PROFESSIONAL
SCHOOL COUNSELORS’
TEM FRAMEWORK
AND RUBRIC 4.0
School Counseling Managers
TEM 4.0
Today, We will…..
Review the evaluation process and
TEM 4.0 model for School Counselor
evaluations
Look for ways to show evidence with
this rubric
SCHOOL COUNSELING
PROGRAMS
 Based on the Tennessee State Model and
National Standards from the American School
Counselor Association (ASCA).
www.tn.gov/education/health_safety/docs/tncomschcons
mdl.pdf
http://www.ascanationalmodel.org/
SCHOOL COUNSELING
PROGRAM
* Four Components of Counseling Services
• Academic Development/Supportive Classroom
• Personal/Social and Emotional Development
• Career and College Readiness
• Professional Development and Leadership
Development
TEM COUNSELING STANDARDS AND
RUBRIC
The TEM Counseling Rubric. . .
• creates
a common language that defines
excellence in counseling.
• provides guidance in designing and implementing
quality counseling support in each school for all
students.
• ensures an alignment of resources, priorities,
and counseling supports.
Keep in mind that the rubric. . .
• considers
•
the School Counselor an impactful
force in achievement.
defines the actions of effective counseling (both
affective and academic).
OVERVIEW OF THE RUBRIC
•
Has 5 standards with indicators for each
standard.
•
Is meant to “paint a picture” of a counselor’s
practice. It is not meant to be a check list.
•
Is easiest to process if you start with Level 3 Meets Expectations.
•
Attempts to strike the delicate balance between
objectivity and subjectivity.
•
Contains notes vs. footnotes.
THE OBSERVATION PROCESS
 Self-Assessment
 Pre-Conference
 Observation
 Self-Score
 Post Conference
 Professionalismongoing
 Summative
• All announced.
• Data driven programs
with evaluations of
services.
• The number and type of
observations you
receive is based on the
Counselor’s “track.”
EVALUATIONS-OBSERVATIONS
The “Observation” has 2parts:
 L i v e Vi e w i n g o f a C o u n s e l i n g
Activity
I n d i v i d u a l o r S m a l l G ro u p S e s s i o n ,
C l a s s ro o m G u i d a n c e L e s s o n , P D
P re s e n t a t i o n , M e e t i n g
 Portfolio of Artifacts for each
Standard -Notebook, box, etc.
**3 minimum per standard, per
observation-consider one per bullet
for a “5” rating, unless it may
overlap.
**Por tfolio should reflect ef fective
School Counseling Practices &
Ser vices organized by each standard
•
•
•
•
•
•
•
•
Observations are all blended, meaning that each
observation entails a review of artifacts and an actual
(live) observation.
An actual observation of a standard chosen by the
observer or the educator if the observer chooses.
All observations are all announced.
Submit a minimum 3 artifacts for each standard per
observation
You must submit new artifacts for each observation.
Artifacts may overlap (when appropriate) to cover 2 or
more standards, and the educator must note where
artifacts for multiple standards apply.
Artifacts can be related to artifacts previously submitted
but cannot be the exact artifacts resubmitted.
Maintain all artifacts in the portfolio after each
observation to show consistency of practice.
Principals may: Solicit support from Counseling
Managers for observations after the first observation.
ARTIFACTS
•
3-5 artifacts per STANDARD
is required per observation.
You must submit ne w
artifacts for e ach obse rvat ion.
• Artifacts may ove rlap (whe n
appropriate ) to cove r 2 or
more standar ds, and the
educator must note whe re
artifacts for multiple
standards apply.
• Maintain all artifacts in the
portfolio afte r e ach
obse rvatio n to show
consiste ncy of practice .
• Artifacts can be no more than
1 ye ar old.
•
Artifacts Example s: Data,
Program Audits, Surve ys
Use current, “live”
artifact samples with
dates.
TEM 4.0 PROFESSIONAL SCHOOL
COUNSELING STANDARDS
 Standard 1: Planning and Evaluation of a Data
Driven Counseling Program
 Standard 2: Delivery of Services for Guidance
Curriculum, Individual Planning,
and Responsive Counseling
 Standard 3: Establishes Positive and
Purposeful Student and Family
Relationships
 Standard 4: Leadership and Communication
 Standard 5: Student Progress Monitoring
EVALUATION
STANDARD 1
Planning and Evaluation of a Data -Driven Counseling
Program
3
Me e t i n g E x p e c t a t i o n s
4/5
Above Expectations/ Significantly
Above Expectations
T h e f o l l o wi n g b e s t d e s c r i b e s wh a t is
observed:
 Counselor regularly uses accurate,
timely, and detailed data from
multiple data sources to plan,
execute, and evaluate, a counseling
program that aligns with the
American School Counseling
Association Standards.
 Goals and objectives are consistent
with state and local program
requirements, stakeholder needs,
and take into account all program
components.
 Counselor uses feedback from
stakeholders to monitor and adjust
the counseling program and
services.
F o r L e v e l 4 , al l e v id e n c e at L e v e l 3 is
p r e s e n t , as we l l as o n e o f th e
f o l l o wi n g :
F o r L e v e l 5 , al l e v id e n c e at L e v e l 3 is
p r e s e n t , as we l l as a l l o f th e
f o l l o wi n g :
 Counselor consistently uses
feedback and/or evaluations from
stakeholders to monitor and adjust
the counseling program and
services.
 Counselor conducts an annual
comprehensive evaluation of the
programs and services delivered
throughout the year and shows
plans to adjust services based on
this evaluation.
WHAT ARE SOME EXAMPLES OF
DATA?
 Survey data
 Interest Inventories (Kudar, TCIDS)
 Needs Assessments
 Parents, Teachers, and Students
 Student grades/failure lists
 At-risk student list
 Test data (TCAP, Explore, PLAN, ACT, ASVAB)
 Student discipline
 School report card
 Scholarship Report, FAFSA Completion
 Evaluations of program from stakeholders
DO SOMETHING WITH SURVEY DATA
Tally or Graph data or
survey results.
This is a great way to
show that you are
meeting stakeholder
needs in your
programs/services.
How do you use data to plan work
products?
• Small Groups
• School Wide Programs (e.g. Red Ribbon Week,
Career Day, College Night, College APP
Week)
• Assemblies
• Classroom Lessons or Class Meetings
• Parent Workshop Meetings
• Behavior Incentive/Contracts
• Academic Counseling
• Professional Development for Faculty
• Grade Level Meeting,
• Individual Counseling Session
• Peer Training
STANDARD 1
Planning and Evaluation of a Data- driven Counseling
Program Artifacts
Counseling Program based on:
 TN State Standards
 ASCA Standards
 NEED ASSESSMENT and Survey data from ALL
STAKEHOLDERS
 SIP goals
 Achievement Gap
 Discipline
 Attendance
 Grades
 Counseling Data/Verification Reports
 Feedback includes evaluations of all your services
and program
 Annual Agreement
 Annual Evaluation is the PROGRAM AUDIT.
**New counselors may use a Mid-Year
Assessment with
Teachers.
THINKING BOX
H o w d o yo u p l a n t h e
c o u n s e l i ng p r o g r a m f o r
t h e ye a r ?
Wh a t g u i d e l i n e s o r
s t a n d a r d s d o yo u u s e f o r
yo u r c o u n s e l i n g p r o g r a m?
H o w d o yo u u s e d a t a t o
p l a n yo u r s e r v i c e s ?
H o w d o yo u u s e
e v a l u a t i o ns a n d f e e d b a c k
t o mo n i t o r yo u r s e r v i c e s
a n d p r o g r a ms ?
Planning indicators should
be evaluated based on a
YEARLY PROGRAM.
STANDARD 2
Delivery of Services for Guidance Curriculum, Individual
Planning, and Responsive Counseling
3
Meeting Expectations
T h e f o l l o wi n g b e s t d e s c r i b e s wh a t i s
observed:
 Counselor develops and implements a
high-quality guidance curriculum that
is based on state and national
standards and some stakeholder
needs.
 Counselor always provides timely
responses for all counseling services.
 Counselor consistently provides
consultation services with
stakeholders concerning student’s
development in academic, career, and
personal/social areas.
 Counselor always demonstrates
multicultural, ethical and
professional competencies in
planning, organizing, implementing
and evaluating the comprehensive
school counseling program.
4/5
Above Expectations/ Significantly
Above Expectations
For Level 4, all evidence at Level 3 is present,
a s we l l a s o n e o r m o r e o f t h e f o l l o wi n g :
For Level 5, all evidence at Level 3 is present,
a s we l l a s a l l o f t h e f o l l o wi n g :
 Counselor knows, understands, and
incorporates a variety of
multimedia and technology
resources in the delivery of school
counseling programs and services.
 Counselor develops services that
are personally meaningful and
relevant to all stakeholders.
 Counselor understands and uses a
variety of methods for helping
students monitor and direct their
own learning in academic, career,
and personal/social development.
STANDARD 2
Delivery of Services for Guidance Curriculum, Individual
Planning, and Responsive Counseling Artifacts
•Classroom Guidance Lessons (Academic,
Personal/Social, and Careers)
•Individual and Group Counseling Logs
•Consultations with Faculty and Parents
•Evaluation of Services, Timely responses
•Needs Assessment Data/Results used to
Plan Services
•Various Multimedia and Technology
Resources used to Deliver Services
•Responsive Services (Logs of System
Supports)
•Various Methods used to Assist Students’
Monitor and Direct own Learning
• Competencies Demonstrated to Plan, Organize,
Implement, and Evaluate the Comprehensive
School Program (Professional, Multicultural,
and Ethical)
EXAMPLES:
Logbook
Emails
Student group files
Referral forms
Need assessment data and
plans related to that data
Behavioral contracts
Academic Counseling
Goal setting counseling
Course Scheduling
MULTICULTURALISM AND
DIVERSIT Y
Know the Demographics
of your School
Not just ethnicity, but
diversity
• Presentations on Diversity
• Multicultural Awareness for
Staff
• Achievement Gap Data
What are some other
types of diversity?
Learning Styles -Visual, Kinesthetic,
Auditory
Learning Disability -ADHD, ADD, OCD,
ODD
Social Class – Poverty Level, Working
Class, Middle Class, Upper Class
Ethnic Origin – Nationality, Culture,
Language
Physical - wheelchair, functional skills
MOTIVATING AND REWARDING
STUDENTS
 What is personally meaningful
and relevant to my students?
Grades in coursework,
social, clubs, college, ACT, friends,
sports, career, interest inventories
 How do I reinforce and reward
effort?
-Praise, recognition
ceremonies, “care calls, emails, or
postcards,” and teacher “goodies”
STANDARD 3
Establishes Positive and Purposeful Student and Family
Relationships
3
M e e t i n g E x p e c t a t i on s
T h e f oll owin g b e st d e sc r ib e s wh at is
o b se r ved :
 C o u ns e l o r t r e a t s s t a k e ho l d e rs i n
a f a i r a n d c o n s i s t e nt m a n ne r.
 C o u ns e l o r c o n s i s te n t l y
d e m o n s t r a te s p o s i t i v e v e rb a l a n d
n o n - v e rb a l b e ha v i o rs t o w a r d
s t a k e ho l d e rs i n t h e i r e f f o rt s ,
p r o gre s s , e x c e l l e nc e , a n d
a c h i e ve m e n t i n a c a d e m i c a n d
p e r s o na l /s o c i a l b e h a v i o rs .
 C o u ns e l o r e s t a bl i s he s a r e fe r ra l
s y s te m f o r s t a k e h o ld e r s t h a t
i n c l u d e s v e rb a l , w r i t t e n , a n d
t e c h no l o gy b a s e d m e t h o ds .
4/5
Above Expectations/ Significantly
Above Expectations
F o r L e v e l 4 , al l e v id e n c e at L e v e l 3 is
p r e s e n t , as we l l as o n e o f th e
f o l l o wi n g :
F o r L e v e l 5 , al l e v id e n c e at L e v e l 3 is
p r e s e n t , as we l l as a l l o f th e
f o l l o wi n g :
 Counselor helps connect students
and families with any external
resources that they may need and
provides follow up of these services.
 Counselor provides accurate and
up-to-date information and training
to students and families regarding
information pertinent to students’
success.
STANDARD 3
Establishes Positive and Purposeful Student and Family Relationships
Artifacts









Student Evaluations of Counseling Services
Communications to Parents
Parent Surveys of Counseling Services
Counselor Referral System (Verbal, Written, and
Technology-based)
Counselor Participation in School Programs
External Resources Provided
Communications of Status Reports or Updates
Counselors Newsletters or Web -pages
Trainings Provided to Students and Families
USE SURVEYS!!
If you ask, they will tell!
STANDARD 4
Leadership and Communication
3
M e e t i n g E x p e c t a t i on s
T h e f o l l o wi n g b e s t d e s c r i b e s wh a t is
observed:
 Counselor provides meaningful
communication with school staff in
the planning and execution of the
counseling program.
 Counselor supports school staff in
meeting student needs or in
reporting status and progress of
students.
 Counselor shows leadership by
maintaining meaningful
relationships with external support
agencies.
 Counselor consistently improves
professional skills and knowledge.
 Counselor maintains records
documents for counseling services .
4/5
Above Expectations/ Significantly
Above Expectations
For Level 4, all evidence at Level 3 is
pre s e nt, as we ll as o ne o r mo re of the
f ollo wing :
For Level 5, all evidence at Level 3 is
pr e s e nt, as we ll as a ll of the f o llo wing :
 Counselor provides professional development
opportunities for stakeholders and uses
feedback to monitor and adjust these
services.
 Counselor provides mentoring,
networking, or shared best practices to
fellow school counselors.
 Counselor participates in school
leadership roles to meet the academic,
career, and person/social need of all
students.
 Counselor provides services that link the
school to the community, enhances
student success, and increases public
awareness of school counseling.
STANDARD 4
Leadership and Communication Artifacts
 Logs or Communications of Collaborations
of Program Planning
 External Support Agencies Relationships
 Communications of Status Reports or
Updates
 Evidence of Numerous School Leadership
Roles
 Records documents for Counseling
Services
 PD Logs or Certificates
 Professional Development Provided to
Stakeholders
 Mentoring, Networking, or Sharing of Best
Practices with Fellow School Counselors
 Maintaining records and documents
 Services Provided to Link the School and
the Community
EXAMPLES:
Logbooks
Student Files
Evaluations
Email/Phone
Conferences
Pre/Post Tests
Discipline rates
Behavior/Academic
Counseling
STANDARD 5
Student Progress Monitoring
3
Meeting Expectations
T h e f o l l o wi n g b e s t d e s c r i b e s wh a t i s
observed:
 Counselor consistently supports the
academic, behavioral, and/or
social/emotional progress of students
by monitoring and reviewing data for
the purposes of identifying students
in need of interventions and
monitoring student success.
 Counselor consistently documents
counseling services such as
individual planning, small group
sessions and/or parent consultations
for students in need of interventions.
 Counselor consistently makes
referrals as necessary to ensure
success for all students.
 Counselor consistently promotes high
academic and behavioral
expectations, in an effective manner,
for all stakeholders.
4/5
Above Expectations/ Significantly
Above Expectations
For Level 4, all evidence at Level 3 is
p r e s e n t , a s we l l a s o n e o r mo r e o f t h e
f o l l o wi n g :
For Level 5, all evidence at Level 3 is
p r e s e n t , a s we l l a s a l l o f t h e
f o l l o wi n g :
 Counselor consistently and effectively
develops strategies to implement
individual student needs, such as
strategies for appraisal, advisement,
goal setting, decision-making, social
skills, transition, and post-secondary
planning.
 Counselor helps students establish
goals, and develops and uses
planning skills in collaboration with
stakeholders.
 Counselor uses appropriate academic
and behavioral data to develop and
aid in closing-the-gap action plans
and determines appropriate students
for the target group or interventions,
as it relates to counseling services.
STANDARD 5
Student Progress Monitoring Artifacts
 L o g o f R e po rt Ca r d R e v iews a n d S tu d ent
Co n f er ences
 R e v iews o f P r o mo tio n/R etention, A tte n d ance,
D is c ipline, Te s t D a ta , Tr a n s cr ipts
 L o g s o f Co u n s eling S e r v ices (I n dividu a l P la nning,
S ma ll G r o u p S e s sions, & P a r ent Co n s u lta tion)
 D o c u me nts A d v is ement, G o a l S e ttin g , Tr a n s ition,
4 - y e a r F o c u s ed P la n s o f S tu d y , P o s t - Secondar y
P l a n n i ng a n d O p t i o n s f o r S t u d e n t s , T N P r o m i s e , H O P E ,
o r S c h o l a rs h i p a t t a i n m e nt F A F SA C o m p l e t i o n , C o l l e ge
& C a r e e r R e a d i ne s s
 R e f er r als ma d e to E n su r e S tu d e nts’ S u c c ess
 R e v iew a n d Us e o f S tu d ents ’ A c a d emic a n d
Be h a v ior al a n d S o c ia l/Emo tiona l D a ta f o r ta r g e t
g r o u p s o r in te r v entions
Always have an
objective for
ANY activity or
service provide to
stakeholders and
an evaluative tool
to measure
understanding.
It shows the
expectation as
well.
PROFESSIONALISM COMPONENT
Evidence of Professionalism (work ethic) will be collected over time.
• Be on time
• Dress like a
professional
• Be prepared
• Attend school
programs
• Go to
meetings
• Promote the
school in the
community
Character
Excellence
Leadership
Peer Relationships
Competency
Workplace Etiquette
Attendance
Conduct
Attitude
QUESTIONS/COMMENTS
Please contact:
Lou Gettings @ Gettingsla@scsk12.org or 416-4369
Rhonda Hill, Ed.D. @ Hillre@scsk12.org or 416-6348
Sherenda Moss, Ed.D. @ Mosssi@scsk12.org or 416-4376