Evaluating School Counselors SY13-14

1. Evaluating School Counselors SY13-14 School Counseling Program, SSS Gail Smith, Ed. S., Supervisor Evaluation Systems Office, HR Dr. Michael Shanahan, CHRO

2. School Counselors are uniquely qualified to assist students with overcoming barriers to learning.

3. Agenda • Your Role as an Evaluator • Evaluation instruments • School Counselors • School Counselor Registrar

4. The Role of an Evaluator The Cobb Evaluation System is a growth and accountability model that responds to 3 major questions ~ • How does the counselor manage? • How does the counselor deliver? • Is the school counselor accountable?

5. Getting Ready to Evaluate School Counselors • Review the Performance Evaluation Rubric • Ensure School Counselor/Administration Partnership Agreement meeting is held with each school counselor by the 25th day of the school year • Can double as optional pre-observation conference • See Administrator’s Directions for School Counselor/ Administrator Partnership Agreement

6. School Counselor Evaluation System • School Counselor/Administration Partnership Agreement • Performance Rubric with Examples of Evidence • Glossary of Terminology • Observation Form • Annual Performance Report • Guidelines/Instructions • Applicable for Counselors and Administrators • Templates

7. School Counselor/Administration Annual Partnership Agreement • Mission Statement • Program Goals • Accountability • Student Assignment • Support Services Staff • Programmatic Delivery • Specific, Individual Counselor Responsibilities • Professional Collaboration • Other

8. School Counselor Performance Rubric Four Performance Standards with a total of 16 corresponding Elements Accountability (4 Elements) Foundation (4 Elements) Delivery System (4 Elements) Management (4 Elements)

9. Standard 1: Accountability (A) The professional school counselor monitors and evaluates the processes and results of the school counseling program.

10. Elements: Accountability (A) A 1The professional school counselor collects data for school counseling activities and interventions. A 2The professional school counselor submits a written results report for his/her school counseling activities and interventions. A 3The professional school counselor uses the core curriculum, small group, and closing-the-gap data to evaluate and plan future school counseling activities. A 4The professional school counselor contributes to an annual program assessment of the school counseling program.

11. Standard 2: Foundation (F) The professional school counselor plans and organizes the foundation of a standards-based, data-driven comprehensive school counseling program that is aligned with the school strategic plan and the district comprehensive school counseling model.

12. Elements: Foundation (F) F 1The professional school counselor articulates and demonstrates the beliefs and vision of the school counseling program that is aligned with the school strategic plan. F 2 The professional school counselor articulates and demonstrates the school counseling program mission. F 3The professional school counselor utilizes the American School Counselor Association (ASCA) national standards to develop the content of the school counseling curriculum in the three domains of academic, career, and personal/social development to promote and enhance student achievement. F 4The professional school counselor establishes SMART (specific, measurable, attainable, results oriented, and time bound) goals based on school data that guide the development of counseling core curriculum, small-group and closing-the-gap action plans and that promote achievement, attendance, behavior, and/or school safety.

13. Standard 3: Delivery System (DS) The professional school counselor delivers a comprehensive school counseling program spending 80% of time in direct and indirect services and 20% in program planning and school support.

14. Elements: Delivery System (DS) DS 1The professional school counselor provides all students with a counseling core curriculum that is comprehensive in scope, proactive in nature, and developmental in design. DS 2The professional school counselor coordinates individual student planning and responsive services designed to help students on an individual or small group basis. DS 3 The professional school counselor provides indirect student services such as referrals, consultation, and collaboration on behalf of students. DS 4The professional school counselor maintains and enhances the total school counseling program by program planning via professional development, program management, and data analysis and provides school support.

15. Standard 4: Management (M) The professional school counselor manages a comprehensive school counseling program.

16. Elements: Management (MS) MS 1The professional school counselor works with school administration to develop an individual Annual Partnership Agreement defining the school counselor’s role in the school counseling program. MS 2The professional school counselor establishes and convenes a school counseling advisory council for the comprehensive school counseling program. MS 3The professional school counselor participates in the design and implementation of counseling core curriculum, small-group, and closing-the-gap action plans aligning with school and school counseling program goals. MS 4The professional school counselor organizes and manages time to implement an effective school counseling program.

17. Observing • Conduct pre-observation conferences with assigned school counselors to review the instrument, procedures, expectations, etc. (optional but highly recommended) • May be done in a group setting • If a school counselor requests a private conference, it is required • Encourage questions • May include Annual Partnership Agreement • Put school counselors at ease and ensure them of your intent to work with them throughout this process • Observe all school counselors at least once during the school year using the Cobb Keys Observation Form

18. Scheduling Observations • Thirty minute classroom observation (minimum) • Two Observations are required if the school counselor has 3 years or less total school counseling experience • Conduct first announced observation by the end of October • Second observation may be unannounced • If only one observation, schedule announced observation early enough that school counselors have time to benefit from feedback and demonstrate improvement • Each school counselor must have his/her OWN separate observation • DO NOT observe multiple school counselors at one time

19. Multiple Observations = Stronger Support • Observe school counselors with perceived deficiencies early in first semester • Maximizes opportunities for monitoring, administrative support, and improvement of program delivery • Increases Evaluator’s depth of understanding of counselor’s performance and needs • Provides time for essential feedback, subsequent follow-up observations, and/or PDP implementation

20. Observation Standard Components Marked Yes (Y); No (N); or Not Applicable (NA) Comments required to support “No” ratings Individualized comments encouraged, regardless of the ratings Observations & feedback conferences should be completed by the end of February Purposeful feedback Time in March to prepare annual reports and conduct annual conferences

21. Scheduling Feedback Conferences Within 10 school days after an observation, a formal, private feedback conference is required Failure to provide a timely feedback conference could void an evaluation Hint: Schedule the feedback conference at the same time you schedule the observation Feedback Conferences MAY NOT be combined with the Annual Evaluation Conferences A Counselor’s Feedback Conference should be held a significant length of time before the annual conference; otherwise, it has no meaningful purpose

22. Conducting Feedback Conferences • Prepare your comments; organize your thoughts and papers • Poorly developed feedback provides little support to a struggling school counselor • Anticipate the school counselor’s anxiety – put him/her at ease early in the session • Comment, specifically, on areas of excellence and areas needing attention, suggesting improvement techniques • If needed, focus constructive criticism on behaviors • Here’s what I observed; here’s what I should have observed? • How can I help you improve? • What will you commit to do to change?

23. Concluding the Feedback Conference • Write your signature and date on the form • DO NOT type in your name or the date • Have school counselor sign and date the form • School Counselor’s signature only indicates receipt of form, not agreement with content • If the school counselor doesn’t want to sign, write School Counselor chose not to sign and record the date • Make copies for the school counselor and local school file • Retain all observation originals to attach to the annual performance report in March • All observations will be sent to HR along with the performance report. Keep feedback opportunities professional, positive, and private.

24. The Annual Evaluation Process Consider observations and year-long performance Performance Rubric Standards and Elements Review School Counselor Documentation School Counselor/Administrator Annual Partnership Agreement Closing the Gap Action Plan & Results, if available Core Curriculum Action Plan & Results, if available Small Group Action Plan & Results, if available Program Assessment Curriculum Crosswalk

25. Annual Evaluation Process • Complete the Annual Report Form • Assign a rating to each Performance Standard Element • Not Evident • Emerging • Proficient

26. The Annual Evaluation Process Record personalized commentary for each standard – no cut-n-paste! Relate comments to the Standard Elements Support the assigned ratings Reinforce the Growth Model concept with your language Honestly address performance Acknowledge growth and potential

27. Professional Duties and Responsibilities (D&R) • A section for formal assessment of 12 essential performance qualities • Each is rated as Unsatisfactory,Needs Improvement, or Satisfactory • Overall D&R Summary Rating • See Key for determining overall Unsatisfactory, Needs Improvement, or Satisfactory rating

28. Professional Duties & Responsibilities (PDR) • Reports to work as assigned • Maintains accurate, complete, and appropriate records, files, and provides for confidentiality of student records. • Demonstrates ethical behavior as outlined in the American School Counselor Association Code of Ethics and the PSC Code of Ethics • Demonstrates effective listening, writing, and speaking skills in a variety of settings

29. Professional Duties & Responsibilities(PDR) • Interacts in a professional manner with students, parents, staff, and community. • Develops positive relationships with students, fostering personal growth, service to others, and academic achievement. • Makes student referrals when necessary. • Actively supports the School Strategic Plan

30. Professional Duties and Responsibilities (PDR) • Enforces school procedures concerning student conduct and discipline. • Attends and participates in faculty meeting and professional learning opportunities. • Keeps informed of laws, regulations, and policies pertaining to school counseling and school/system operations. • Adheres to school or system policies regarding school counselor absences.

31. Annual Performance Report Assign Overall Performance Rating, Section III Unsatisfactory 4 or more Not Evident Standards Ratings or Unsatisfactory summary rating on PDR Emerging Fewer than 12 Proficient Standards ratings, no more than 3 “Not Evident Element Ratings & Satisfactory orNeeds Improvement summary rating on PDR Proficient Twelve or more Proficient Standards ratings with no Not Evident ratings, & a Satisfactory summary rating on PDR

32. Annual Performance Report • Section III, Continued • Record dates of observations and feedback conferences • DO NOT list other types of conferences, such as disciplinary conferences or the annual conference • Section IV Signatures • Evaluator, Principal, and Counselor sign & date • Each person records the date by his/her signature at the time of signing • Counselor’s signature indicates receipt of annual report, not agreement with the content • Write Counselor chose not to sign, if needed

33. Annual Performance Report Section VI: Comments by Counselor Optional. Use additional sheet, if necessary If counselor’s comments specifically appeal a Standard rating, a PDR rating, the PDR summary rating, or the Overall Performance Rating, the counselor must submit the District appeal form See Appeal Form Instructions (PASS & EMWeb) If you’re unsure if comments are an “appeal”, contact Evaluation Systems office

34. What is a School Counselor Registrar? A School Counselor Registrar is a certified school counselor at the high school level whose primary responsibilities involve supporting the school counseling program by: • Enrolling new students • Evaluating transcripts of new students • Creating schedules for new students • Performing other duties associated with new student enrollment, as needed

35. School Counselor Registrar How Do I Evaluate a School Counselor Registrar? • School Counselor Registrar Job Description with ratings assigned by evaluator • Annual Alternate Summary Form • Professional Duties and Responsibility Ratings assigned by evaluator • Overall annual rating assigned by evaluator

36. Evaluations Deadline! IMPORTANT!!! This includes: • Observations • Feedback conferences • Completion of annual reports • Annual evaluation conferences for School Counselors, Teachers, and Paraprofessionals OCGA 20-2-210 – In compliance with Georgia law, ALL certified evaluation activity must be completed prior to April 1, 2014!

37. ALL Staff Evaluations Impact of Overall Unsatisfactory Rating • Certified employee is placed on the PSC’s Unsatisfactory Database (UNSAT) • For all employees, certified and classified, it results in his/her salary being frozen at same salary step for next school year

38. All Certified Employees Professional Development Plans (PDP) • HR’s Employee Relations Department oversees the implementation of Professional Development Plans (PDP) to support certified employees with performance deficiencies • Contact HR at 770.426.3393 • Notify Gail Smith, Supervisor

39.  No Surprises! No school counselor should receive an overall unsatisfactory rating unless he/she has been informed in writing of specific performance concerns during the year. A school counselor should never be able to say… I thought I was doing fine all year, but I received a “Unsatisfactory” rating….or… By the time I got feedback from my observation, school was almost out. I didn’t have time to improve my performance or get help.

40. Certified Evaluation Appeals • An school counselor may base his/her appeal on either of two reasons • Failure to follow procedures • Failure to consider significant information • Principal determines what is “significant” • A school counselor may not “grieve” the results of his/her evaluation

41. Certified Evaluation Appeals • To appeal an evaluation, the employee must complete an evaluation appeal form (PASS/EMWeb) and submit it, along with any evidence and/or documentation, to the Principal/Supervisor within 10 business days of the receipt of the evaluation report • The Principal/Supervisor must respond to the appeal within 20 business days • If the rating is upheld, the employee may submit an appeal to the CHRO within 10 days of receipt of the Principal’s response • The CHRO, AAS, and Director of Evaluation Systems will review and provide a single response to the appeal within 20 days of receipt of the appeal • This exhausts the appeal process