual ratings for each of the three components will be combined to produce a final rating based on the following 4-point scale:
Ineffective Minimally Effective Effective Highly
Effective
Student learning rating
Professional practice rating
Professional responsibilities
rating
+
+
Final evaluation
rating
Self-assessment and individual
development plan; Set goals based on
student diagnostics
Beginning of year goal-
setting conference
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Gathering of evidence: Announced and unannounced classroom observations, unit/lesson plan reviews, student work and data reviews, data team or other instructional team meetings
Proposed RI Model Process – Key Elements and Timeline
Mid-year check-in
conference
End of year summative evaluation conference
Self-assessment, review of all
gathered evidence to date, and revisit
development plan
Self-assessment, including next
year’s development plan focus, and all gathered evidence
to date
Primary evaluator (must be in-school administrator)
Complementary evaluator*
*District or state-assigned administrator/teacher
Teacher leaders, mentors/coaches
Utilization of Evaluation Utilization of Evaluation ResultsResults
Provide individualized feedback to all educators
Support continuous professional development
Create incentives for highly effective educators
Provide information for renewal and tenure decisions
Improve performance of ineffective educators
Tiered System Roll-Out PlanCurrent,
through SY 2010-11
SY 2011-12
SY 2012-13
Development of evaluation processes for Teachers and Building Administrators
X
Implementation of teacher evaluation and building administrator evaluation processes
X
Development of evaluation processes for Support Professionals and District Administrators
X
Implementation of support professional evaluation and district administrator evaluation processes
X
Pay Attention and Get Pay Attention and Get InvolvedInvolved
High quality educators is a national priority
A clearly-defined and rigorous counselor evaluation system is one way to demonstrate that we are highly-qualified
We must pay attention to what is going on and get involved with the change process so that we can define our accountability system versus having others define it for us
Final ThoughtsFinal Thoughts
School counselors need their own rigorous evaluation system that assesses their unique contribution to student success and school reform
The evaluation system should be simple, elegant and meaningful
The future of K-12 school counseling depends on our ability to demonstrate our worth to others
Performance Portfolio Performance Portfolio ArtifactsArtifacts
Evidence of impact upon student growth and academic achievement
Evidence of quality instruction
Evidence of professional responsibilities
Evidence of content knowledge
ObservationObservation
School Guidance Curriculum
Individual Student Planning
Responsive Services
Systems Support
ASCA National ModelASCA National Model
Professional DevelopmentProfessional Development
The proposed professional standards revision highlights the following roles:
Leadership
Advocacy
Collaboration
Consultation
Use of Data
ResourcesResources
RISCA Toolkits
www.rischoolcounselor.org EZAnalyze
www.exanalyze.com CSCOR
www.cscor.org
ResourcesResources
ASCA National Model ASCA National Model Workbook Making Data Work ASCA Ethical Standards ASCA Position Papers
www.schoolcounselor.org
Contact InformationContact Information
Monica Darcy
Tom Dukes
Jean Greco
Karl Squier
RISCA
RIDE
rischoolcounselor.org
ride.ri.gov
