School Counselor Evaluation Rubric
Evaluating with Fidelity
Overview of the Evaluation Process and the
School Counselor Evaluation Rubric
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
Overview of School Counselor
Evaluation
Annual Evaluation Process
Evaluation Ratings
Professional Standards
Uniqueness
Resources
NCEES Wikispace
Student Support Services
Pages
17-19
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
Observable Activities
• Sample Activities Evaluators may use to
Observe School Counselors
New Question
How are students different as a result of
the school counseling program?
NCDPI School Counselor Job
Description
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
Major Functions
Duties & 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
School Counselor
Job Description
Think Tank Time
• Review the Job Description
• Discuss a few “aha’s” with a colleague
21st Century School Counselor
Leadership
Advocacy
Collaboration
Implements a data driven, comprehensive,
developmental school counseling program to
promote systemic change.
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
Framework for NC School Counseling
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
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
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 
Example from a School District:
Comprehensive School Counseling Plan & Agreement
Think Tank Group Activity
• Think Tank Groups
• Key items in this Standard from each of
the Elements
• What are you doing now that fits?
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
Guidance Essential Standards Crosswalk
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
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
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?)
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
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)
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?
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
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
Framework for NC School Counseling
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
Uniqueness
• Observations
• School Counseling Code of Ethics
• Use Action Plans
New Legislation: G.S. §115C-316.1
“Duties of School Counselors”
• http://www.ncleg.net/Sessions/2013/Bills/
Senate/PDF/S402v7.pdf
• “SC shall implement a comprehensive
developmental school counseling
program in their schools. Counselors
shall spend at least 80% of work time in
direct student services…”
School Counselor
Job Description
• New legislation reinforces job description
– 80% of work time in direct support services
to students
– 20% in program support/management
including “fair share” duties
– local LEAs will develop a plan to transition
test coordinator duties
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