Secondary Counselor Professional Growth Plan
Self -Evaluation/ Goal Setting
Name:
Goal #1:
Position:
Location:
Goal #2:
Evaluator:
Mentor:
Goal #3:
School Year:
Date
Self-Evaluation
Minimally/
Emerging
Effective
Highly
Effective
Standard 1. School Guidance Curriculum and
Instructional Skills
1-1. Counselor plans guidance curriculum based upon
the Comprehensive Guidance Needs assessment results,
Student Learning Outcomes, or other competencies,
and/or other appropriate student needs indicators.

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1-2. Counselor utilizes a variety of guidance curriculum
resources when planning for the classroom.
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1-3. Counselor creates lessons that meet the
developmental needs of all students.
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1-4. Counselor displays an understanding of students’
skills and knowledge (including those with special needs),
and is responsive in the classroom to this information.
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1-5. Counselor manages classroom effectively when
implementing guidance curriculum.
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1-6. Counselor uses clear communication and effective
questioning and discussion techniques in an attempt to
engage all students in the learning process.
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1-7. Counselor assists classroom teachers in planning/
teaching guidance curriculum.
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1-8. Counselor organizes the implementation of
guidance curriculum with appropriate classroom teacher(s).
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1-9. Counselor refers classroom teachers to appropriate
guidance curriculum materials.
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Notes:
Minimally/
Emerging
Effective
Highly
Effective
1-10. Counselor provides professional development for
classroom teachers on guidance curriculum.

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1-11. Counselors informs classroom teachers of preferred
guidance competencies for students on an annual basis.

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2-1. Counselor utilizes pertinent information about student

when developing the PLAN for College and Career Ready (SEOP).

2-2. Counselor assists students and/or parents/ guardians
in developing appropriate goals in the PLAN for College and
Career Ready (SEOP) process.

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2-3. Counselor helps develop a process for scheduling the
PLAN for College and Career Ready (SEOP) conferences and
reminder calls so that parents feel welcome and want to
participate in PLAN for College and Career Ready (SEOP)
conference.

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2-4. Counselor creates environment of learning, cooperation
and respect for parents who attend the PLAN for College and
Career Ready (SEOP) conference.

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2-5. Counselor appropriately utilizes assessment data to both
assist students in goal-setting as well as develop guidance
program goals.
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2-6. Counselor assists student in understanding different
assessment instruments and how to utilize them.
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2-7. Counselor is able to present assessment data so that

constituents clearly understand and know how to use this data.
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2-8. Counselor helps students and parents/guardians access
the wide range of both educational and career opportunities.

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2-9. Counselor understands and uses appropriate pieces of
the Utah CIDS when planning/implementing guidance
curriculum and/or doing the PLAN for College and Career
Ready (SEOPs).

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2-10. Counselor knows the state core curriculum and how it
is used at their school.
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2-11. Counselor completely understands and utilizes
graduation or exit level requirements of the school/district.

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2-12. Counselor pro-actively assists school administration
in developing registration materials.
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2-13. Counselor is competent in using the school’s
computerized scheduling technology.
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Standard 2. PLAN for College and Career Ready Process
Notes:
Standard 3. Responsive Services and
Drop-out Prevention
Minimally/
3-1. Counselor is efficient, thorough, resourceful about
outlining for students, parents, teachers, and administrators
how to refer students for individual or small group counseling.

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3-2. Counselor implements individual or small group
counseling as needed to appropriate students.
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3-3. Counselor follows FERPA guidelines in receiving parental
permission for individual or small group counseling.
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3-4. Counselor utilizes techniques that are developmentally
appropriate to both topic and student needs when engaging in
individual or small group counseling.

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3-5. Counselor responds flexibly to identified student needs,
changing approaches as necessary.

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3-6. Counselor consults with appropriate individuals
regarding student’s needs in a timely and appropriate manner.

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3-7. Counselor consults in a manner that facilitates
compromise and cooperation with all parties involved in the
process.

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3-8. Counselor demonstrates both the rationale and the
criteria for referring students with needs.

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3-9. Counselor has developed and maintained appropriate/
effective referral sources both within the district and the
community for students with needs.

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3-10. Counselor is aware of when and how to make necessary
referrals within the school district and/or community for
students in need.

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3-11. Counselor has developed an effective method of
follow-up with students who have been referred.

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Minimally/
Standard 4. System Support
Effective
Emerging
Emerging
Highly
Notes:
Effective
Effective
Highly
Effective
4-1. Counselor utilizes identified student needs from both
formal and informal needs assessments when designing
guidance program activities.

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4-2. Counselor is well-organized as demonstrated both by
contributing to and using timelines and calendars
for guidance program activities.

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4-3. Counselor establishes/implements program evaluation
both formally and informally.

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4-4. Counselor explains the guidance program’s philosophy,
priorities and practices to staff, parents, and community.


Notes:
Minimally/
Emerging
Effective
Highly
Effective
4-5. Counselor serves on both building level and district
level committees as appropriate.

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4-6. Counselor works well with other school personnel in the
best interest of both the students and the school District.

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4-7. Counselor works with other school personnel in carrying
a “fair share” load of responsibilities as appropriate.


Minimally/
Effective
Highly
Standard 5. Reflection and Continuous Growth
Emerging
5-1. Counselor is involved in appropriate professional
organizations, college coursework, workshops, and
Conferences.

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5-2. Counselor is aware of current developments in the
counseling profession, including technological advances.

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5-3. Counselor carries out responsibilities as established
by job description in a prompt and accurate manner.

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5-4. Counselor uses available technology for both
management of responsibilities and as a counseling
tool.

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5-5. Counselor manages time, people and materials well.

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5-6. Counselor arranges flexible schedule to accommodate
meetings with parents/guardians, serve on committees, etc.

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5-7. Counselor modifies performance based upon constructive
feedback.


Minimally/
Standard 6. Leadership and Collaboration
Emerging
Notes:
Notes:
Effective
Effective
Highly
Effective
6-1. Counselor creates a climate of open communication
with students, parents, educational staff, and school
community members.

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6-2. Counselor is respectful and friendly when interacting
with students.
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6-3. Counselor makes self available to all students.

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6-4. Counselor cooperates well with school administration,
teachers, support staff, and school community members.

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6-5. Counselor cooperates with parents in the best interest
of the student.

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6-6. Counselor initiates communication with parents
whenever appropriate.


Notes:
Minimally/
Emerging
Effective
Highly
Effective
6-7. Counselor effectively deals with expressions of conflict
in a constructive manner.

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6-8. Counselor knows how to be discrete in handling
confidential information and in dealing with difficult situations.

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6-9. Counselor acts in a timely manner when advocating for
students as well as promotes equity for all students.

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7-1. Counselor knows and adheres to both district policies
and legal guidelines.
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7-2. Counselor maintains confidentiality when appropriate.

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7-3. Counselor demonstrates respect for the diverse values
of students, school staff, and the community.

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7-4. Counselor promotes cultural diversity and inclusiveness
in both school policy and interpersonal relationships.

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Standard 7. Professional and Ethical Behavior
Notes:
Professional Learning Goals
Goal #1
Standard/Performance Expectation/Student Learning Goal:
Action Steps and Data:
Benchmarks and Data:
Goal Status
Date:
Full Attainment
Considerable Attainment
Partial Attainment
Minimal/No Attainment
Evidence of Attainment:
Write detailed action steps and the
data you will use to determine whether
each benchmark is met. Include PD
plans.
Set benchmarks to check your progress throughout the year (minimum 3). Also include data you will use
to ensure your progress is adequate at each benchmark.
Provide evidence that shows progress or
attainment of the goal:
Action Step 1:
__/__/__
__/__/__
__/__/__
__/__/__
Evidence:
Data:
Data:
Data:
Data:
__/__/__
__/__/__
__/__/__
__/__/__
Data:
Data:
Data:
Data:
Action Step 2:
Setting SMART Goals
(by Doran, Miller and Cunningham)
Example: Between March 15 and May 1, I will be able to run 1 mile nonstop.
S
=
Specific and Strategic
1 mile
M
=
Measurable
miles
A
=
Action Oriented
run
R
=
Rigorous, Realistic, and Results-Focused
running distance
T
=
Timed and Tracked
6 weeks




Evidence:
Professional Learning Activities:
-College Courses and/or State Approved In-Service
-Workshops/Conferences/District Courses/Staff Development
-Service in Professional Activities in an Educational Organization
-Education Research and Innovation
-Other Professional Development Activities
Professional Learning Goals
Goal #2
Standard/Performance Expectation/Student Learning Goal:
Action Steps and Data:
Benchmarks and Data:
Goal Status
Date:
Full Attainment
Considerable Attainment
Partial Attainment
Minimal/No Attainment
Evidence of Attainment:
Write detailed action steps and the
data you will use to determine whether
each benchmark is met. Include PD
plans.
Set benchmarks to check your progress throughout the year (minimum 3). Also include data you will use
to ensure your progress is adequate at each benchmark.
Provide evidence that shows progress or
attainment of the goal:
Action Step 1:
__/__/__
__/__/__
__/__/__
__/__/__
Evidence:
Data:
Data:
Data:
Data:
__/__/__
__/__/__
__/__/__
__/__/__
Data:
Data:
Data:
Data:
Action Step 2:
Setting SMART Goals
(by Doran, Miller and Cunningham)
Example: Between March 15 and May 1, I will be able to run 1 mile nonstop.
S
=
Specific and Strategic
1 mile
M
=
Measurable
miles
A
=
Action Oriented
run
R
=
Rigorous, Realistic, and Results-Focused
running distance
T
=
Timed and Tracked
6 weeks




Evidence:
Professional Learning Activities:
-College Courses and/or State Approved In-Service
-Workshops/Conferences/District Courses/Staff Development
-Service in Professional Activities in an Educational Organization
-Education Research and Innovation
-Other Professional Development Activities