Rhode Island
School Counselor
Evaluation
Jean Greco, Patricia Nailor and Karl Squier
RISCA Spring Conference
Rhode Island Convention Center
April 11, 2013
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Purpose of Presentation
 Update school counselors on status of
Rhode Island Support Professional
Evaluation System
 Discuss requirements and the types of
evidence that will demonstrate your
proficiency
 Provide examples of how you can
begin to prepare
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There are many ways
to look at the
school counselor
evaluation system
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OR we can see it as a
process to …
 Improve school counselor practice and
the effectiveness of the school
counseling program
 Determine our strengths and areas in
which we need to improve
 Identify professional development
opportunities that can help reinforce
our strengths and strengthen our
weaknesses
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Two Evaluation Models
 RIDE Model
 Innovation Model
 Your district is already using one of
these models for teacher and
administrator evaluations and will use
the same model for support personnel
when it is completed
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Support Personnel Include:
 School Counselors
 Social Workers
 School Psychologists
 Librarians
 Reading Specialists
 Speech Language
Pathologists
 School Nurse Teachers
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RIDE Model Overview
Evaluation Criteria
Support System
 Professional
Growth Plan
 Evaluation
Conferences
 Ongoing
reflection and
planning
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Overview: Professional Practice
 Unique to the Support
Professionals Model
 Built upon the standards
for all support
professionals
 Holistic scoring at the end
of the year based on a
preponderance of evidence
 Consists of 8 components
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Overview: Professional Foundations
 Holistic scoring at the
end of the year based
on a preponderance of
evidence
 Consists of 6
components
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Overview: Student Learning
 Follows the same process as
teachers and building
administrators (eg approval
process, number of objectives,
and scoring)
 Support professionals may
select appropriate student
learning measures based on
their role and conversation
with their evaluator
 Have the additional option of
the Student Outcome Objective
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Implementation Timeline
Winter 2012/13
Spring 2013
Summer 2013
2013-2014 SY
2014-2015 SY
MODEL
DEVELOPMENT
FIELD TEST
TRAINING
GRADUAL
IMPLEMENTATION
TRAINING &
FULL
IMPLEMENTATION
Train
evaluators for
gradual
implementation
All support
professionals
will participate
in the process
Ongoing
support
professionals
workgroup
meetings
Finalize model
Design training
Design and set
up field test
Conduct field
test
Communication
with support
professionals
workgroup
Train field
Support
implementation
Collect data
and continue
the model
refinement
process
Finalize model
for full
implementation
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Evaluation is Based on
School Counselor Role
and Responsibilities
School counselors help students
develop the knowledge, skills,
attitudes, beliefs and habits of mind
that enable them to profit maximally
from their instructional opportunities
and experiences
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Support Professional Evaluation
Includes Evidence of
 Quality of program planning
 Quality of delivery of service
 Consultation and collaboration
 Student learning
 Professional responsibilities
 Content of knowledge of area of
professional specialization
 Support of district initiatives
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Important Types of Evidence
that Meet Multiple Criteria
 Ocean State School Counselor
Accountability Report
(OSSCAR)
 Counselor-Principal Plan
 Documentation of Targeted
Interventions
 Personal Statements
 Portfolio
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OSSCAR
 Ocean State School Counseling
Accountability Report (formerly SPARCri)
 Uses data to demonstrate the impact of
the school counseling program on
student achievement and school climate
 Provides compelling evidence of the
value of school counselors
 Contains evidence of counselor
performance that meets multiple criteria
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Counselor-Principal Plan
 A plan developed by the counselor
and principal that identifies expected
results for the year, action steps to be
taken and measures to determine
when the results have been achieved
 Multiple opportunities to collaborate
with others in the school
 Targets specific areas that need to be
addressed in order to fully serve
students and their families
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Documentation of Targeted
Interventions
 Action research project that uses data
to identify a problem, develop a plan to
address it, and analyze its outcomes
and next steps
 Development and delivery of a
counseling curriculum activity, along
with analysis of its impact
 Small group interventions addressing
specific problems (e.g., bullying)
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Personal Statement
 Descriptive narrative on one’s
contribution to student success and
school improvement
 Can focus on how one has respect for
others, collaborates with colleagues,
contributes to school and district-wide
improvement efforts
 Provides an opportunity to articulate
one’s personal vision for excellence as
a school counselor
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Portfolio
 A collection of artifacts that
demonstrates counselor participation
in and contribution to student
achievement and school community
 Can be used as a repository for
artifacts that support the OSSCAR,
counselor-principal plans, personal
statements and targeted interventions
 Can be used to organize information
for reports and presentations
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Reflective Exercise
Close your eyes
What have I done that
made a difference in
my students’ lives?
How can I
demonstrate it?
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RISCA Will Provide
 Updates on development of RIDE
and Innovation support personnel
evaluation system via:
RISCA ListServe
RISCA Website
RISCA Newsletter
RISCA sponsored professional
development workshops
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Our Advice to You
KEEP
CALM
AND
CARRY
ON
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Join the Dialog
 The evaluation process will be
meaningful and help Rhode Island
School Counselors improve their
practice, their program and their schools
 Input and feedback from school
counseling practitioners are critical to
this process
 We encourage you to let us know your
thoughts throughout the development
process
 Contact us at jeangreco@yahoo.com
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Contact Information
 Jean Greco, RISCA Executive Director
jeangreco@yahoo.com
 Patricia Nailor
pnailor@verizon.net
 Karl Squier
karlsquier@cox.net
 RISCA Website
www.rischoolcounselor.org
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