Post on 25-Feb-2016
description
Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling
New NC School Counselor Evaluation Rubric
Linda Brannan K-12 Student Support Services ConsultantCurriculum & Instruction
NCDPI School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
• Click Professional Development on left side bar
• Then click 2012-13 School Counselors Guidance Essential Standards Training
NC School Counseling Wiki
NCDPI School Counseling WikiSpacehttp://
schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
Wikispace Activity• Find one resource on the Wikispace or
LiveBinder that you will either use and/or share with a school counselor in your district
• List favorite resource on an index card – where to find it
• Make one/take one
4
Today’s Session…NC Guidance Essential Standards
Alignment with National Standards
Alignment with NC Professional Standards for School Counselors (2008)
New School Counselor Evaluation
“The Connected Counselor” is a
21st Century School Counselor
Partnership for 21st Century Skills
Crosswalks, Pages 7-9P21 website: http://www.p21.org/
Life and Career Skills Learning & Innovation Skills Information, Media, and Technology Skills
Flexibility & Adaptability Creativity & Innovation Information Literacy
Initiative & Self-Direction Critical Thinking & Problem Solving
Media Literacy
Social & Cross-Cultural Skills Communication & Collaboration
ICT Literacy
Productivity & Accountability
Leadership & Responsibility
Core Subjects & 21st Century ThemesCore Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics
21st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy
SBE GUIDING MISSION
“The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”
Graffiti WriteWhat does a 21st Century Counselor Do?
• Group Brainstorm
• Write as many ideas as possible on chart paper
• Post chart paper on the wall
• Collaborates with all stakeholders
• Leader in the school
• Provides input to leadership team and PLCs
• Program aligns with school/district mission and SIP goals
• Establishes a data driven school counseling program
• S.M.A.R.T Goals and Strategies – positively affect student
achievement
– Reinforce 21st Century learning across curriculum
• Advocates for equity and access for all students
What does a 21st Century Counselor Do?
Vision of NC School CounselorsNC State Board of Education, 2008
“The demands of twenty-first century education dictate newroles for school counselors. Schools need professional
school counselors who are adept at creating systems for
change and at building relationships within the school
community. Professional School Counselors create
nurturing relationships with students that enhanceacademic achievement and personal success as globally
productive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration, professional school counselors promote academic achievement and
personal success by implementing a comprehensive school
counseling program that encompasses areas of academic,
career, and personal/social development for all students.”
Consistent Themes
A. Leadership
B. Advocacy
C. Collaboration
D. Systemic Change to support Student Achievement
The old question was…
“What do counselors do?”
The new question is…“How are students different as a
result of the school counseling program?”
From Entitlement… to Performance
To a program that:• Focuses on outcomes
and improved results• Measures impact
related to goals• Attends to goals,
objectives, and outcomes
• Changes and adapts to be more responsive
From a program that:• Focuses generally on
the number of activities
• Measures the amount of effort & time
• Attends to the process of doing work
• Works to maintain the existing system
From Entitlement… to Performance
From counselors who:
• Focus on good intentions
• Talk about how hard they work
• Few changes to their behavior or approach not data-driven
To counselors who:
• Focus on accomplishments
• Talk about effectiveness
• Know their future rests on accomplishments
• Communicate goals and objective
Implications
• What is the purpose of the school counseling program?
• What are the desired outcomes or results?
• What is being done to achieve results?
• What evidence is there that the objectives have been met?
• Is the program making a difference?
NC Guidance Essential Standards
NC K-12 Guidance Essential Standards
Mission
State Board of Education Goal:NC public schools will produce globally competitive students.
The Purpose of Standards:To define and communicate the knowledge and skills a student must master to be globally competitive.
DuFour
What is the role of the SC?
• What do we want students to learn? (NC Guidance Essential Standards)
• How will we know if they have learned it? (Data Literacy)
• How will we respond when they don’t learn it? (Connecting to Serve All Students)
• How will we respond when they already know it? (Connecting to Serve All Students)
DuFour’s Questions for Educator PLCs about Student Learning
NC Standard Course of StudyCommon Core State Standards
– English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects)
– Mathematics
NC Essential Standards– Arts Education – Career and Technical
Education– English Language
Development*– Guidance* – Healthful Living (Health &
Physical Education)– Information and Technology*– Science– Social Studies– World Languages
Knowledge: Where are we now?
Think/Pair/Share• Summer Institute
sessions
• District sessions
• PLC/Department meetings
• School level meetings on Common Core
• Literature review
• Other workshops/NCSCA Conference, etc.
• Webinars
• Not much background
NC School Counseling Wiki
NCDPI School Counseling WikiSpacehttp://
schoolcounseling.ncdpi.wikispaces.net
NCDPI School Counseling LiveBinder
NC Guidance Essential Standards
Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.
Framework for NC School Counseling
Program Focus: Student CompetenciesNC Guidance Essential Standards
Alignment with National Standards for Students
ASCA Student Competencies
“Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” ASCA National Model, 3rd Edition
NC Guidance Essential Standards“The ultimate goal for 21st Century students is to be informed about the knowledge and skills that prepare them to be lifelong learners in a global context”GES Preamble, 2011
Both are Student Centered
Crosswalk of K-12 Guidance Essential Standards
ASCA National Competencies for Students
• Personal-Social
• Academic
• Career
NC K-12 Guidance Essential Standards for Students
• Socio-Emotional
• Cognitive
• CareerRevised Bloom’s Taxonomy Proficiency Levels•Readiness/Exploratory/Discovery (RED)•Early Emergent/Emergent (EEE)•Progressing (P)•Early Independent (EI)•Independent (I)
Preamble - IMPORTANT• Overview, purpose & goals of
the standards
• Organization and Structure
• Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy
• Not grade level but developmentally appropriate based upon proficiency levels of students
• Expectation that all school staff will be knowledgeable of the standards and ready to implement
Guiding Question • What do students need to
know, understand and be able to do to ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)
Preamble • Deep Dive into the Preamble
• Discuss/Share/Report out by groups – using the Google doc
Proficiency Levels
Revised Bloom’s Taxonomy link to the Proficiency Levels of the NC Guidance Essential Standards
Revised Bloom’s Taxonomy
Proficiency Levels
Strands
Standards
Clarifying Objectives by Proficiency Level
GES Poster by Proficiency Level
Remember
Understand
Apply
Analyze
Evaluate
Create
name tell list
describe
relate writefind
predict
explain
outline
discuss
restate
translateCompare
solve show
illustrate
complete
examine
useclassify
examine
compare
contrast
investigate
categorize
identifyexplain
choose
decide
recommend
assess
justify rateprioritize
create
invent
compose
plan
construct
designimagine
RBT Verbs
R/E/D E/EE P EI I
Higher Order Thinking
Analyzing, Evaluating, Creating
• Aligns with Proficiency levels – Early Independent
– Independent
Analyzing Complete a Decision Making Matrix to help you
make an important decision Role Play Construct a graph to illustrate selected information Design a questionnaire to gather information
Breaking information down into its component elements
Evaluating
Activities and Products Write a letter to the editor Prepare and conduct a debate Evaluate the character’s actions in the story Write a persuasive speech arguing for/against…
CreatingActivities and Products Write about your feelings in relation to…
Write a TV show, play, puppet show, or pantomime about…
Design a CD, book, or magazine cover for…
Sell an idea
Lower Level QuestioningRemembering, Understanding, Applying
Appropriate for:• Evaluating students’ preparation and comprehension
• Diagnosing students’ strengths and weaknesses
• Reviewing and/or summarizing content
Higher Level QuestioningAnalyzing, Evaluating, Creating
Appropriate for:• Encouraging students to think more
deeply and critically
• Problem solving
• Encouraging discussions
• Stimulating students to seek information on their own
Let’s Look at Corduroy• Original Lesson:
• Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?
Remodel the LessonHow could we remodel lesson to show higher order thinking and questioning skills related to school counseling.
1. Lesson that shows analyzing
2. Lesson that shows creating
3. Lesson that shows evaluating
4. Question that shows analyzing
5. Question that shows creating
6. Question that shows evaluating
Looking at Corduroy Differently
Sharing• Share questions and
lessons
ReflectionWhat level of questioning
did the original lesson focus on?
How was the remodeled lesson and questions different?
What is the benefit of the difference to students?
Diving Deeper Guidance Essential Standards
Understanding the Structure of the Guidance Essential Standards
Revised Bloom’s Taxonomy
Proficiency Levels
Our Guiding Question?
What do students need to know, understand and be able to do, to ensure their success in the future, whether it is to continue with current
study from grade-to-grade level or post-secondary college or career?
Example: Essential Standard Readiness/Explorator/Discovery:
RED.SE.1 Understand the meaning and importance of personal responsibility.
Clarifying Objective: Understand the importance of self-control and responsibility.
Activity: Your best friend tells a lie about you to several of your friends.
• Describe how this makes you feel.• Draw a picture showing how this made you feel.• List three (3) things you can do in this situation to help you control
your emotions.
Example: Essential Standard Early Emergent/Emergent:EEE.SE.1 Understand the meaning and importance of personal responsibility.
Clarifying Objective: Contrast appropriate and inappropriate physical contact.
Activity: A student keeps purposefully bumping into you each time that student sees you. This behavior is now making you uncomfortable.
• List some ways you can approach this student and express how this behavior makes you feel.
• Demonstrate to me what you consider to be your “personal space”.
• Role Play how you can approach and talk with student.
Example: Essential Standard Progressing:P.SE.1 Understand the meaning and importance of personal responsibility.
Clarifying Objective: Identify how to set boundaries that maintain personal rights while paying attention to the rights of others.
Activity: You have been divided into groups in your class. As a group leader, you made the team assignments, but one member is not joining the group and fulfilling his duties.
• List some approaches you might use to address this student?• Identify how this student’s actions are affecting others in the group.• Explain how the student is not demonstrating responsibility to the
group?• Develop an action plan as a group that would help everyone get
involved.
Example: Essential Standard Early Independent: EI.SE.1 Understand the meaning and importance of personal responsibility.
Clarifying Objective: Explain the impact of personal responsibility on others.
Activity: You are with two friends when a third friend asks you to steal an item off the lunch line.• How would you categorize this behavior (stealing)?• What function will your personal values play in your decision
making about this request?• Analyze how your decision in this matter could affect your future.
Example: Essential Standard Independent:
I.SE.1 Understand the meaning and importance of personal responsibility.
Clarifying Objective: Understand the importance of self-control and responsibility.Activity: Your classmate who is the class representative has a reputation for not being hones and not following through on promises. He asked you to chair a committee to examine the school’s discipline code. You are undecided about how to answer because of reputation.• Explain your decision in terms of personal responsibility and leadership. • Predict (hypothesize) your classmate’s reaction.• How would you justify your decision while maintaining a positive
relationship with your classmate?
Where are we now?
How does what we currently do fit with the new Guidance Essential Standards?
Divide into level groups: elementary, middle and high
The Guidance Essential Standards Collaborative Groups
1. List the school counseling activities that are currently being done. How do these align with the objectives listed for each proficiency level. (What are you already doing that fits?)
– What are some of the resources being used?
2. Where are the gaps?
– Brainstorm activities you could do to fill the gaps.
3. What curriculum areas might you collaborate with to integrate the Guidance Essential Standards? Where do you begin?
– Who are your “peeps” and natural connections?
Fun times Understanding the Standards
Beach Ball ActivityS – choose a strand/standard and read aloud
CO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL verb for this specific CO
A – describe a counseling activity using the proficiency level verb that might help a student understand this standard and clarifying objective
I will…• Write 3 things you will do when you return to
your school to begin the planning for/ or implementing the Guidance Essential Standards?
• Who do you need to connect with first?
21st Century NC School Counseling Programs are:
• Data driven
• Comprehensive, preventive and developmental
• Provide equity and access to every student
• Promote student achievement for college and career readiness
• Evaluate and seek continuous improvement/Accountable to stakeholders
Vision of NC School CounselorsNC State Board of Education, 2008
“The demands of twenty-first century education dictate newroles for school counselors. Schools need professional
school counselors who are adept at creating systems for
change and at building relationships within the school
community. Professional School Counselors create
nurturing relationships with students that enhanceacademic achievement and personal success as globally
productive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration, professional school counselors promote academic achievement and
personal success by implementing a comprehensive school
counseling program that encompasses areas of academic,
career, and personal/social development for all students.”
Shifts …Then…. “Guidance Counselor”
• Random Student Support Services• Go-to person at school for other,
non-counseling related duties
Role of School Counselor in 21st Century Learning • New role supports 21st Century learning
• New role aligns with national standards from ASCA approved by SBE in 2008
• Program services and curriculum align to Common Core and NC Essential State Standards
• Data-driven to support student achievement
Now…. 21st Century School Counselor
Leadership
Advocacy
CollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.
Graffiti Write Part II• Distinguish roles on the chart
– green dots (old role) “Guidance” Counselor
– red dots (new role) “School Counselor”
• Post chart on wall
• Gallery Walk – observations
The performance evaluation rubric is based on the 2008NC Professional School Counseling Standards
Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.
Standard 2 – School counselors promote a respectful environment for a diverse population of students.
Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program.
Standard 4 – School counselors promote learning for all students
Standard 5 – School counselors actively reflect on their practice.
No Standard 6 or 8
Performance Appraisal Ratings
• Developing – an awareness or some knowledge
• Proficient – demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basis
• Accomplished – mentor other counselors or share components of school counseling program within school/district
• Distinguished - able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally
*******************************************************************************Not Demonstrated– professional area to work on developing
Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.Four Elements:
A. Demonstrate leadership in their school
B. Enhance the counseling profession
C. Advocate for schools and students
D. Demonstrate high ethical standards
Standard 2 – School counselors promote a respectful environment for a diverse population of students
Five Elements:
A. Promote a respectful environment for diverse population of students
B. Embrace diversity in the school community and world
C. Treat students as individuals
D. Recognize students are diverse and adapt their services accordingly
E. Work collaboratively with the families and significant adults in the lives of students
Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program
Four Elements:
A. Align their programs to support student success in the NC Standard Course of Study
B. Understand how their professional knowledge and skills support and enhance student success
C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplines
D. Develop comprehensive school counseling programs that are relevant to students
Standard 4 – School counselors promote learning for all studentsFour Elements:
A. Know how students learn
B. Plan their programs for the academic, career and personal/social development of all students
C. Use a variety of delivery methods
D. Help students develop critical thinking and problem-solving skills
Standard 5 – School counselors actively reflect on their practice.Three Elements:
A. Analyze the impact of the school counseling program
B. Link professional growth to the needs of their school and their program goals
C. Function effectively in a complex dynamic environment
Uniqueness
• Observations
• School Counseling Activities
• Professional Growth Plan
• Observables vs. Nonobservables
Timeline2011-2012 – Developed and approved by SBE
2012-2013 – Validation/Pilot Study HR Directors contact jean@centurylink.netTraining for participants in November/December
2013-2013 – Full implementation across all LEAs in NC
Reflection
• What are the benefits of the new school counselor evaluation?
• Where will there be challenges in your district?
• Solution-focused Sharing!
www.penzu.com
Pulling it all together….
Where are we going?
Where are we now?
How do we close the gap?
Pulling it together…• Know & learn the 2008
Professional Standards for School Counseling
• Review and learn the Guidance Essential Standards (GES)
• Start GES implementation planning in curriculum areas where there are natural alignments & connections?
• Review your school’s data
• What are the areas of need indicated by the data? Gaps? Use SIP!
• How do the strategies align with the SIP?
Where are we going?
Where are we now?
How do we close the gap?
• Review all information with your administrator
• Develop a program to include in the annual agreement
• Analyze Outcome Results Data & Publicize
• Use the ASCA National Model as a framework
• Align program to meet SC Evaluation
Program Planning• Assure other curriculum areas
understand the Guidance Essential Standards
• Work with teachers through PLC’s/PLT’s
• Include Direct and Indirect Services to Students
• Align with SIP goals of the school & district = data!
School District Work• Where are we now?
• Where is the most pressing work/ our priorities?
• What are the next steps? Who do we need to collaborate?
• What are some final products/deliverables we can create to demonstrate our work?
• How do we communicate our plans/work in our school and district?
Useful Websites• School Counseling Wikispace:
www.schoolcounseling.ncdpi.wikispaces.net
• NCDPI School Counseling LiveBinders – link to this site from the wikispace
• NC Falcon: http://www.ncpublicschools.org/acre/falcon/ note the Professional Development tab on the left – formative assessments
• NC Education: RBT video https://center.ncsu.edu/nc/login/index.php
• American School Counselor Association (ASCA) http://www.schoolcounselor.org/
References & Resources• ASCA National Model: Framework for School Counseling (3rd ed.) (2012)., American School
Counselors Association. Alexandria, VA http://p.b5z.net/i/u/10045791/f/PDF/Draft_National_Model_3rd_Ed.pdf
• Dahir, C.A. & Stone, C.B. (2012) The transformed school counselor (2nd ed.). Belmont, CA: Brooks/Cole
• Dimmitt, C., Carey, J.C. & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press
• Ehren, B. EdD, Montgomery, J., PhD, Rudebusch, J., EdD, Whitmire, K., PhD, New Roles in Response to Intervention: Creating Success for Schools and Children, November 2006
• RTI Action Network. Retrieved June3, 2008 http://rtinetwork.org/?gclid=CNati4-J2ZMCFQEQGgodmTvPaA
• Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, 2008
• http://www.rtinetwork.org/Essential/TieredInstruction/ar/ServiceDelivery/1
• Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association
“The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”
NCDPI Contact
Linda BrannanSchool Counseling Consultant
linda.brannan@dpi.nc.gov919-807-3438
NC Department of Public Instruction Division of K-12 Curriculum and Instruction