School Counselor Evaluation Rubric
Evaluating with Fidelity
Standard I: Leadership, Advocacy & Collaboration
NCDPI Webinar Series 10/2/13
Presenters
Linda Brannan,
Educational Consultant
K-12 Student Support Services
linda.brannan@dpi.nc.gov
Rebecca Atkins
School Counselor
Orange County Schools, NC
rebecca.atkins@orange.k12.nc.us
www.cpescounselor.weebly.com
School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
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
School Counselor Evaluation
Users’ Guide
Users’ Guide is found on the NCEES Student
Support Services Wikispace
http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
School Counselor Evaluation
User’s Guide
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
21st Century School Counselor
Leadership
Advocacy
Collaboration
Implements a data driven, comprehensive,
developmental school counseling program to
promote systemic change.
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
Key descriptors in the Elements of
Standard 1
• Leadership
• Data-driven decision making
• Advocacy
• Collaboration
• High ethical standards
Leadership… Advocacy…
Collaboration… Data…
• Start where you are, just don’t stay there!
• What are you already doing in these areas?
• Use the evaluation rubric to assess where
you are currently.
Leadership
• The School Counselor’s role in leadership is
to look for patterns in the school and
implement strategies to increase emotional,
behavioral, and academic excellence.
What that looks like
– Collaboration with staff
– Professional Development within the school,
district, state
– SST process (you don’t have to be the
coordinator to lead!)
– Special programs within the school
How to support Leadership
• Through the National Model!
– Annual Agreement
– Closing the Gap plans and results reports
• SIP planning activities/documents
• PLC notes – especially for grade
level/subject area PLCs
Cameron Park Closing the Gap Action Plan
Year:
th
2013-2014
th
Target Group: 4 and 5 Grade Students with 15 or more absences in the 2012-2013 school year.
Data that drove this decision: High Number of absences school wide.
Intended
Effects on
Academics,
Behaviors or
Attendance
ASCA
Domain/
Standard and
Student
Competency
80% of
students will
have 9 or fewer
absences in
the 2013-2014
school year.
A:A3 Achieve
School Success
A:B2 Plan to
Achieve Goals
A:C1 Relate
School to Life
Experiences
PS:C1 Acquire
Personal Safety
Skills
Counselor
Atkins
Principal Signature
Date
Type of Activity to be Delivered in What
Manner?
Resources
Needed
Projected
Number of
Students
Impacted
(Process
data)
Small group intervention using research-based
Resiliency Program. 8 sessions for all students.
Space/time
17
Evaluation
Method How
will you
measure
results?
(Perception
and results
data)
Perception:
Parent/Guardian
Resiliency
Survey
Results:
Decrease in
absences
Prepared By
Project
start/
Project end
SeptemberDecember
Advocacy
• When looking for patterns in the school, we
may see areas of improvement.
• We advocate for:
– Students
– Families
– A comprehensive counseling program
What that looks like
• Working with staff to:
– Decrease number of retentions
– Increase enrollment of under-represented
populations in AIG or AP courses
• Working with principal to:
– Allow more direct service in the counselor’s
schedule
How to Support Advocacy
• Through the National Model!
– Annual Agreement
– Closing the Gap plans and results reports
– Advisory Council
– Share data with all stakeholders
Collaboration
• School counselors affect change by
collaborating with stakeholders.
• Almost nothing we do would work in a
vacuum!
What that looks like
• Visibility!
• Attendance in PLCs, Parent Book Club
• Collaboration through Professional
Development
• Co-teaching with a common core foundation
How to Support Collaboration
• Through the National Model
– Curriculum Action Plans & Results
– Annual Agreement
• PLC/Professional Development minutes or
notes
Using Data to Drive Decisions
• What data is available to you?
• What data is a focus within your school?
– How can you affect change within this area?
• What patterns do you see within your
school’s data
• National Model Tool: School Data Profile
School Counseling Plan & Annual
Agreement Form
School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
School
Counseling
Evaluation
http://schoolcounseling.ncdpi.wikispaces.net/School+Counselor+
Evaluation+Instrument
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
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 content
areas where there
are initial natural
alignments (CTE,
Healthful Living,
Soc. Studies)
Where
are we
going?
• Develop a
comprehensive
program plan and
include in the annual
agreement
• Review all information
with your administrator
• Analyze Outcome
Results, Program Data
& Publicize Results
(20%) to Stakeholders
• Reflect & Assess
Growth
• Determine future PGP
needs
How do
we close
the gap?
Where
are we
now?
Program Planning
•
Collaborate to assure other
curriculum areas understand the
Guidance Essential Standards
•
Work with teachers through
PLC’s/PLT’s
•
Include Delivery (Direct and Indirect )
Services to Students (80%)
•
Align with SIP goals of the school
& district
Questions?
Linda Brannan linda.brannan@dpi.nc.gov
Rebecca Atkins rebecca.atkins@orange.k12.nc.us