New Jersey School Counselor
Evaluation Model
“The Road to Highly Effective”
Pilot Version
New Jersey School Counselor Association, Inc., 2013
New Jersey School Counselor Evaluation Model – DRAFT
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TABLE OF CONTENTS
Dedication
4
Acknowledgements
5
The Conceptual Framework
6
Purpose
8
Organization
9
Standards and Indicators
10
Performance Rubrics
13
Observation/ Evaluation Forms
20

O
bservation/Evaluation Steps

21
S
elf-Assessment

23
P
re-Observation

26
O
bservation

27
P
ost-Observation

28
M
idyear Review

29
S
ummative Evaluation

30
S
ample Weights

36
S
ample Artifacts for Evidence
Appendices: Resources
Appendix A: Frequently Asked Questions
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38
39
2
Appendix B: AchieveNJ: Evaluating Educational Services Staff,
Counselors, and other Specialists
41
Appendix C: Optional Student Growth Objectives
44
Appendix D: Sample Student Growth Objectives
45
Appendix
E
Goal
Setting
……………………………………………………………49
for
Optional
SGOs
Appendix F: SGO Mid-year Report
50
Appendix G: SGO Final Report
51
Appendix H: The Role of the Professional School Counselor
52
Appendix I: Websites
55
References………………………………………………………………………………………………………………………
56
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DEDICATED TO NEW JERSEY COUNSELORS
Professional school counselors work in an educational environment and strive to meet
the personal/social, academic, and career goals of students in their school. School
counselors work tirelessly every day responding to student needs: helping them work
through emotional challenges, providing those at-risk with supportive individual and
group counseling, assisting them in developing future college and career goals, and
coordinating services to students.
Counselors are the unsung heroes in schools, dedicating their professional lives to
improve schools by adapting to an ever-changing environment. The work of all school
counselors is applauded and recognized, and the New Jersey School Counselor
Association (NJSCA) hopes this evaluation model will contribute to further improving the
school counseling profession in New Jersey, an ongoing process begun by NJSCA in the
first School Counseling Initiative.
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ACKNOWLEDGEMENTS
The New Jersey School Counselor Association acknowledges those individuals, organizations,
and models used in the research and development of the New Jersey School Counselor
Evaluation Model.
New Jersey School Counselor Association Counselor Evaluation Writing Committee:
Dr. Jane Webber, Counselor Educator, Kean University
Dr. J. Barry Mascari, Counselor Educator, Kean University
.
Jim Lukach, Executive Director, New Jersey School Counselor Association, Inc.
Timothy Conway, Director of Counseling Services, Lakeland Regional High School
Dr. Nathan Grosshandler, Director of Counseling Services, Hazlet Public Schools
The New Jersey School Counselor Association acknowledges the collaborative role of the New
Jersey Department of Education liaisons:
Timothy Matheney, Director of the Office of Evaluation, NJDOE
Carl Blanchard, Specialist in the Office of Evaluation, NJDOE
The New Jersey School Counselor Association acknowledges the assistance of the New Jersey
Principals and Supervisors Association liaisons:
David Nash, Esq., Director of Legal One
Patricia Wright, Executive Director, New Jersey Principals and Supervisors Association
The New Jersey School Counselor Association also acknowledges those organizations whose
models were used as resources in building this model for NJSCA:
 American School Counselor Association. ASCA National Model: A Framework for
School Counseling Programs. Third edition,
 Missouri Department of Elementary and Secondary Education. Performance Base
School Counselor Evaluation.
 National Board of Professional Teaching Standards. NBPTS School Counseling
Standards.
 New Jersey School Counselor Association, Inc. New Jersey School Counseling
Initiative: A Framework for Developing Your Comprehensive School Counseling
Program. Second Edition.
 North Carolina State Board of Education.
 North Carolina School Counselor Evaluation Process.
 Rhode Island Board of Education. Support Professionals Evaluation Model.
 Stronge & Associates Educational Consultants, LLC. Stronge Teacher Effectiveness
Performance Evaluation System.
 The Danielson Group. The Danielson Framework for Teaching.
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THE CONCEPTUAL FRAMEWORK: A BRIEF HISTORY
As the school counseling profession continues to evolve nationally and in New Jersey, confusion
remains about the role of School Counselors (American School Counselor Association, ASCA,
1996; House & Hayes, 2002) and the tasks they are asked to perform from district to district and
even from school to school. The New Jersey Administrative Code (6A:9-13.8) defined the role of
the School Counselor:
The school counselor endorsement authorizes the holder to perform school counseling
services such as study and assessment of individual pupils with respect to their status,
abilities, interest and needs; counseling with administrators, teachers, students, and
parents regarding personal, social, educational, and vocational plans and programs; and
developing cooperative relationships with community agencies in assisting children and
families.
The New Jersey School Counseling Initiative
The New Jersey School Counseling Initiative (NJSCI) began as a grass roots initiative in the 1980s,
responding to the professional development needs of School Counselors in the state. Faced with
shrinking time for counseling, increased case loads, and non-counseling duties, School
Counselors sought new program models and multifaceted interventions for the changing
student population. Prior to the first release of the ASCA National Model, the New Jersey School
Counselor Association (NJSCA) created the ASCA-recognized Charting the 21st Century: A
Developmental School Counseling Model for New Jersey (Webber, Mascari, & Lukach, 1991).
NJSCA released a second edition entitled, The New Jersey School Counseling Initiative: A
Framework for Developing Your Comprehensive School Counseling Program (herein NJ
Frameworks, Mascari, Webber, Seymour, & Lukach, 2005) that can be downloaded from the
NJSCA website at www.njsca.org. Through professional development workshops conducted
throughout the state, state-funded grant projects (i.e., NJSCI, The New Jersey Student Support
Services Planning and Development Initiative, and Systemic Reform of School Guidance and
Counseling), School Counselors and pilot school teams continued the momentum toward
building comprehensive school counseling programs.
The ASCA National Model
In 2003, The ASCA National Model: A Framework for School Counseling Programs (herein the
ASCA National Model), was developed with the third edition released in June 2012bringing
common language and concepts to the school counseling profession nationally. According to the
ASCA National Model (ASCA, 2012b),
School counselors focus their skills, time and energy on direct and indirect services to
students. To achieve maximum program effectiveness, the American School Counselor
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Association recommends a school counselor to student ratio of 1:250 and that school
counselors spend 80 percent or more of their time in direct and indirect services to
students. School counselors participate as members of the educational team and use
the skills of leadership, advocacy and collaboration to promote systemic change as
appropriate. (p. 3)
The New Jersey School Counselor Evaluation Model
As the school counseling profession in New Jersey transitions to aligning practices and programs
with the national and state standards movement, new direction is needed in School Counselor
performance evaluation. Teacher evaluation models and rubrics have previously been used to
evaluate School Counselors in New Jersey. In response to the NJ Achieve initiative requiring
standards-based performance evaluations of school professionals, the New Jersey School
Counselor Evaluation Model (NJSCEM) was created to provide best practices including rubrics
specifically for School Counselors.
The development of the NJSCEM provides a set of standards and expectations in evaluating New
Jersey School Counselors based on their roles and responsibilities that will enable them to do
more school counseling in order to serve more students (ASCA, 2012b). In addition to the
administrative and evaluative supervision for school personnel, School Counselors should
receive counseling supervision to assist in the application of their specialized training and skills.
Research has demonstrated that non-evaluative, developmental supervision leads to better
performance and reduces burnout (Webber, 2004).
In 2013, the NJSCA Writing Committee composed of School Counselors and counselor
educators solicited input and feedback from a sampling of School Counselors across the state in
developing and refining the pilot model in order to be ready to implement a School Counselor
Evaluation Model for New Jersey school counselors.
The New Jersey School Counselor Evaluation Model (NJSCEM) adds an important component to
the NJ Frameworks. NJSCEM is a collaborative effort with the New Jersey Department of
Education and the New Jersey School Counselor Association that promotes the goals of the New
Jersey School Counseling Initiative and provides a performance evaluation process for School
Counselors focusing solely on their role and responsibilities. The use of this model is not
required by the New Jersey Department of Education (NJDOE). However, the NJDOE recognizes
the high quality of this instrument and supports districts that choose to adopt it for their
counseling professionals.
NJSCEM Pilot School Program
The next phase of this initiative will begin in Fall 2013. The New Jersey School Counselor
Association will introduce the model at its Fall Conference in October 2013. Schools can consider
adopting the model and the observation/evaluation forms (available in the Appendices) to be
used as needed in their districts. Schools volunteering to field-test the model and forms will
receive training and technical assistance. Their feedback will be used to improve the model
during the pilot phase. Schools are encouraged to volunteer to pilot the New Jersey School
Counseling Evaluation Model.
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Former NJSCA President Lynn Seymour emphasized the importance of School Counselors
advocating and collaborating in this process: “There is no person better positioned to assess the
needs of a school, a program, or a student than the school counselor who is instrumental in the
management and delivery of comprehensive, developmental school counseling” (Mascari,
Webber, Seymour, & Lukach, 2006, p. vi).
PURPOSE
The purpose of the New Jersey School Counselor Association Evaluation Model (NJSCEM) is to
assess the school counselor’s performance using national and state best practices. This model
was developed for use by School Counselors and the directors, supervisors, assistant principals,
principals, and superintendents who supervise School Counselors and are responsible for their
performance appraisals.
The principal or designee (hereafter “evaluator”) will lead the evaluation process in which the
School Counselor actively participates through his/her observations, self-assessment, reflection,
counseling supervision, presentation of artifacts, individual and group counseling, consultation,
and optional student growth objectives (SGOs). This evaluation model is intended to support
self-reflection and professional growth that will lead to the implementation of a highly effective
School Counseling program by School Counselors. The purpose is also to provide an evaluation
model for School Counselors in New Jersey that is consistent across the state and to promote
the professionalization of School Counseling.
The rubric used for evaluating school counselors is based on best practices in the profession
including The ASCA National Model, the NJ Frameworks, and the evaluation models of other
states, in particular, North Carolina, Rhode Island, and West Virginia. This evaluation instrument
and its accompanying processes and materials are designed to:




provide a comprehensive set of standards and expectations for school counselors,
use a common language across all districts that is fair and equitable,
enhance professional development and practice, and
implement a flexible and fair system for school counselors being evaluated.
Even though the New Jersey Department of Education (NJDOE) requires all teachers to set
Student Growth Objectives (SGOs) in 2013-14, it does not require them for School Counselors
and other educational specialists in 2013-2014. The NJDOE is giving districts the flexibility to
adopt SGOs for all their staff. This allows districts to make plans that suit their particular needs
and capabilities. School Counselors who have engaged in the process of using SGOs in the pilot
year will be in a good position to write SGOs should they become part of their evaluation in the
future. The New Jersey School Counselor Association Evaluation Model (NJSCEM) provides tools
in the Resources section for School Counselors to begin the process of using SGOs as an option.
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ORGANIZATION
Standard: The performance standards highlight the major roles and functions performed by the
School Counselor. Standards may vary in individual schools and districts in order to meet the
needs of students.
Indicators: The indicators provide examples of specific observable behavior and practices
demonstrating how the School Counselor performs the roles and functions of the standard.
Indicators are not limited to these examples.
Artifacts: The artifacts are some examples of practices and results the School Counselor might
include as evidence of meeting a standard. The School Counselor will select artifacts relevant to
his or her performance, and artifacts are not limited to these examples.
Performance Rubric: The rubric is a qualitative summary of practices and competencies that
determine the degree to which the School Counselor has met the standard.
Performance Level: New Jersey School Counselor performance will be rated on the four
performance levels described in the rubric and defined by the New Jersey Department of
Education:




Highly Effective
Effective
Partially Effective
Ineffective
4
3
2
1
Weights of Evaluation Standards: The recommended New Jersey School Counselor
performance evaluation weight for each Standard is:

Implementation, and Evaluation



Program Planning
7.5%
Program Delivery: Direct Services 80.0%
Leadership and Advocacy
7.5%
Professionalism and Growth 5.0%
Performance Score: This score is calculated by multiplying the level of performance (e.g. rubric)
by the weight of the Standard.
Student Growth Objective: A Student Growth Objective (SGO) is a goal informed by data that
contributes to student learning and development set by a School Counselor for a specific group
or subgroup of students. SGOs are not required for the 2013-2014 school year.
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SMART Goals: A SMART goal is a student goal that is specific, measurable, attainable, resultsoriented, and time-bound.
STANDARDS AND INDICATORS
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Standard 1: Program Planning, Implementation, and Evaluation
The school counselor collaboratively plans, implements, and evaluates a comprehensive
and developmentally appropriate school counseling program.
Indicators:
1
2
3
4
5
6
Collaborates to facilitate a comprehensive and developmentally appropriate school
counseling program that meets the needs of all students.
Reviews the school counseling program and goals with the school administrator and
stakeholders.
Shares the school counseling program calendar with students, parents/guardians,
administrators, and other stakeholders.
Uses a variety of data to develop and evaluate activities, lessons, and action plans based
on student needs.
Conducts an annual assessment to determine program implementation and
effectiveness and to modify services as needed.
Monitors and assesses student academic progress, attendance, behavior, development,
and safety to inform and improve the school counseling program.
Standard 2: Program Delivery
The school counselor uses the majority of time to provide direct services that promote
optimal student development.
Indicators
1
2
3
4
5
Develops trusting, caring relationships with students that promote their personal/social,
career, and academic development.
Provides individual counseling, group counseling, and crisis intervention using evidencebased practices.
Conducts activities that assist students in developing educational goals and career plans.
Delivers the counseling curriculum through structured activities and lessons to provide
all students with the knowledge, attitudes, and skills appropriate for their
developmental level.
Communicates and consults with parents/guardians, teachers, administrators, and
community organizations to identify resources and make referrals.
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Standard 3: Leadership and Advocacy
The school counselor advocates for a safe, supportive, and inclusive school where all
students can learn.
Indicators
1
2
3
4
needs.
Collaborates with stakeholders to foster a positive school climate that respects and
values the diversity of all members of the school community.
Provides culturally responsive school counseling activities that promote student learning
and achievement.
Advocates for policies and programs that promote equity, access, and inclusion for all
students regardless of race, religion, sexual orientation, country of origin, ethnicity,
language, ability, or socioeconomic status.
Promotes prevention and intervention programs and activities that address student
Standard 4: Professionalism and Growth
The school counselor improves his/her knowledge, skills, and practices and advances the
school counseling profession.
Indicators
1
2
3
4
5
6
Acts ethically and professionally with all students and stakeholders.
Seeks ongoing relevant professional development.
Actively reflects on professional practice and supervision feedback.
Identifies and applies new ideas that improve the school and enhance the academic,
career, and personal/social development of all students.
Promotes the professionalism of school counselors.
Communicates and collaborates with all stakeholders.
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PERFORMANCE RUBRICS
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Standard 1: Program Planning, Implementation, and Evaluation
The school counselor collaboratively plans, implements, and evaluates a comprehensive and
developmentally appropriate school counseling program.
Indicators:
1 Collaborates to facilitate a comprehensive and developmentally appropriate school counseling
program that meets the needs of all students.
2 Reviews the school counseling program and goals with the school administrator and
stakeholders.
3 Shares the school counseling program calendar with students, parents/guardians, administrators,
and other stakeholders.
4 Uses a variety of data to develop and evaluate activities, lessons, and action plans based on
student needs.
5 Conducts an annual assessment to determine program implementation and effectiveness and to
modify services as needed.
6 Monitors and assesses students’ academic progress, attendance, behavior, development, and
safety to inform and improve the school counseling program.
Highly Effective
Effective
Partially Effective
Ineffective
Leads efforts to
consistently facilitate,
plan, monitor, evaluate,
and modify components,
activities, and services of
the comprehensive school
counseling program.
Consistently facilitates the
planning, monitoring, and
evaluating—on an annual
basis-- and modifying
components, activities,
and services of the
comprehensive school
counseling program.
Inconsistently facilitates,
plans, evaluates, and
modifies components,
activities, and services of
the comprehensive school
counseling program.
Does not facilitate, plan,
evaluate, and modify
components, activities,
and services of the
comprehensive school
counseling program.
Regularly analyzes a
variety of data to assess
student needs and
evaluates outcomes.
Analyzes a variety of data
to assess student needs
and evaluates outcomes.
Sometimes analyzes a
variety of data to assess
student needs and
evaluates outcomes.
Does not analyze data to
asses student needs and
evaluates outcomes.
Leads the counseling
department and
collaborates consistently
with the supervisor and
stakeholders in the
development and
evaluation of program
goals and action plans.
Collaborates with the
counseling department
and supervisor and
stakeholders in the
development and
evaluation of program
goals and action plans.
Inconsistently collaborates
with the counseling
department and
supervisor in the
development and
evaluation of program
goals and action plans.
Does not collaborate with
the counseling
department and
supervisor in the
development and
evaluation of program
goals and action plans.
Standard 1 – Sample Artifacts
● Action Plan
● Assessments/audits
● Calendars
● Committee meeting minutes and reports
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●
●
●
●
●
●
●
●
●
Comprehensive school counseling program
Counseling curriculum
Data and survey results
Handbooks and school forms
Lesson plans aligned with standards
Logs
Plans
Program audit
Technology integration
Standard 2: Program Delivery
The school counselor uses the majority of time to provide direct services that promote optimal student
development.
Indicators
1 Develops trusting, caring relationships with students that promote their personal/social, career,
and academic development.
2 Provides individual counseling, group counseling, and crisis intervention using evidence-based
practices.
3 Conducts activities that assist students in developing educational goals and career plans.
4 Delivers the counseling curriculum through structured activities and lessons to provide all
students with the knowledge, attitudes, and skills appropriate for their developmental level.
5 Communicates and consults with parents/guardians, teachers, counselors, administrators, and
community organizations to identify resources and make referrals.
Highly Effective
Effective
Partially Effective
Ineffective
Consistently models high
quality evidence-based
practices delivering direct
student services for the
personal/social, career, and
academic development of all
students.
Consistently delivers
evidence-based direct
student services for the
personal/social, career,
and academic
development of all
students.
Inconsistently delivers
direct student services for
the personal/social,
career, and academic
development of all
students.
No evidence of delivering
direct student services for
the personal/social,
career, and academic
development of all
students.
Consistently models high
quality evidence-based
practices delivering
responsive services using
individual counseling, group
counseling, crisis
intervention, individual
planning, and classroom
lessons in the counseling
curriculum.
Serves as a role model and
mentor to school counselors
Consistently delivers
evidence-based
responsive services using
individual counseling,
group counseling, crisis
intervention, individual
planning, and classroom
lessons in the counseling
curriculum.
Inconsistently delivers
some responsive services
using individual
counseling, group
counseling, crisis
intervention, individual
planning, and classroom
lessons in the counseling
curriculum.
No evidence of the
delivery of responsive
services using individual
counseling, group
counseling, crisis
intervention, individual
planning, and classroom
lessons in the counseling
curriculum.
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and stakeholders.
Consistently models high
quality evidence-based
practices that enhance
consultations with
parents/guardians, teachers,
counselors, administrators,
and community
organizations to identify
resources and referrals, as
needed.
Consistently consults with
parents/guardians,
teachers, counselors,
administrators, and
community organizations
to identify resources and
referrals, as needed.
Inconsistently consults
with parents/guardians,
teachers, counselors,
administrators, and
community organizations
to identify resources and
referrals, as needed.
No evidence of
consultation with
parents/guardians,
teachers, counselors,
administrators, and
community organizations
to identify resources and
referrals, as needed.
Standard 2 – Sample Artifacts
● Action Plans
● Calendar
● Committee minutes and reports
● Counseling Curriculum
● Data results
● Documents
● Lesson plans
● Logs
● Observations
● Student Personal Profiles
● Satisfaction surveys
● School Crisis Plan
● Technology integration
Standard 3: Leadership and Advocacy
The school counselor advocates for a safe, supportive, and inclusive school where all students can learn.
Indicators
1 Collaborates with stakeholders to foster a positive school climate that respects and values the
diversity of all members of the school community.
2 Provides culturally responsive school counseling activities that promote student learning and
achievement.
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3
4
Advocates for policies and programs that promote equity, access, and inclusion for all students
regardless of race, religion, sexual orientation, country of origin, ethnicity, language, ability, or
socioeconomic status.
Promotes prevention and intervention programs and activities that address student needs.
Highly Effective
Effective
Partially Effective
Not Effective
Is a role model who
consistently leads
collaborative efforts with
stakeholders to foster a
school climate that
respects and values the
diversity of all members of
the school community.
Consistently collaborates
with stakeholders to
foster a school climate
that respects and values
the diversity of all
members of the school
community.
Sometimes collaborates
with stakeholders to
foster a school climate
that respects and values
the diversity of all
members of the school
community.
No evidence of
collaboration with
stakeholders to foster a
school climate that
respects and values the
diversity of all members of
the school community.
Leads in the development
of policies and programs
that promote equity,
access, and inclusion for
all students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Consistently develops
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
No evidence of developing
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Leads counselors and
stakeholders in providing
culturally responsive
school counseling
activities that promote
student learning and
achievement,
Consistently provides
culturally responsive
school counseling
activities that promote
student learning and
achievement.
Sometimes participates in
the development of
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Sometimes provides
culturally responsive
school counseling
activities that promote
student learning and
achievement.
No evidence of providing
culturally responsive
school counseling
activities that promote
student learning and
achievement.
Standard 3 – Sample Artifacts
●
●
●
●
●
●
●
●
Committee minutes and reports
Calendars
Cultural programs and activities
Data and survey results
Handbooks
Newsletters
Policies and procedures
School climate reports
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●
●
●
School profile
Self-assessment/reflection
Website, listservs, blogs
Standard 4: Professionalism and Growth
The school counselor improves his/her knowledge, skills, and practices and advances the school
counseling profession.
Indicators
1 Acts ethically and professionally with all students and stakeholders.
2 Seeks ongoing relevant professional development.
3 Actively reflects on professional practice and supervision feedback.
4 Identifies and applies new ideas that improve the school and enhance the academic, career and
personal/social development of all students.
5 Promotes the professionalism of school counselors.
6 Communicates and collaborates effectively with all stakeholders.
Highly Effective
Effective
Partially Effective
Ineffective
Consistently seeks and
contributes to the
professional development
of other school
counselors.
Consistently reflects on
professional practice and
applies supervision
feedback.
Consistently seeks
counselor professional
development.
Actively reflects on
professional practice
consistently seeks
supervision.
Seeks some counselor
professional development.
Sometimes reflects on
practice. Seeks and uses
supervision sometimes.
Little or no evidence of
counselor professional
development. Little or no
evidence of reflective
practice or seeking and
using supervision.
Always acts ethically and
professionally with all
stakeholders and consults
on ethical and
professional matters with
counselors and
colleagues.
Consistently acts ethically
and professionally with
stakeholders. Seeks
consultation with
counselors on ethical
issues.
Acts ethically and
professionally with
stakeholders.
Little or no evidence of
ethical and professional
practice with
stakeholders.
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Is a role model for other
counselors for how to
communicate and
collaborate effectively
with all stakeholders.
Consistently
communicates and
collaborates effectively
with stakeholders.
Inconsistently
communicates and
collaborates with some
stakeholders
Little or no evidence of
effective communication
and collaboration with
stakeholders.
Leads and serves as a role
model for counselors in
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Consistently demonstrates
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Demonstrates some
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Does not demonstrate
effort to improve the
school, the program, and
the professionalism of
school counselors.
Standard 4 – Sample Artifacts
 Awards and recognition
 Best practices contributions
 Ethical and legal standards and regulations
 Logs
● Professional association membership and involvement
● Mentoring
● Observations
● Professional development participation/presentations
● Publications
● Reflections
● School service
● Self-assessment
● Volunteer service
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OBSERVATION/EVALUATION FORMS
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OBSERVATION AND EVALUATION STEPS
School districts may use the following forms as needed. Schools can adopt these forms such as the School
Counselor Observation form without adopting SGOs, and they are encouraged to use forms to implement
and enhance their School Counselor Evaluation process.
1. SCHOOL COUNSELOR SELF ASSESSMENT
To begin the School Counselor Self Assessment, the School Counselor reviews the performance rubrics
and sample artifacts for each Standard, checking the boxes on the School Counselor Self Assessment form
that reflect his or her level of performance for each Standard. While the list of artifacts is extensive, only
those artifacts that support the performance level are selected. Artifacts that are not listed can be added.
The School Counselor Self Assessment should be completed early in the fall in order to meet with the
principal or evaluator by November 15.
2. OBSERVATIONS
Non-tenured School Counselors will have three observations using the pre-observation,
observation, and post-observation forms. However, for School Counselors, with their varied work
and responsibilities, the New Jersey Department of Education allows flexibility in ways evaluators
collect evidence for School Counselor practice such as:
 individual counseling
 group counseling
 consultation (e.g., teachers, administrators, parents/guardians, community providers)
 advisement (e.g., schedules, college applications)
 collaboration
 classroom counseling curriculum lessons
 psychoeducational sessions (e.g., social skills, anger management)
 participation in the Intervention & Referral Services processes
 leadership and training (e.g., peer helpers, peer mediators)
 assessment
 crisis intervention
SCHOOL COUNSELOR PRE-OBSERVATION
The School Counselor completes the Pre-Observation form and shares it with the Observer prior
to the Pre-Observation conference where the School Counselor and Observer discuss the
upcoming Observation.
SCHOOL COUNSELOR OBSERVATION
The Observer uses this form to document evidence during an observation. Observations should
capture evidence through a range of activities performed by the School Counselor as part of his
or her duties. Depending on the length and goal of the observation, the Observer may not
witness evidence for each standard. The School Counselor will receive a copy of the Observation
form.
Examples of three observations might include the following:
 individual counseling or small group counseling session (with appropriate
confidentiality)
New Jersey School Counselor Evaluation Model – DRAFT
21


counseling curriculum classroom lesson, assembly, or special event (e.g., college fair,
career day)
advisement session or meeting (e.g. student academic or career planning session;
parent-student- teacher meeting, I&RS meeting )
SCHOOL COUNSELOR POST-OBSERVATION
The School Counselor completes the Post-Observation Form and shares it with the Evaluator
before or during the post-observation conference.
3. SCHOOL COUNSELOR MIDYEAR REVIEW
The School Counselor meets with the Principal or Evaluator by January 15 to review progress and sign the
Midyear Review form. The School Counselor continues the individualized professional development plan
and completes remaining observations prior to the Summative Evaluation meeting.
4. SCHOOL COUNSELOR SUMMATIVE EVALUATION
The School Counselor meets with the Principal or Evaluator by June 15 to review progress for the year and
to complete the School Counselor Summative Evaluation form. This is a collaborative process with the
Principal or Evaluator. School Counselors are evaluated on their responsibilities and what they do, such as
direct services and activities. Standards and indicators may be adjusted to address what School
Counselors do in their school and the level of implementation of their school’s adopted counseling
program.
New Jersey School Counselor Evaluation Model – DRAFT
22
SCHOOL COUNSELOR SELF ASSESSMENT
Directions: Review the performance rubrics and sample artifacts for each standard that reflect your roles and responsibilities. Check
the boxes on the School Counselor Self Assessment form that reflect your level of performance. Count the checked boxes for each
standard. Select the artifacts that will provide evidence for your level of performance. Artifacts may be added. Complete the Self
Assessment by October 21 or within 3 weeks after a pilot training session. Meet with your principal or evaluator by November 15 or
within 5 weeks of a pilot training session to review the Self Assessment.
School Counselor’s Name__________________School(s)_______________
Highly Effective 4
1
Effective 3
Partially Effective 2
Standard
Evidence
Not Effective
4
3
2
1
1 Program Planning, Implementation, and Evaluation
Indicators
1. Collaborates to facilitate a comprehensive and
developmentally appropriate school counseling
program that meets the needs of all students.
2. Reviews the school counseling program and goals
with the school administrator and stakeholders.
3. Shares the school counseling program calendar
with students, parents/guardians, administrators, and
other stakeholders.
4. Uses a variety of data to develop and evaluate
activities, lessons, and action plans based on student
needs.
5. Conducts an annual assessment to determine
program implementation and effectiveness and to
modify services as needed.
6. Monitors and assesses students’ academic
progress, attendance, behavior, development, and
safety to inform and improve the school counseling
program.
2 Program Delivery
The school counselor uses the majority of time to
provide direct services that promote optimal student
development.
Indicators
1. Develops trusting, caring relationships with
New Jersey School Counselor Evaluation Model – DRAFT
23
students that promote their personal/social, career,
and academic development.
2. Provides individual counseling, group counseling,
and crisis intervention using evidence-based
practices.
3. Conducts activities that assist students in
developing educational goals and career plans.
4. Delivers the counseling curriculum through
structured activities and lessons to provide all
students with the knowledge, attitudes, and skills
appropriate for their developmental level.
5. Communicates and consults with
parents/guardians, teachers, counselors,
administrators, and community organizations to
identify resources and make referrals.
3 Leadership and Advocacy
The school counselor advocates for a safe, supportive,
and inclusive school where all students can learn.
Indicators
1. Collaborates with stakeholders to foster a positive
school climate that respects and values the diversity
of all members of the school community.
2. Provides culturally responsive school counseling
activities that promote student learning and
achievement.
3. Advocates for policies and programs that promote
equity, access, and inclusion for all students
regardless of race, religion, sexual orientation,
country of origin, ethnicity, language, ability, or
socioeconomic status.
4. Promotes prevention and intervention programs
and activities that address student needs.
4 Professionalism and Growth
The school counselor improves his/her knowledge,
skills, and practices and advances the school
counseling profession.
Indicators
1. Acts ethically and professionally with all students
and stakeholders.
2. Seeks ongoing relevant professional development.
New Jersey School Counselor Evaluation Model – DRAFT
24
3. Actively reflects on professional practice and
supervision feedback.
4. Identifies and applies new ideas that improve the
school and enhance the academic, career, and
personal/social development of all students.
5. Promotes the professionalism of school counselors.
6. Communicates and collaborates effectively with all
stakeholders.
Comments/Plan:
School Counselor
Date
Evaluator/Principal
Date
New Jersey School Counselor Evaluation Model – DRAFT
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SCHOOL COUNSELOR PRE-OBSERVATION
Directions: Complete this Pre-Observation form and share it with your observer prior to discussing your responses at the preobservation conference.
School Counselor
School
Grade
Level
Date _____/______/______
Standards Observed:
1
2
3
4
1. Briefly describe the session, the participant(s), and the goal(s).
2. How will you conduct the session?
What materials and/or technology will be used?
3. How will you engage the participant(s)?
4. What difficulties or concerns do you anticipate in the session? How will you address these
concerns?
5. Should the observer be aware of any special circumstances?
6. Do you want the observer to provide feedback on any specific elements?
7. How will you assess the success of your goals?
*If more space is needed, please add additional pages.
New Jersey School Counselor Evaluation Model – DRAFT
26
SCHOOL COUNSELOR OBSERVATION
Directions: The Observer uses this form to document evidence during an observation. Depending on the length and objectives of the
observation, the Observer may not witness evidence for each standard.
School Counselor’s Name
Activity
Observer’s Name
Standards Observed:
Date of Observation
1
2
3
4
Observation (Use additional sheets as needed)
□ Scheduled
□ Non-tenured
□ Unscheduled
□ Tenured
School Counselor’s Signature
Date
Observer’s Signature
Date
The School Counselor receives a copy of the Observation form.
New Jersey School Counselor Evaluation Model – DRAFT
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SCHOOL COUNSELOR POST-OBSERVATION
Directions: Complete the Post-Observation Form and share it with your Observer before or during the post-observation conference.
School Counselor
School
Grade
Observer
Date _____/______/______
Standards Observed:
1
2
3
4
1. What feedback did you receive from the participant(s) indicating that they achieved
understanding and that the goal(s) were met for this session?
2. Considering your plan, what were the strengths of the session?
3. What did you do to engage the participant(s)? Did it work? How do you know?
4. Did the participant(s) have difficulties? Did you have any concerns with the session? How
were the concerns addressed?
5. If special circumstances were identified, how did they impact the session?
6. If you had the opportunity again with the same participant(s), what would you do differently
if anything?
New Jersey School Counselor Evaluation Model – DRAFT
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SCHOOL COUNSELOR MIDYEAR REVIEW
Directions: Meet with your Principal or Evaluator by January 15. Use your School Counselor Self Assessment, Observations,
artifacts, and other evidence to prepare for this review.
□ Non-tenured □ Tenured
School Counselor’s Name
Evaluator’s Name
Time
Date
Highly Effective 4
Effective 3
Partially Effective 2
Not Effective
1
Standard
4
3
2
1
1 Program Planning, Implementation, and Evaluation
Comments:
2 Program Delivery
Comments:
3 Leadership and Advocacy
Comments:
4 Professionalism and Growth
Comments:
Recommendations
__________________________________
School Counselor’s Signature
Evaluator’s Signature
Date
______________________
Date
The School Counselor receives a copy of the Observation form.
New Jersey School Counselor Evaluation Model – DRAFT
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SCHOOL COUNSELOR SUMMATIVE EVALUATION
Directions: Meet with your Principal or Evaluator by June 15 to review your progress for the year and to complete this form. Use
your School Counselor Assessment, Midyear Review, Observations, artifacts and other evidence to prepare for the summative
evaluation meeting.
□ Non-tenured □ Tenured
School Counselor’s Name
Evaluator’s Name
Date
Time
Standard 1: Program Planning, Implementation, and Evaluation
The school counselor collaboratively plans, implements, evaluates, and improves the comprehensive and
developmentally appropriate school counseling program.
Indicators:
1 Collaborates to facilitate a comprehensive, and developmentally appropriate school counseling
program that meets the needs of all students.
2 Reviews the school counseling program and goals with the school administrator and
stakeholders.
3 Shares the school counseling program calendar with students, parents/guardians, administrators,
and other stakeholders.
4 Uses a variety of data to develop and evaluate activities, lessons, and action plans based on
student needs.
5 Conducts an annual assessment to determine program implementation and effectiveness and to
modify services as needed.
6 Monitors and assesses students’ academic progress, attendance, behavior, development, and
safety to inform and improve the school counseling program.
Highly Effective
Effective
Partially Effective
Leads efforts to
consistently facilitate,
plan, monitor, evaluate,
and modify
components, activities,
and services of the
comprehensive school
counseling program
Consistently facilitates,
the planning,
monitoring, evaluating,
and modifying
components, activities,
and services of the
comprehensive school
counseling program
Inconsistently
facilitates, plans,
evaluates and modifies
components, activities,
and services of the
comprehensive school
counseling program
Does not facilitate, plan,
evaluate and modify
components, activities,
and services of the
comprehensive school
counseling program
Regularly analyzes a
variety of data to assess
and evaluate student
needs and outcomes
Analyzes a variety of
data to assess and
evaluate student needs
and outcomes.
Sometimes analyzes a
variety of data to assess
and evaluate student
needs and outcomes.
Does not analyze data
to assess and evaluate
student needs and
outcomes.
New Jersey School Counselor Evaluation Model – DRAFT
Not Effective
30
Leads and models
collaboration with the
counseling department
and supervisor in the
development and
annual evaluation of
program goals and
action plans.
Consistently
collaborates with the
counseling department
and supervisor in the
development and
annual evaluation of
program goals and
action plans.
Inconsistently
collaborates with the
counseling department
and supervisor in the
development and
annual evaluation of
program goals and
action plans.
Does not collaborate
with the counseling
department and
supervisor in the
development and
annual evaluation of
program goals and
action plans.
Evidence:
RATING:
Standard 2: Program Delivery
The school counselor uses the majority of time to provide direct services that promote optimal student
development.
Indicators
1 Develops trusting and caring relationships with students that promote their personal/social,
career, and academic development.
2 Provides individual counseling, group counseling, and crisis intervention using evidence-based
practices.
3 Conducts activities that assist students in developing educational goals and career plans.
4 Delivers the counseling curriculum through structured activities and lessons that provide all
students with the knowledge, attitudes, and skills appropriate for their developmental level.
5 Communicates and consults with parents/guardians, teachers, counselors, administrators, and
community organizations to identify resources and make referrals.
Highly Effective
Effective
Partially Effective
Ineffective
Consistently models high
quality evidence-based
practices delivering direct
student services for the
personal/social, career,
and academic
development of all
students.
Consistently delivers
evidence-based direct
student services for the
personal/social, career,
and academic
development of all
students.
Inconsistently delivers
direct student services
for the personal/social,
career, and academic
development of all
students.
No evidence of
delivering direct student
services for the
personal/social, career,
and academic
development of all
students.
Consistently models high
quality evidence-based
practices delivering
responsive services using
Consistently delivers
evidence-based
responsive services
using individual
Inconsistently delivers
some responsive
services using individual
counseling, and group
No evidence of the
delivery of responsive
services using individual
counseling, and group
New Jersey School Counselor Evaluation Model – DRAFT
31
individual counseling,
group counseling, crisis
intervention, individual
planning, and classroom
lessons in the counseling
curriculum.
Serves as a role model and
mentor to school
counselors and
stakeholders.
counseling, group
counseling, crisis
intervention, individual
planning, and classroom
lessons in the
counseling curriculum.
counseling, crisis
intervention, individual
planning, and classroom
lessons in the
counseling
curriculum.
counseling, crisis
intervention, individual
planning, and classroom
lessons in the
counseling curriculum.
Consistently models high
quality evidence-based
practices that enhance
consultations with
parents/guardians,
teachers, counselors,
administrators, and
community organizations
to identify resources and
referrals, as needed.
Consistently consults
with parents/guardians,
teachers, counselors,
administrators, and
community
organizations to identify
resources and referrals,
as needed.
Inconsistently consults
with parents/guardians,
teachers, counselors,
administrators, and
community
organizations to identify
resources and referrals,
as needed.
No evidence of
consultation with
parents/guardians,
teachers, counselors,
administrators, and
community
organizations to identify
resources and referrals,
as needed.
Evidence:
RATING:
Standard 3: Leadership and Advocacy
The school counselor advocates for a safe, supportive, and inclusive school where all students can learn.
Indicators
1 Collaborates with stakeholders to foster a positive school climate that respects and values the
diversity of all members of the school community.
2 Provides culturally responsive school counseling activities that promote student learning and
achievement.
3 Advocates for policies and programs that promote equity, access, and inclusion for all students
regardless of race, religion, sexual orientation, country of origin, ethnicity, language, ability, or
socioeconomic status.
4 Promotes prevention and intervention programs and activities that address student needs.
New Jersey School Counselor Evaluation Model – DRAFT
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Highly Effective
Effective
Partially Effective
Not Effective
Is a role model who
consistently leads
collaborative efforts with
stakeholders to foster a
school climate that
respects and values the
diversity of all members of
the school community.
Consistently collaborates
with stakeholders to
foster a school climate
that respects and values
the diversity of all
members of the school
community.
Sometimes collaborates
with stakeholders to
foster a school climate
that respects and values
the diversity of all
members of the school
community.
No evidence of
collaboration with
stakeholders to foster a
school climate that
respects and values the
diversity of all members of
the school community.
Leads in the development
of policies and programs
that promote equity,
access, and inclusion for
all students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Consistently develops
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
No evidence of developing
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Leads counselors and
stakeholders in providing
culturally responsive
school counseling
activities that promote
student learning and
achievement.
Consistently provides
culturally responsive
school counseling
activities that promote
student learning and
achievement.
Sometimes participates in
the development of
policies and programs that
promote equity, access,
and inclusion for all
students regardless of
race, religion, sexual
orientation, country of
origin, ethnicity, language,
ability, or socioeconomic
status.
Sometimes provides
culturally responsive
school counseling
activities that promote
student learning and
achievement.
No evidence of providing
culturally responsive
school counseling
activities that promote
student learning and
achievement.
Evidence:
RATING:
Standard 4: Professionalism and Growth
The school counselor improves his/her knowledge, skills, and practices and advances the school
counseling profession.
Indicators
1 Acts ethically and professionally with all students and stakeholders.
2 Seeks ongoing relevant professional development.
3 Actively reflects on his/her professional practice and supervision feedback.
4 Identifies and applies new ideas that improve the school and enhance the academic, career, and
personal/social development of all students.
5 Promotes the professionalism of school counselors.
New Jersey School Counselor Evaluation Model – DRAFT
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6
Communicates and collaborates effectively with stakeholders.
Highly Effective
Effective
Partially Effective
Ineffective
Consistently seeks and
contributes to the
professional development
of other school
counselors.
Consistently reflects on
professional practice and
applies supervision
feedback.
Consistently seeks
counselor professional
development.
Actively reflects on
professional practice
consistently seeks
supervision.
Seeks some counselor
professional development.
Sometimes reflects on
practice. Seeks and uses
supervision sometimes.
Little or no evidence of
counselor professional
development. Little or no
evidence of reflective
practice or seeking and
using supervision.
Always acts ethically and
professionally with all
stakeholders and consults
on ethical and
professional matters with
counselors and
colleagues.
Consistently acts ethically
and professionally with
stakeholders. Seeks
consultation with
counselors on ethical
issues.
Acts ethically and
professionally with
stakeholders.
Little or no evidence of
ethical and professional
practice with
stakeholders.
Is a role model for other
counselors for how to
communicate and
collaborate effectively
with all stakeholders.
Consistently
communicates and
collaborates effectively
with stakeholders.
Inconsistently
communicates and
collaborates with some
stakeholders.
Little or no evidence of
effective communication
and collaboration with
stakeholders.
Leads and serves as a role
model for counselors in
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Consistently demonstrates
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Demonstrates some
collaborative efforts to
improve the school, the
program, and the
professionalism of school
counselors.
Does not demonstrate
effort to improve the
school, the program, and
the professionalism of
school counselors.
Evidence:
RATING:
New Jersey School Counselor Evaluation Model – DRAFT
34
Standard
Rating
1-4
Weight
1 Program Planning, Implementation, and Evaluation
.075
2 Program Delivery
.800
3 Leadership and Advocacy
.075
4 Professionalism and Growth
.050
Sum of the Weighted Scores
1.0
School Counselor’s Signature
Evaluator’s Signature
Total
.
______________________
Date
______________________
Date
The School Counselor receives a copy of this form.
New Jersey School Counselor Evaluation Model – DRAFT
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SAMPLE SUMMATIVE EVALUATION WEIGHTS WITH EFFECTIVE RATINGS
The chart below shows each standard with the assigned weight and a sample Effective rating of
3. To determine the total weighted score, multiply each rating by the weight and add the totals.
Standard
Rating
Weight
Total
1 Program Planning, Implementation, and Evaluation
3
.075
.225
2 Program Delivery
3
.800
2.400
3 Leadership and Advocacy
3
.075
.225
4 Professionalism and Growth
3
.050
.150
1.0
3.0
Sum of the Weighted Scores
_
New Jersey School Counselor Evaluation Model – DRAFT
36
ARTIFACTS
The School Counselor will select artifacts that provide evidence for his or her performance.
Suggested examples of artifacts are listed below. Artifacts reflect the varied needs and practices
of schools, and additional relevant evidence may be added.






























Awards and recognition
Best practices
Calendars: daily, weekly, monthly, and annual
Committee meeting minutes and reports (e.g., Advisory Council, counseling department,
Intervention and Referral Services, administrator/principal meeting, Small Learning Community,
Student Assistance Programs)
Comprehensive School Counseling Plan
Counseling Curriculum
Data and survey results and analysis: needs assessments, pre-and post-test, program audit,
evaluation report, graduation report, postsecondary report
Diversity and cultural programs and activities
Ethical and legal standards/regulations (e.g., ASCA Ethical Standards for School Counselors, ACA
Code of Ethics, Americans With Disabilities Act (ADA), Family Education Rights and Privacy Act
(FERPA), Individuals With Disabilities Education Act (IDEA), New Jersey Anti Bullying Bill of Rights
Act)
Handbooks/school forms (e.g. student handbook, parent handbook, course selection booklet,
graduation program, school profile)
Lesson plans aligned with ASCA Standards, NJ Frameworks, NJCC, CCSS, and 21 st Century CTE
Standards
Logs
Membership and involvement in professional organizations
Mentoring
Observations
Participation: volunteer service, school activities, community activities
Plans: Action Plans, Student Personal Learning Plan, and Response to Treatment.
Plan, Intervention and Referral Services plan; action, counseling curriculum, and group plans
Policies and procedures
Professional development documentation of participation
Professional development delivered
Publications
Results Report: closing the gap, counseling curriculum results, small group
School climate reports
School Crisis Plan
Self Assessment
Reflections
SPARC report card
Student Growth Objectives Planning form, mid year progress report, final report
Technology integration e.g. graphs, charts, website links, etc.
Program/school website, listserv, blog
New Jersey School Counselor Evaluation Model – DRAFT
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New Jersey School Counselor Evaluation Model – DRAFT
38
RESOURCES
New Jersey School Counselor Evaluation Model – DRAFT
39
APPENDIX A
FREQUENTLY ASKED QUESTIONS
1. What are the benefits of adopting the New Jersey School Counselor Evaluation Model?
a. The Model was created by school counselors for school counselors and adopted by the
New Jersey School Counselor Association. The use of this model is not required by the
New Jersey Department of Education (NJDOE). However, the NJDOE recognizes the high
quality of this instrument and supports districts that choose to adopt it for their
counseling professionals.
b. School counselors are evaluated using clear, counselor-focused standards, indicators,
and rubrics rather than those designed specifically for teachers.
c. Professional development can be planned to address the individual school counselor’s
professional growth, recognizing that the needs within the state and communities vary
widely.
d. Common language used in the standards promotes school counselor professionalism
across schools and districts.
e. The model provides the opportunity to incorporate Student Growth Objectives to
prepare for future NJDOE requirements.
2. Are Student Growth Objectives (SGOs) required for school counselor performance
evaluations?
The NJDOE does not require SGOs for school counselors and other educational specialists at
this time. However, because it considers the SGO process to have great value in improving
educator practice, it supports districts that choose to have all professionals set SGOs.
3. Which students should be included in an SGO?
SGOs should be designed to include a school counselor’s caseload or a specific group of
students with whom the school counselor works.
4. I am new to the SGO process. How can I learn how to use them?
Although SGOs are not currently required for school counselor evaluations, school
counselors can begin to learn about SGOs and set realistic and manageable goals. This
process helps school counselors document what they are doing and shows the growth or
change in students. See the NJPSA (www.njpsa.org) website for a presentation on SGOs for
Educational Specialists and look for upcoming NJSCA workshops (www.njsca.org). The NJSCA
is collaborating with the New Jersey Principals and Supervisors Association (NJPSA) to
conduct professional development sessions on the process.
5. What are the benefits of implementing SGOs?
Research shows that high quality SGOs can be an effective measure of educator
performance. However, research also shows that SGO quality improves over several years.
Specialists who have engaged in the SGO process this year will not only have another
measure of their performance, but will be better prepared to write an SGO if they are
required by the state in the future.
New Jersey School Counselor Evaluation Model – DRAFT
40
In addition, having all staff members in the district engaged in the process of SGO training
and writing adds to the richness of the professional discussions that will occur around
teaching, learning and educational support.
Lastly, the SGO process has great value outside of evaluation; setting SMART goals is
something from which all educators can benefit and has been shown to improve both
teacher and student performance
6. I have never been observed in person and the anticipation of being observed concerns me.
The TEACHNJ Act requires three observations for non-tenured school counselors.
Observations are a valuable experience that can identify strengths and needs by a certified
supervisor or administrator. Observations are essential to the evaluation process and
provide a way for school counselors to demonstrate their growth. Most graduate school
counseling programs and all CACREP accredited programs require video/ audio recorded or
live sessions for supervision. The observer is obligated to maintain confidentiality in
instances where students and parents/guardians share personal information except where
legally mandated to report.
7. I am the only school counselor in two schools, and I have a very large caseload. I cannot
deliver services to all students. How will I be evaluated?
The school counselor evaluation is based on what the individual school counselor does in
his/her school setting, and standards are selected with the supervisor. If optional SGOs are
used in the district, the goals will be developed by the school counselor with his or her
supervisor. Goals should be developed collaboratively based on what school counselors can
reasonably achieve considering their limitations (e.g., lack of materials, multiple buildings).
8. I work in a very diverse district with student needs that are hard to meet. How will this
affect my evaluation?
According to AchieveNJ, in reviewing evaluation policy options for educational services staff,
counselors, and other specialists, the Department considered that “roles such as these have
varied job descriptions in districts across the state, which makes it difficult to create
common evaluation practice instruments. Such differences in responsibilities might even
require different components in evaluation frameworks.”
A school district may identify additional indicators in addressing the needs of students and
school counselors during the pilot process (See NJSCEM Pilot School Program, p. 7).
Feedback from school districts is encouraged in order to improve the pilot model.
9. My school does not have an approved school counseling program. How can I be evaluated
on the standards that mention a “program”?
School counselors are evaluated on their responsibilities and what they do, such as direct
services and activities. This is a collaborative process with their supervisors, and standards
and indicators must be adjusted to address what counselors do in their school and the level
of implementation of their school’s adopted counseling program.
New Jersey School Counselor Evaluation Model – DRAFT
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APPENDIX B
_
_
_
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APPENDIX C
Optional Student Growth Objectives (SGOs)
The New Jersey Department of Education (NJDOE) does not require SGOs for school counselors
and other educational specialists at this time. However, the NJDOE supports districts that
choose to have educational specialists such as counselors set SGOs. The summative evaluation
with student growth objectives combines measures of both School Counselor performance and
the achievement of student growth objectives that are aligned with the roles and
responsibilities of school counselors.
Research shows that high quality SGOs can be an effective measure of educator performance.
However, research also shows that SGO quality improves over several years. Specialists who
have engaged in the SGO process this year will not only have another measure of their
performance, but will be better prepared to write an SGO if they are required by the state in the
future.
In addition, having all staff members in the district engaged in the process of SGO training and
writing adds to the richness of the professional discussions that will occur around teaching,
learning and educational support.
Lastly, the SGO process has great value outside of evaluation; setting SMART goals is something
from which all educators can benefit and has been shown to improve both teacher and student
performance
The following provides suggested procedures for School Counselors in developing and
evaluating Student Growth Objectives that contribute to student learning and development in
districts that have chosen to have all educational services staff, counselors, and other specialists
use SGOs.
1. Review school data to identify student needs and develop two Student Growth Objectives
(SGOs) that are aligned with the School Counselor standards based on School Counselor roles
and responsibilities in the school.
2. Select or develop an appropriate assessment to measure the success of each SGO.
3. Meet with the Principal/Supervisor to collaboratively refine and to approve SGOs by
November 15.
4. Track progress toward goals and adjust interventions, where necessary.
6. Meet with the Principal/Supervisor to adjust SGOs, if needed by February 15.
7. Meet with the Principal/Supervisor to review the success of the SGOs as part of multiple
measures used in the Summative Evaluation process by June 15.
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APPENDIX D
SAMPLE STUDENT GROWTH OBJECTIVES
The New Jersey Department of Education (NJDOE) does not require SGOs for school counselors
and other educational specialists at this time. However, the NJDOE supports districts that
choose to have educational specialists such as counselors set SGOs. This process helps School
Counselors document what they are doing and show the growth or change in students. SGOs
should be designed to address a School Counselor’s caseload or a specific group of students with
whom the school counselor works. School Counselors can begin to learn about SGOs and to set
realistic and manageable goals.
Sample Elementary School SGOs
Third grade students in the counselor’s assigned caseload with less than 75% attendance in the
first semester will increase attendance by 10% at the end of the second semester.
Strategies
o Individual student conference
o Telephone consultation with parent/guardian
o Request for assistance from I&RS
o Small group counseling sessions with students having attendance issue
o Weekly attendance log signed by parent/guardian and returned
o Teachers’ reward system to reinforce student attendance
Measures
o Weekly attendance reports
o Semester summary attendance reports
o Teachers’ summary on reward system impact on attendance

Forty percent of the second grade students in the counselor’s assigned caseload will
receive a commendation certificate for respectful classroom behavior.
Strategies
o Individual student conference
o Classroom guidance lesson on respect with student demonstration of target behavior
o Small group psychoeducational sessions for students not demonstrating respectful
behavior
o Teachers’ weekly acknowledgment of respectful behavior
Measures
o Number of students receiving commendation certificates
o Baseline chart for incidents of respectful behavior
o Interim chart for incidents of respectful behavior
o Summary chart for incidents of respectful behavior
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
Eighty percent of all fourth grade students in the counselor’s assigned caseload will
identify the bully, bullied, and bystander in bullying scenarios.
Strategies
o Classroom guidance lesson to help students identify the bully, bullied, and bystander in
bullying scenarios
Measures
o Counselor generated pre-survey in which students identify the bully, bullied, and
bystander in bullying scenarios
o Counselor generated post-survey in which students identify the bully, bullied, and
bystander in bullying scenarios
Sample Middle School SGOs

The number of sixth grade students in the counselor’s assigned caseload reported for
incidents of bullying in the previous semester will be reduced by 15% in the targeted
semester.
Strategies
o Class assembly to increase students’ awareness of behavioral expectations and bullying
o Small group psychoeducational sessions with identified students to address life skills
and social/emotional skills
o Individual counseling sessions
o Parent/guardian conference
o Parent/guardian materials for review with the student
Measures
o Counselor generated pre-survey in which students identify their attitudes related to
bullying
o Counselor generated post-survey in which students identify their attitudes related to
bullying
o Baseline report showing students reported for incidents of bullying
o Final report showing students reported for incidents of bullying
o Comparison chart showing students Baseline and Final data

Eighth grade students in the counselor’s assigned caseload with eight or more
unexcused absences in the first semester will reduce the number of absences by 20% in
the second semester.
Strategies
o Individual student conference
o Weekly telephone call to parent/guardian
o Parent/guardian conference
o Request for assistance from I&RS
o Small group counseling sessions with students having attendance issue
o Weekly attendance log signed by parent/guardian and returned
o Teachers to provide a reward system to reinforce attendance
o Assign high school student mentor
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Measures
o Weekly attendance reports
o Semester summary attendance reports
o Teacher summary on reward system impact on attendance
o Comparison of identified students’ unexcused absences in first and second semester.

Eighty percent of eighth grade advisees in the counselor’s assigned caseload will submit
a completed student career plan.
Strategies
o Grade level assembly on career planning
o Small group career advisement sessions
o Individual career advisement sessions
o Students complete a formal interest inventory (e.g., Self-Directed Search, True Colors)
o Parent/guardian materials sent home to be reviewed with the student
Measures
o Final report showing the percentage of students submitting a completed career plan
o Comparison chart showing students Baseline (# students completing a career plan the
previous year) and Final data ((# students completing a career plan the this year)
Sample High School SGOs

The number of ninth grade students in the counselor’s assigned caseload failing 2 or
more classes in the first semester will be reduced by 20% in the second semester.
Strategies
o Small group psychoeducational sessions with identified students
o Individual counseling sessions
o Parent/guardian conference
o Parent and teacher sign weekly progress report
o Teacher biweekly progress report of student’s grade and homework
o Weekly peer tutoring or study skills sessions
o Pre and post study skills survey
Measures
o Baseline report showing the number of students failing 2 or more classes in the first
semester
o Final report showing the number of students failing 2 or more classes in the second
semester
o Comparison chart showing individual student progress in grades between the two
semesters

Ninety percent of eleventh grade students in the counselor’s assigned caseload will
complete their twelfth grade schedule plans.
Strategies
o Grade-wide assembly
o Small group advisement sessions
o Individual advisement sessions
o Student and counselor review their career and academic testing results
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o
Parent/guardian materials sent home to be reviewed with the student
Measures
o Final report showing the percentage of students having completed their twelfth grade
schedule plans
o Comparison report of the previous and current years showing the percentage of
students having completed their twelfth grade schedule plans
o Comparison report of the percentage of students having completed their eleventh grade
schedule plans
o Template for correctly completed schedule plan

The number of tenth grade students in the counselor’s assigned caseload having more
than one in-school suspension in the fall semester will decrease by 50% in the spring
semester.
Strategies
o Small group psychoeducational sessions with identified students
o Individual counseling sessions
o Parent/guardian conference
o Parent/guardian materials to be reviewed with the student
o Teacher biweekly progress report
Measures
o Pre-survey identifying school rules and consequences
o Post-survey identifying school rules and consequences
o Baseline report showing the number of students assigned in-school suspension
o Final report showing the number of students assigned in-school suspension
o Comparison chart showing individual students’ fall and spring in-school suspension data
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APPENDIX E
GOAL SETTING FORM FOR OPTIONAL SGOs
Directions: Review school data to identify student needs and develop two SGOs that are aligned with the
School Counselor standards based on his or her roles and responsibilities. Select or develop an
appropriate assessment to measure the success of each SGO. Meet with the Principal/Supervisor to
collaboratively refine and approve SGOs by November 15.
__________________________________
School Counselor
School
Grade(s)
Goal 1:
Standards Addressed
1
2
3
Indicators Addressed
1.
4
2
3
4
Goal 2:
Standards Addressed
Indicators Addressed
1
2
3
1
4
2
3
4
School Counselor’s Signature
Date
Evaluator’s Signature
Date
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The School Counselor receives a copy of this form.
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APPENDIX F
OPTIONAL SGO MIDYEAR REVIEW
Directions: Meet with your Principal or Evaluator by February 15 to discuss progress toward goals and to
adjust SGOs and interventions as needed.
School Counselor
___________________________
School
Goal 1:
Progress/Evidence:
Modifications Needed:
Goal 2:
Progress/Evidence:
Modifications Needed:
School Counselor’s Signature
Date
Evaluator’s Signature
Date
The School Counselor receives a copy of this form.
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APPENDIX G
OPTIONAL SGO FINAL REVIEW
DIRECTIONS: Meet with your Principal or Evaluator by June 15 to review results.
_________________________________
School Counselor
School
Goal 1
Exceptional
Attainment
Full Attainment
Partial Attainment
Exceeds measures of
student progress based
upon the Student Growth
Objectives
Meets measures of
student progress based
upon the Student Growth
Objectives
Meets some measures of
student progress based
upon the Student Growth
Objectives
Exceptional
Attainment
Full Attainment
Partial Attainment
Exceeds measures of
student progress based
upon the Student Growth
Objectives
Meets measures of
student progress based
upon the Student Growth
Objectives
Meets some measures of
student progress based
upon the Student Growth
Objectives
Inadequate
Attainment
No measure of student
progress based upon the
Student Growth
Objectives
Goal 2
Inadequate
No measure of student
progress based upon the
Student Growth
Objectives
COMMENTS:
School Counselor’s Signature
Date
Evaluator’s Signature
Date
The School Counselor receives a copy of this form .
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APPENDIX H
THE ROLE OF THE PROFESSIONAL SCHOOL COUNSELOR
Professional school counselors are certified/licensed counselors with a minimum of a master’s
degree in counseling, making them uniquely qualified to address all students’ academic,
personal/social, and career development needs by designing, implementing, evaluating and
enhancing a comprehensive school counseling program that promotes and enhances student
success. Professional school counselors are employed in elementary, middle/junior high, and
high schools; in district supervisory positions; and counselor education positions.
Professional school counselors serve a vital role in maximizing student success (Lapan, Gysbers,
& Kayson, 2007; Stone & Dahir, 2006). Through leadership, advocacy and collaboration,
professional school counselors promote equity and access to rigorous educational experiences
for all students. Professional school counselors support a safe learning environment and work to
safeguard the human rights of all members of the school community (Sandhu, 2000) and
address the needs of all students through culturally relevant prevention and intervention
programs that are a part of a comprehensive school counseling program (Lee, 2001). The
American School Counselor Association recommends a school-counselor-to-student ratio of
1:250.
The Professional School Counselor’s Role
Professional school counselors have a minimum of a master’s degree in school counseling, meet
the state certification/licensure standards, and abide by the laws of the states in which they are
employed. They uphold the ethical and professional standards of ASCA and other applicable
professional counseling associations, and promote the development of the school counseling
program based on the following areas of the ASCA National Model: foundation, delivery,
management, and accountability.
Foundation
Professional school counselors identify a philosophy based on school counseling theory and
research/evidence-based practice that recognizes the need for all students to benefit from the
school counseling program. Professional school counselors act on these philosophies to guide
the development, implementation, and evaluation of a culturally relevant and comprehensive
school counseling program. Professional school counselors create a mission statement
supporting the school’s mission and collaborate with other individuals and organizations to
promote all students’ academic, career, and personal/social development.
Delivery
Professional school counselors provide culturally competent services to students,
parents/guardians, school staff, and the community in the following areas:
• School Counseling Curriculum – This curriculum consists of structured lessons designed
to help students achieve the desired competencies and to provide all students with the
knowledge and skills appropriate for their developmental level. The school counseling
curriculum is delivered throughout the school's overall curriculum and is systematically
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•
•








•
presented by professional school counselors in collaboration with other professional
educators in K-12 classroom and group activities.
Individual Student Planning – Professional school counselors coordinate ongoing
systemic activities designed to help students establish personal goals and develop future
plans.
Responsive Services – Responsive services consist of prevention and/or intervention
activities to meet students’ immediate and future needs. These needs can be
necessitated by events and conditions in students’ lives and the school climate and
culture, and may require any of the following:
individual counseling
group counseling
consultation with parents, teachers, and other professionals
referrals to other school support services or community resources
peer helping
psychoeducation
intervention and advocacy at the systemic level
Professional school counselors develop confidential relationships with students to help
them resolve and/or cope with problems and developmental concerns.
System Support – System support consists of management activities establishing,
maintaining, and enhancing the total school counseling program. These activities
include professional development, consultation, collaboration, supervision, program
management, and operations. Professional school counselors are committed to
continual personal and professional development and are proactively involved in
professional organizations promoting school counseling at the local, state, and national
levels.
Management
Professional school counselors incorporate organizational processes and tools that are concrete,
clearly delineated, and reflective of the school’s needs. Processes and tools include:
 agreements developed with and approved by administrators for each school year
addressing how the school counseling program is organized and what goals will be
accomplished;
 advisory councils including: students, parents/guardians, teachers, counselors,
administrators and community members to review school counseling program goals and
results and to make recommendations;
 the use of student data to effect systemic change within the school system so every
student receives the benefit of the school counseling program;
 action plans for prevention and intervention services defining the desired student
competencies and achievement results;
 allotment of the professional school counselor's time in direct service with students as
recommended in the ASCA National Model;
 the use of annual and weekly calendars to keep students, parents/guardians, teachers,
administrators, and community stakeholders informed and to encourage active
participation in the school counseling program.
Accountability
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Professional school counselors develop and implement data/needs-driven, standards-based and
research-supported programs, and engage in continuous program evaluation activities. They
also create results reports that demonstrate immediate, intermediate, and long-range
effectiveness of comprehensive school counseling programs. Professional school counselors
analyze outcome data to guide future action and improve future results for all students. The
performance of the professional school counselor is evaluated using an instrument based on the
School Counselor Performance Standards found in the ASCA National Model and the ASCA
School Counselor Competencies. These standards of practice are expected of professional
school counselors when implementing a school counseling program.
Summary
Professional school counselors are certified/licensed counselors with the minimum of a master’s
degree in counseling and are uniquely qualified to address the developmental needs of all
students through a comprehensive school counseling program addressing the academic, career,
and personal/social development of all students.
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APPENDIX I
WEBSITES
www.achieve.org Implementing the common core standards: The role of the school counselor
www.wh.gov/now-is-the-time Now is the Time: The President’s plan to protect our children and
our communities by reducing gun violence
www.cescal.org The Center for Excellence in School Counseling and
Leadership (CESCaL)
http://advocacy.collegeboard.org/college-preparation-access/national-office-school-counseloradvocacy-nosca National Office of School Counselor Advocacy (NOSCA); The College Board
www.schoolcounselor.org American School Counselor Association (ASCA)
www.edtrust.org The Education Trust
www.umass.edu/schoolcounseling The Center for School Counseling Outcome Research
www.njsca.org New Jersey School Counselor Association (NJSCA)
http://www.nbpts.org/sites/default/files/documents/certificates/nbpts-certificate-ecya-scstandards.pdf The National Board of Professional Teaching Standards for School Counselors
(NBPTS)
http://www.state.nj.us/education/cccs/ NJCCS http://www.nj.gov/education/aps/cccs/
www.corestandards.org/Common Core Standards
http://www.p21.org/overview/skills-framework/351 21st Century Standards
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