School Counselor Evaluation Rubric
Evaluating with Fidelity
Overview of the Evaluation Process and the
School Counselor Evaluation Rubric
NCDPI Webinar Series 9/18/13
Presenters
DeLea Payne,
Educational Consultant,
Special Projects
delea.payne@dpi.nc.gov
Tara Patterson
Professional Development Lead
Tara.patterson@dpi.nc.gov
Linda Brannan,
Educational Consultant
K-12 Student Support Services
linda.brannan@dpi.nc.gov
School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
NCEES Wikispace – Click Student Support Services
Overview of School Counselor
Evaluation
Annual Evaluation Process
Evaluation Ratings
Professional Standards
Uniqueness
Resources
Annual Evaluation Process
• Processes
• Timeline
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
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.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Self-Assessment
2.
Summary
Evaluation
Conference
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.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Self-Assessment
3.
Summary
Evaluation
Conference
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.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
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..
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
5. Probationary – At
least 3 formal
observations
Career – At least 1
formal observation and 2
informal observations
Renewal Year – At least
3 formal observations
PostObservation
Discussion
Observation
Pre-Observation
Discussion and
Review of
Annual Goals
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
6.
The evaluator shall
conduct a postobservation conference
no later than ten (10)
school days after each
formal observation.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
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.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
Orientation
Training
Professional
Growth Plan
Summary
Evaluation
Conference
Self-Assessment
8.
School counselors shall
develop a Professional
Growth Plan designed to
serve as a guide for
improving their
performance during the
subsequent school year.
PostObservation
Discussion
Pre-Observation
Discussion and
Review of
Annual Goals
Observation
Annual Evaluation Process
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 widescale 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 Question
How are students different as a result of
the school counseling program?
NCDPI School Counselor Job
Description
Vision of NC School Counselors
NC State Board of Education, 2008
“The demands of twenty-first century education dictate new
roles 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 enhance
academic achievement and personal success as globally
productive citizens in the twenty-first century.
Utilizing
leadership, 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
Collaboration
Implements 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 Question
How are students different as a result of
the school counseling program?
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
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
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
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
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
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
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
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 Do I Begin?
• Know the Professional
Standards
• Review and understand
the new SC Evaluation
Rubric
• Complete the SelfAssessment and
PDP/PGP forms on the
NCEES Wikispace
How do
we close
the gap?
Where
are we
now?
• 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 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
How do
we close
the gap?
Where
are we
now?
• Choose areas
where there are
initial natural
alignments (CTE,
Healthful Living,
Soc. Studies)
Where
are we
going?
• Develop a
comprehensive
program and include in
the annual agreement
• Review all information
with your administrator
How do
we close
the gap?
Where
are we
now?
Program Planning
• Analyze Outcome
Results, Program Data
& Publicize Results
(20%)
•
Collaborate to assure other
curriculum areas understand the
Guidance Essential Standards
•
Work with teachers through
PLC’s/PLT’s
• Reflect & Assess
Growth
•
Include Delivery (Direct and Indirect )
Services to Students (80%)
•
Align with SIP goals of the school
& district
• Determine future PGP
needs
Questions?
Linda Brannan linda.brannan@dpi.nc.gov
Tara Patterson tara.patterson@dpi.nc.gov