School Counselor Evaluation Rubric Evaluating with Fidelity

1. School Counselor Evaluation RubricEvaluating with Fidelity Overview of the Evaluation Process and the School Counselor Evaluation Rubric

2. School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net

3. 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

4. NCEES Wikispace – Click Student Support Services

5. Overview of School Counselor Evaluation Annual Evaluation Process Evaluation Ratings Professional Standards Uniqueness Resources

6. NCEES WikispaceStudent Support Services Pages 17-19

7. Annual Evaluation Process • Processes • Timeline

8. Training Annual Evaluation Process 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.

9. Training Annual Evaluation Process 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.

10. Training Annual Evaluation Process 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.

11. Training Annual Evaluation Process 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..

12. Training 5. Probationary – At least 3 formal observations Career – At least 1 formal observation and 2 informal observations Renewal Year – At least 3 formal observations

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

14. Training Annual Evaluation Process 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.

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

17. 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. Sharessuccessful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally *******************************************************************************Not Demonstrated – professional area to work on developing

18. Observable Activities • Sample Activities Evaluators may use to Observe School Counselors

19. New Question How are students different as a result of the school counseling program?

20. NCDPI School Counselor Job Description

21. School Counselor Job Description • Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs • Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students

22. Major FunctionsDuties & Responsibilities • Development & Management of comprehensive program to support academic success • Delivery of Comprehensive Services • NC Guidance Essential Standards/Curriculum • Individual Student Planning • Preventive & Responsive Services • System Support • Accountability/Growth

23. School Counselor Job Description Think Tank Time • Review the Job Description • Discuss a few “aha’s” with a colleague

25. 21st Century School Counselor Leadership Advocacy Collaboration Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.

26. New Question How are students different as a result of the school counseling program?

27. The performance evaluation rubric is based on the 2008 NC 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

28. Framework for NC School Counseling

29. 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

30. Program Focus/Goals • Start with your School Improvement Plan • Use S.M.A.R.T. Goals: • Promote achievement, attendance, behavior, and/or school safety • Are based on school data • Address school-wide data, policies and practices or address closing-the-gap issues • Address student competencies

31. Annual Agreement and Advisory Council • Annual Agreement: • a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M (data driven decision-making) • Advisory Council: • Group of stakeholders to INFORM your program • This is your moment to SHINE 

33. Example from a School District:Comprehensive School Counseling Plan & Agreement

34. Think Tank Group Activity • Think Tank Groups • Key items in this Standard from each of the Elements • What are you doing now that fits?

35. 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

36. Standard 2 – School counselors promote a respectful environment for a diverse population of students (cont) D. Recognize students are diverse and adapt their services accordingly E. Work collaboratively with the families and significant adults in the lives of students

37. 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

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

39. Guidance Essential Standards Crosswalk

40. Standard 4 – School counselors promote learning for all students Four 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

41. Data & Action Plans • School Data Profile reviews all sources of data from your school to develop plans for Academic, Attendance, Behavior • Three types of action plans from D3M: • Curriculum Action Plan – all students - Guidance Essential Standards – collaborative work with PLCs and to fill gaps • Closing-the Gap Action Plan – aligns with SIP - a “must-have” aligns with program goals • Small Group Plan – specific need(s) of a few

42. Data, Data, Data: Action Plans Three types of data collected from Process (what happened – what you did for whom) • Perception (what do people think the know….knowledge/skill/behavior was changed/learned) • Outcome (how are students different?)

44. Delivery • 80% of time working with or for students • Direct (with students) • Core Curriculum (NC Guidance Essential Standards) • Individual Student Planning • Responsive Services • Indirect (for students) • Referrals • Consultation • Collaboration (Page 136 for Use of Time)

45. Think Tank Group Activity • Think Tank Groups • Key items in Standards 2, 3, & 4 and from each of the Elements • What are you doing now that fits?

46. 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

47. Accountability • Review and analyze Action Plans and Program Goals: • Data Analysis: Review Curriculum Results, Action Plan Results Use of Time Analysis, School Data • Program Results: Program Goal Results Reports • Evaluation and Improvement– What worked and didn’t work? Continuous Improvement (Growth) Growth model- like the DPI School Counselor Evaluation

49. Framework for NC School Counseling

50. 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