School Counselor Observation Form
Directions: This form is to be used for all school counselors. Observers should use the form to provide
feedback to counselors about the observation.
Counselor’s Name
School
Grade/Topic
The counselor is: Probationary
Observer’s Name
1.
Date and Time Observed
Professional Knowledge
The school counselor demonstrates an understanding of the school curriculum, the counseling program
and the developmental needs of students by providing relevant learning experiences, counseling and
support services.
 Effectively addresses appropriate curriculum
 Demonstrates skills relevant to the subject
standards.
area(s) taught.
 Integrates key content elements and facilitates
 Bases instruction on goals that reflect high
students’ use of higher level thinking skills in
expectations and an understanding of the
instruction.
subject.
 Demonstrates ability to link present content with
 Demonstrates an understanding of the
past and future learning experiences, other subject
intellectual, social, emotional, and physical
areas, and real world experiences and
development of the age group.
applications.
 Communicates clearly and checks for
 Demonstrates an accurate knowledge of the
understanding.
subject matter.
 Uses appropriate counseling techniques in
 Demonstrates ability to establish productive
various settings.
relationships with students, parents and staff
 Demonstrates sufficient knowledge of the
members.
student information system to use it
 Knows how to collect, and process perception
effectively and accurately.
and results data.
Rating
Proficient
Comments:
2. Instructional Planning
The school counselor plans using the ASCA national standards, the Virginia School Counseling Standards
school goals and effective strategies, resources, and data to meet the needs of all students.
 Bases instruction on goals that reflect high
 Uses student learning data to guide planning.
expectations, conceptual understanding of the
 Plans time realistically for pacing, content
subject, the importance of learning, and
mastery, and transitions. (Elementary)
connects to prior student learning.
 Establishes timelines and prioritizes to

Responds to the diverse needs of individuals
effectively provide needed information to
and various groups of students.
students and others.

A
program is designed to meet the needs of
 Plans for differentiated instruction.
the
school.
 Aligns lesson objectives to the ASCA standards,

Develops
appropriate long- and short-range
Virginia School Counseling Standards, the
plans
and
adapts plans when needed.
school’s curriculum, and student learning needs.
Comments:
Rating
Proficient
3. Instructional Delivery
The school counselor effectively engages students in learning, goal setting and personal growth activities
using a variety of strategies to meet individual needs. Because school counseling needs and objectives
vary greatly from elementary to high school, additional goals for elementary counselors are identified
below related to their greater role in classroom instruction.
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The School Counselor at All Levels
Uses a variety of effective instructional strategies and resources.
Uses instructional technology to enhance student learning.
Communicates clearly verbally and in writing and checks for understanding.
Collaborates with specialized teachers (ESL, reading, special education, resource personnel, gifted,
librarians) to respond to diverse learning needs.
Presents school guidance units/goals effectively.
Encourages staff involvement to promote the implementation of the school guidance curriculum.
In collaboration with parents communicates the belief that all students can learn and be contributors,
and helps students establish goals and develop and use planning skills.
Encourages students to reflect on and take increasing responsibility for their own learning.
Differentiates instruction and counseling to meet students’ needs and interests.
Engages students in problem-solving and critical thinking.
Elementary
 Reinforces learning goals consistently throughout the lessons to include:
o Develops readiness for learning.
o Teaches to the objective of the lesson.
o Models/demonstrates skill/concept being taught through a variety of activities.
o Provides guided practice to reinforce learning
o Checks for understanding.
o Provides independent practice activities.
o Summarizes and provides closure to the lesson.
o Solicits comments, questions, examples, and other contributions from students throughout the
lesson.
o Uses questioning strategies effectively
o Provides sufficient wait-time, prompting a learner who has difficulty answering correctly,
redirecting questions.
o Responds positively to student questions and active engagement.
o Implements instructional opportunities in which students are interacting with peers, ideas,
materials, technology, etc.
o Re-teaches material and/or accelerates instruction based on assessment to pace instruction
appropriately for interests and engagement.
Comments:
Rating
Proficient
4. Assessment of and for Student Learning
The school counselor participates and shares in analyzing and using relevant data to measure individual
student and group academic, social and emotional progress and provides timely feedback to faculty,
students and parents throughout the school year.
 Uses pre-assessment data to develop
 Uses assessment tools for both formative and
expectations for students, to differentiate
summative purposes, and uses grading practices
instruction, and to document learning.
that report final mastery in relationship to
content goals and objectives. (Elementary)
 Involves students in setting learning goals and
monitoring their own progress.
 Gives constructive and frequent feedback to
students and parents on students’ learning.
 Uses a variety of assessment strategies and
instruments that are valid and appropriate for
 Uses school data to make decisions regarding
the content and for the student population.
student choice of classes and special programs.
Closing achievement gaps is a goal in such
 Aligns student assessment with established
decision making.
curriculum standards
 Measures results attained from school guidance  Uses data from the counseling program to assist
the school improvement team in making
curriculum and closing the gap activities.
decisions regarding program revisions.
 Works with members of the counseling team
 Analyzes data to ensure every student has
and with the principal to clarify how programs
equity and access to a rigorous academic
are evaluated and how results are shared.
curriculum.
 Accepts responsibility for monitoring student

Demonstrates accurate and appropriate
progress.
interpretation of assessment data and the
 The professional school counselor develops
presentation of relevant, unbiased information.
appropriate interventions for students as
needed and monitors their progress.
Rating
Proficient
Comments:
5. Learning Environment
The school counselor uses resources, routines, and procedures to provide a respectful, positive, safe,
student centered environment that is conducive to learning and personal growth. Because school
counseling needs and objectives vary greatly from elementary to high school, additional goals for
elementary counselors are identified below related to their greater role in classroom instruction.
The School Counselor at All Levels
 Establishes a safe, supportive environment for children in the school counseling office.
 Is readily available to students and has established clear procedures and priorities to respond to student
needs in a timely manner.
 Maintains strict confidentially to records and student information.
 Assumes responsibility for the safety of students under his/her immediate supervision.
 Establishes a climate of trust and teamwork by being fair, caring, respectful, and enthusiastic.
 Promotes cultural sensitivity.
 Respects students’ diversity, including language, culture, race, gender, and special needs.
 Actively listens and pays attention to students’ needs and responses.
 Provides support for other school programs.
Elementary Counselors
Arrange the instructional setting to maximize learning while providing a safe environment.
 Expectations are established early, reflect student input, enforced consistently and fairly and
communicated to students and parents.
 Maximizes instructional time and minimizes disruptions.
Comments:
Rating
Proficient
6. Professionalism
The school counselor maintains a commitment to professional ethics, communicates effectively, and takes
responsibility for and participates in professional growth that results in enhanced student learning and
emotional well being.
Collaboration
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Works in a collegial and collaborative
manner with parents/guardians,
administrators, faculty and staff, and the
community.
Implements an effective referral process with
parents/guardians, administrators, teachers,
and other school personnel.
Participates in school and/or district
committees or other sharing/learning
opportunities
Professional Development
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Incorporates learning from professional
growth opportunities into instructional and
counseling practice.
Sets goals for improvement of knowledge
and skills.
Organizes, engages in, and/or supports
activities within and outside the school
intended to enhance the school and the school
experience for students.
Other
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Maintains a professional demeanor and
appearance.
Is regular in attendance and punctual for
assignments.
Adheres to federal and state laws, school and
division policies, and ethical guidelines.
Demonstrates good judgment in dealing with
challenging situations.
Respects individual, cultural, religious and
racial differences of individuals and groups;
promotes equity and access for all students.
Comments:
7. Student Academic Progress
The work of the school counselor results in acceptable, measurable, and appropriate student progress.
 Sets acceptable, measurable, and appropriate
achievement goals for student learning progress
based on baseline data.
 Provides evidence that achievement goals have
been met, including the state-provided growth
measure when available as well as other multiple
measures of student growth.
 Uses available performance outcome data to
continually document and communicate
student academic progress and develop
interim learning targets.
Comments:
Additional Comments:
Counselor’s Name
Counselor’s Signature
Date
Observer’s Name
Observer’s Signature
Date
Rating
Proficient