School Counselor Overview
and Update
Barb Brady, School Counseling Coordinator
Office of Teaching and Learning
Trent Danowski, Teacher Quality Coordinator
Office of Professional Preparation
2015 WVDE Spring School Counselor Conference
VISION:
West Virginia will have a
comprehensive and
equitable evaluation system
that clearly articulates,
measures, rewards, and
develops educator
effectiveness
Key Facts
• All educators, principals, and
counselors are evaluated annually
• The evaluation system is a growth
model
• The counselor takes the lead role in
assessing his/her practices and
program and establishing growth goals.
• A set of well defined rubrics guide
counselors self reflection to identify
strengths and weaknesses
Key Facts
• Self Reflection is evidenced based
• School Counselor evaluation processes and
timelines are closely aligned with the principal
and teacher evaluations.
• The counselor evaluation is guided by five
standards, aligned with the WV School
Counseling Model.
Four
Performance
Levels
School Leader and
Counselor
Distinguished
Accomplished
Emerging
Unsatisfactory
Summative Evaluation Conference
Step 1: Self Reflection
• Review Program audit to examine program
complete and establish a program growth
goal.
• Complete self-reflection using the 13
standard element rubrics
• Determine performance level on each
element based on evidence you could
present.
Evaluation Elements derived from….
WV Professional School Counselor Standards
 Standard 1:
Program Planning, Design and
Management
 Standard 2:
Program Delivery
 Standard 3:
Data Driven Accountability and
Program Evaluation
 Standard 4:
Leadership and Advocacy
 Standard 5:
Professional Growth and
Responsibilities
Standards & Elements
At-a-Glance
Standard 1: Program Planning, Design and Management.
The professional school counselor collaboratively plans,
manages and designs the comprehensive school counseling
program (CSCP).
– Element 1.1. The school counselor assumes leadership in
planning, designing and advocating for a balanced CSCP
aligned with the state model.
– Element 1.2. The school counselor manages the CSCP and
documents alignment with the WV School Counseling Model.
Standards & Elements
At-a-Glance
Standard 2: Program Delivery.
The professional school counselor facilitates delivery of the WV Comprehensive
School Counseling Program for all students.
– Element 2.1. The professional school counselor facilitates collaborative,
integrated delivery of the West Virginia Student Success Standards (WVSSS).
– Element 2.2. The school counselor utilizes research-based and best practices as
reflected by state school counseling protocols.
–
Element 2.3. The school counselor facilitates the delivery of a continuum of
interventions and responsive services.
– Element 2.4. The school counselor coordinates a seamless, systematic
approach to academic, career and personal/social student supports.
– Element 2.5. The school counselor facilitates a coordinated approach to
personalized student academic and career planning for all students.
Standards & Elements
At-a-Glance
Standard 3: Data Driven Accountability and Program Evaluation.
The professional school counselor examines school, student, and program data to
annually evaluate school counseling program results and to assure program
completeness.
–
Element 3.1. The school counselor guides continuous program improvement through
multiple forms of evaluation.
Standard 4: Leadership and Advocacy.
The professional school counselor assumes a leadership role in advocating for
student and program success.
–
Element 4.1. The school counselor advocates for the success of all students by
promoting equity and access.
–
Element 4.2. The school counselor collaborates with various stakeholders.
Standards & Elements
At-a-Glance
• Standard 5: Professional Growth and Responsibilities.
The professional school counselor is responsible for improving
skills and knowledge and advancing his/her practice and the
school counseling profession.
– Element 5.1. The school counselor seeks ongoing, relevant
professional development.
– Element 5.2. The school counselor demonstrates professional
and ethical practices. Element 5.3. The school counselor
contributes to the growth of the profession.
Standards & Elements
At-a-Glance
• Standard 6: Student Impact Goal
As substantiated by research, certain variables serve as barriers to student achievement e.g.
poor attendance, behaviors, lack future goals, retentions, poor transitioning efforts, and
family and social issues while other variables positively impact student achievement e.g.
good attendance, parental involvement, ongoing career planning, a positive school culture,
and so forth. This standard requires counselors to collaborate with school leadership to
analyze student and school data and annually identify one variable they will address
through a ‘student impact goal’ The student impact goal may include such areas as:
improving attendance, decreasing discipline referrals, decreasing retentions, increasing
number of students completing electronic career portfolios, improving graduation rates,
increasing enrollment in rigorous courses, increasing parental involvement, improved
learning, and so forth. Additionally counselors will annually administer a school-wide needs
assessment to assess the needs of students in relation to the school counseling program
standards. A student impact goal could include addressing identified high needs areas
through the school counseling program. In this case, a follow-up survey would be utilized to
determine if these areas of need have been addressed. Counselors will develop an action plan
describing how they will address the goal (e.g. individual student planning, individual or group
counseling, career development and post-secondary planning efforts, school-wide student
support systems).
Self Reflection includes assessing program completeness
to guide accuracy of self-refection when using rubrics.
Sample Evaluation Rubric
Why Do Educators Self- Reflect?
• Take Ownership of Professional Growth
• Establish an Understanding between
Evaluator and Educator
– What are the expectations set for the
educator?
– Has the educator met those expectations
at the end of the year?
Self-Reflection: Myth vs. Fact
• Myth: Administrator guides the educator in
Self-reflection.
• Fact: Self-reflections are driven solely by the
educator.
• Myth: Educators must revise their completed
Self-reflections during the school year.
• Fact: Self-reflections have proven to be one
of the most beneficial components of the
evaluation system.
Step 2 – Goal Setting
Goals Across the System
Teacher
2 student learning goals
(2014-2015)
Due in system
November 1
Principal
Counselor
1 goal around a
professional
standard
2 goals
1 goal targeting
performance improvement
using the standard element
rubrics.
(standard element goal)
1 student
learning goal
1 goal targeted at
improving student
outcomes
(student impact goal)
Due in system
November 1
Due in system November 1
Step 2: Goal Setting
School Counselors develop two (2) goals each school year.
• The Standard Element Goal is related to professional
improvement in one of the 13 standard elements.
• The Student Impact Goal is developed to improve an
area that research identifies as a variable that impacts
student achievement based on an identified need
from school-wide student data (e.g. attendance,
discipline, course enrollment data, drop-out data,
graduation rates, etc.) and shall address an area
related to the WV School Counseling Student
Standards.
SMART Goals
S - Specific
• The outcome is clear.
M - Measurable
• You can count it or see it.
A - Achievable
• You have what you need to be able to do it.
R – Results-oriented
• It is aligned with school/district goals.
T - Timed
• A specific date has been set.
Counselor Jump Screen: On this screen Click on “Add a Goal”
Student Impact Goal
One goal requires the counselor to work to improve
an evidence-based area that impacts student
achievement. Goal must relate to academic,
career, and personal/social student standards
and may includes such areas as:
–
–
–
–
Improving attendance
Decreasing discipline referrals
Decreasing retentions
Increasing the number of documented academic/career
plans
– Increasing parental engagement
– Improving graduation rates
– Decreasing dropout rates
….and so forth
Student Impact Goal is set in collaboration with
principal/
school leadership team and should align with an
overarching school goal.
Context
Who and what will you Impact?




Which Students?





All Students
Grade Level
Multiple Grades
At-risk
High Risk
Which Standard?
Academic and Learning Development
Career Development and Life Planning
Personal and Social Development
Global Citizenship
Two Data Points
• Clear Beginning and
End
– Quarter
– Semester
– Academic Year
• Results…
Prior to annual
Summative Conference
with Evaluator
•
•
•
•
•
•
•
Attendance
Discipline records
DFI reports
PEP Data
Career portfolios
www.cfwv.com benchmark data
Scholarships (#’s receiving or $
Amount)
• Parent involvement
• Bullying incidence report
• School culture surveys
• Teacher/parent/student surveys
• Needs assessment data
… and so forth
Student Impact Goal
Standard 6 rubrics provides guidance to assist counselors
in self assessing Student Impact Goal attainment.
Step 3: Mid-Year Progress Check
• OPTIONAL
• Principal or counselor may request
a face-to-face progress meeting
(between Nov. 1 & January 1)
• Action Plans may be adjusted to meet
goal
• Additional resources may be requested.
• Principal may ask for evidence toward
goal attainment.
Identifying Evidence
Evidence
• Evidence is provided to support performance
level determination.
• To be distinguished, evidence must be noted
in the system.
• Evidence is particularly critical when there is
a disagreement between the assessed
performance level between the counselor and
the evaluator.
Educator Evidence
• Who Collects the Evidence?
– Both the Evaluator and the Educator may
collect evidence.
• When is evidence required?
– If you rate yourself as distinguished.
– If your self-reflection differs from the opinion of
your evaluator.
– When an “Unsatisfactory” rating is given.
Educator Evidence
• Are Educators required to upload
Evidence?
– No. The Evidence Form is intended to
document Evidence to be verified.
• How much Evidence is needed?
– Can be as simple as a description with
date/time.
– Portfolios/Binders full of
Documentation are NOT NEEDED!!
Educator Evidence
• Best Practices – Educators submit all evidence
prior to the Summative Evaluation Conference.
– A description of all evidence to be considered
should be entered into the online system.
• Best Practices- Educators do not bring new
evidence to the Summative Evaluation
Conference.
– Artifacts can be requested for review by the
evaluator prior to the conference.
Sample Evidence
 Electronic calendars
 Online counselor log (Use of time)
 Three-tier Model self-Reflection Tool
 Student Needs Assessments
 Appropriate data (attendance, discipline, DFI
reports, academic records etc. of identified
students
 PEP forms
 www.cfwv.com student portfolio information
 Counselor Documentation Handbook
 Agendas/attendance certificates
 Etc.
Evidence Samples
Available on Evaluation
Webpage
http://wvde.state.wv.us/evalwv/counselors.html
Policy 5310 Update
• Policy 5310 extends the deadline for the
completion of Counselor and Teacher
Summative Evaluations.
– Counselor Summative Evaluations to be
completed no later than June 15.
– Teacher Summative Evaluations to be
completed 1) Prior to teacher’s last day in
classroom OR 2) No later than June 15
(Whichever occurs first).
Step 4: Year-End Meeting
• Face-to-Face Meeting between
Counselor and Principal (between May 1 – June 15)
• Counselor presents updated:
– performance levels based on end-of year
self reflection.
– Program audit to demonstrate program
growth
– Any evidence to validate performance levels
(documents online)
• Principal completes summative
assessment
Self Reflection
End of Year Procedure
What is the appropriate procedure for
Summative Evaluations at the end of the
year?
1. Evaluator and educator conduct
Summative Evaluation Conference.
2. Evaluator finalizes the Summative
Evaluation prior to close of the school
year.
End of Year Procedure
3. Educator accepts the Summative Evaluation
prior to the end of the school year. Educator
may also add addendum to evaluation at this
time.
4. School-wide growth data is inserted into
system during the fall of the next school year.
5. Educator finalizes their evaluation after
growth data is available.
Why Roster Verification?
WVEIS data cannot accurately track a Record
of Teaching . . . Can only track the Teacher of
Record.
Roster Verification potentially enhances state
educational data quality for many purposes:
- Highly Qualified Teacher Data
- Loan Forgiveness Data / Process
Why Roster Verification?
Beginning in 2014-2015, high stakes evaluation
decisions for PreK-3 and CTE/OIEP educators
depend upon roster verification results.
Beginning in 2015-2016, high stakes evaluation
decisions for RLA and Mathematics educators
(Grades 4-11) depend upon roster verification
results.
What Roster Verification Achieves
Roster Verification allows teachers to help district
data systems correct these data sins:
–
–
–
–
Teacher-subject attribution
Student-teacher attribution
Student and teacher mobility
Situations where multiple teachers shared
responsibility for instruction and student learning
WV Roster Verification
Training & Resources
Focused Support Plans
Rationale
• Comprehensive system of support
• Culture based on trust, support and
professional growth
• Active role for educators
• Time and resources
Focused Support Plan
Essential Components:
• Identified area of concern with reference to the
standard(s) to be addressed
• Expectations for change
• 9 week timeline for implementation
• Resources for support, including referral to
other educators
Focused Support Plan
• Proactive, preventative
• Area(s) of concern in one or more
performance standards
• Support meets individual needs
Focused Support Plan
Nine Weeks
Decision
1. Standard met-removed from plan
2. Adequate progress
– another Focused Support Plan
3. Inadequate progress
– Corrective Action Plan
Corrective Action Plan
Essential components:
• Identified area of unsatisfactory performance with
reference to the standard(s) to be addressed
• Expectations for change
• Timeline for implementation
• Resources for support, including referral to other
educators
Corrective Action Plan
• 18 weeks
• Unsatisfactory performance shown in a
completed evaluation
• Inadequate progress on focused support plan
• Certain instances may require immediate
action
• Determinative
THANK YOU!!
Dr. Barb Brady BarbBrady@k12.wv.us
Trent Danowski tdanowski@K12.WV.US
http://wvde.state.wv.us/evalwv/counselors.html