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SHAKER HEIGHTS CITY SCHOOL DISTRICT

GUIDANCE COUNSELOR EVALUATION PROCESS

2013-2014

Guidance Counselor Evaluator1. Continuing Contract : Meet with Evaluator to discuss and complete Guidance

Counselor Rubric 1 time per year Limited Contract: Meet with Evaluator to discuss and complete Guidance Counselor Rubric 2 times per year

1. Continuing Contract: Meet with Guidance Counselor to discuss and complete Guidance Counselor Rubric 1 time per year (2 times per year for Limited Contract)

2. Meet with Evaluator to discuss Guidance Counselor Summative Evaluation Form by May 1. If Ineffective in any category, collaboratively create Guidance Counselor Improvement Plan.

2. Meet with Guidance Counselor to discuss Guidance Counselor Summative Evaluation Form by May 1. If Ineffective in any category, collaboratively create Guidance Counselor Improvement Plan. Provide Guidance Counselor with signed copy of the form(s).

3. Submit a signed copy of the Guidance Counselor Summative Evaluation Form (and if created, Guidance Counselor Improvement Plan) to Personnel by May 10.

1Revised 9-30-13

SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDANCE COUNSELOR EVALUATION PROCESS

OHIO SCHOOL COUNSELOR STANDARDS

A Guidance counselors demonstrate the ability to plan and deliver guidance services.1. Plans and implements programs based on student and

school needs.2. Makes effective use of time.3. Shows evidence of flexible procedures.4. Uses supplemental materials to enhance guidance services.5. Demonstrates knowledge of availability of community

resources.6. Uses technology for monitoring student progress, planning

of services and accessing data needed to inform decision making.

7. Selects appropriate classroom/guidance activities.8. Demonstrates knowledge of district/state policies regarding

services.9. Uses evaluative information and data for program

improvement.

B Guidance counselors demonstrate knowledge of counseling techniques and student development.1. Demonstrates multicultural sensitivity.2. Utilizes counselor techniques that are sound, appropriate

and research-based.3. Exhibits knowledge of student growth and development,

including learning styles and theory.4. Keeps abreast of and utilizes current guidance and

counseling developments and techniques.

C Guidance counselors demonstrate the ability to utilize group management techniques.1. Specifies expectations for group behavior.2. Encourages active participation.3. Maintains momentum of presentation.4. Engages students with relevant topics and current

information.5. Provides feedback that is constructive.6. Demonstrates non-verbal behavior that shows interest.

D Guidance counselors show sensitivity to student needs by maintaining a positive school climate.1. Establishes/maintains rapport with students.2. Establishes climate of courtesy and respect.3. Holds reasonable expectations for student social/academic

behavior.4. Demonstrates enthusiasm for student performance or

involvement.5. Reinforces/rewards appropriate social/academic behavior.6. Treats all students fairly.

E Guidance counselors demonstrate ability to assess student/program needs for academic support.1. Takes students’ interests, needs, abilities and social/emotional

development into account when helping them formulate plans for the future.

2. Demonstrates understanding of inclusion/support for under-represented students.

3. Uses data to affect change.4. Demonstrates knowledge and ability to properly interpret

standardized test results.5. Provides consultation to parents and teachers with regard

to meeting needs of students.6. Assists in the formulation of instructional support

strategies.

F Guidance counselors demonstrate ability to communicate effectively.1. Is readily accessible to students, teachers, parents and

administrators.2. Shares information with students, teachers, parents and

administrators through individual consultation, presentations and supplementary materials.

3. Facilitates communication among students, parents, school personnel and community resources.

4. Uses effective and correct oral and written communications.

5. Demonstrates social advocacy skills to effectively challenge the status quo in systems inequities that impede students’ academic success.

6. Responds promptly and appropriately to parental concerns.

G Guidance counselors demonstrate willingness to assume general professional responsibility.1. Adheres to school and district policy.2. Maintains accurate records.3. Participates in parent-teachers conferences to report

student progress 4. Participates in school and/or district committees.

H Guidance counselors show evidence of professional characteristics and growth.1. Continues to pursue professional growth and development

through workshops, seminars, course work and/or other professional activities.

2. Demonstrates initiative and assumes responsibility.3. Demonstrates behaviors reflecting dignity and worth of

people.4. Exercises good judgment.5. Maintains confidentiality.6. Maintains good attendance and punctuality.7. Maintains professional appearance.8. Exercises emotional self-control.9. Accepts evaluation and redirection and makes necessary

changes or adjustments.

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Guidance Counselor Name School Year Evaluator Name Date

A. Guidance counselors demonstrate the ability to plan and deliver guidance services.Ineffective Developing Skilled Accomplished

Deficient skills in several areas and/ or

inconsistent implementation

Skills are emerging with plans for development to strengthen skills

Most attributes are consistently present with plans for

improvement

All attributes are effectively and consistently delivered at the highest

level

1. Plans and implements programs based on student and school needs.

2. Makes effective use of time.

3. Shows evidence of flexible procedures.

4. Uses supplemental materials to enhance guidance services.

5. Demonstrates knowledge of availability of community resources.

6. Uses technology for monitoring student progress, planning of services and accessing data needed to inform decision making.

7. Selects appropriate classroom/guidance activities.

8. Demonstrates knowledge of district/state policies regarding services.

9. Uses evaluative information and data for program improvement.

Evidence for areas not rated accomplished: Comments:

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SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDANCE COUNSELOR EVALUATION RUBRIC

B. Guidance counselors demonstrate knowledge of counseling techniques and student development.

Ineffective Developing Skilled AccomplishedDeficient skills in several areas and/

or inconsistent implementation



improvement


level

1. Demonstrates multicultural sensitivity.

2. Utilizes counselor techniques that are sound, appropriate and research-based.

3. Exhibits knowledge of student growth and development, including learning styles and theory.

4. Keeps abreast of and utilizes current guidance and counseling developments and techniques.


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C. Guidance counselors demonstrate the ability to utilize group management techniques.Ineffective Developing Skilled Accomplished





improvement


level

1. Specifies expectations for group behavior.

2. Encourages active participation.

3. Maintains momentum of presentation.

4. Engages students with relevant topics and current information.

5. Provides feedback that is constructive.

6. Demonstrates non-verbal behavior that shows interest.


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D. Guidance counselors show sensitivity to student needs by maintaining a positive school climate.

Ineffective Developing Skilled AccomplishedDeficient skills in several areas

and/ or inconsistent implementation



improvement


level

1. Establishes/maintains rapport with students.

2. Establishes climate of courtesy and respect.

3. Holds reasonable expectations for student social/academic behavior.

4. Demonstrates enthusiasm for student performance or involvement.

5. Reinforces/rewards appropriate social/academic behavior.

6. Treats all students fairly.


6Revised 9-30-13

E. Guidance counselors demonstrate the ability to assess student/program needs for academic support.





improvement


level

1. Takes students’ interests, needs, abilities and social/emotional development into account when helping them formulate plans for the future.

2. Demonstrates understanding of inclusion/support for under-represented students.

3. Uses data to affect change.

4. Demonstrates knowledge and ability to properly interpret standardized test results.

5. Provides consultation to parents and teachers with regard to meeting needs of students.

6. Assists in the formulation of instructional support strategies.


7Revised 9-30-13

F. Guidance counselors demonstrate the ability to communicate effectively.Ineffective Developing Skilled Accomplished





improvement


level

1. Is readily accessible to students, teachers, parents and administrators.

2. Shares information with students, teachers, parents and administrators through individual consultation, presentations and supplementary materials.

3. Facilitates communication among students, parents, school personnel and community resources.

4. Uses effective and correct oral and written communications.

5. Demonstrates social advocacy skills to effectively challenge the status quo in systems inequities that impede students’ academic success.

6. Responds promptly and appropriately to parental concerns.


8Revised 9-30-13

G. Guidance counselors demonstrate willingness to assume general professional responsibilities.





improvement


level

1. Adheres to school and district policy.

2. Maintains accurate records.

3. Participates in parent-teachers conferences to report student progress

4. Participates in school and/or district committees.


9Revised 9-30-13

H. Guidance counselors show evidence of professional characteristics and growth.Ineffective Developing Skilled Accomplished





improvement


level

1. Continues to pursue professional growth and development through workshops, seminars, course work and/or other professional activities.

2. Demonstrates initiative and assumes responsibility.

3. Demonstrates behaviors reflecting dignity and worth of people.

4. Exercises good judgment.

5. Maintains confidentiality.

6. Maintains good attendance and punctuality.

7. Maintains professional appearance.

8. Exercises emotional self-control.

9. Accepts evaluation and redirection and makes necessary changes or adjustments.


10Revised 9-30-13

Guidance Counselor Name School Year Evaluator Name Date

School Counseling Standard Ineffective Developing Skilled AccomplishedA. Demonstrates the ability to plan and deliver guidance services

Ineffective Developing Skilled AccomplishedB. Demonstrates knowledge of counseling techniques and student development

Ineffective Developing Skilled AccomplishedC. Demonstrates the ability to utilize group management techniques

Ineffective Developing Skilled AccomplishedD. Shows sensitivity to student needs by maintain a positive school climate

Ineffective Developing Skilled AccomplishedE. Demonstrates the ability to assess student/program needs for academic support

Ineffective Developing Skilled AccomplishedF. Demonstrates the ability to communicate effectively

Ineffective Developing Skilled AccomplishedG. Demonstrates willingness to assume general professional responsibilities.

Ineffective Developing Skilled AccomplishedH. Shows evidence of professional characteristics and growth

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SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDANCE COUNSELOR SUMMATIVE EVALUATION

Final Rating Ineffective Developing Skilled Accomplished

Overall Area(s) of Strength

Recommendation(s) for Growth

If final summative rating is Ineffective, an Improvement Plan will be collaboratively created by the Guidance Counselor and evaluator.

Check here if Improvement Plan has been created. A copy of the Improvement Plan will be submitted by the evaluator with the Guidance Counselor Summative Evaluation Form.

Guidance Counselor’s Signature Date

Evaluator’s Signature Date

While I have signed this, I also intend to submit a supplement by . __________________ Date Counselor’s Initials

Evaluator should send a completed copy of this form including signatures to Personnel Office May 10

Building Administrator’s Signature Date

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SHAKER HEIGHTS CITH SCHOOL DISTRICTGUIDANCE COUNSELOR SUMMATIVE EVALUATION

Guidance Counselor Name School Year/Building Evaluator Name Date of Conference

Written improvement plans are to be developed in circumstances when an educator makes below expected academic growth with his/her students AND/OR receives an overall Ineffective rating or an Ineffective rating on any of the components on the Guidance Counselor Rubric. The purpose of the improvement plan is to identify specific deficiencies in performance and foster growth through professional development and targeted support.

Area(s) Needing Improvement

From Guidance Counselor Evaluation Rubric/Evaluation Forms

Improvement Statement

List specific areas for improvement

Specific Plan of Action Describe in detail specific plans of action that must be

taken to improve his/her performance. Indicate the sources of evidence that will be used to

document the completion of the improvement plan.

Assistance & Professional Development

Examples include: Mentoring Observing other colleagues PD 360 Attend workshops

Guidance Counselor’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature above verifies that the proper procedures in the local contract have been followed.A copy of this plan should be submitted to the Personnel Office with the Guidance Counselor Summative Evaluation Form as applicable.If the evaluator is a peer, the building administrator should be notified.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDANCE COUNSELOR IMPROVEMENT PLAN

Guidance Counselor Name School Year/Building Evaluator Name Date of Conference

The improvement plan will be evaluated at the end of the time specified in the plan. Outcomes from the improvement plan demonstrate the following actions have been taken:

Improvement is demonstrated and performance standards are met to a satisfactory level of performance.

The Improvement Plan should continue for time specified:

Non-renewal is recommended.

Improvement Plan Evaluation Comments: Provide justification for recommendation indicated above and attach evidence to support recommended course of action.

I have reviewed this evaluation and discussed it with my evaluator. My signature indicates that I have been advised of my performance status; it does not necessarily imply that I agree with this evaluation.

Guidance Counselor’s Signature: Date:

Evaluator’s Signature: Date:

The evaluator’s signature above verifies that the proper procedures in the local contract have been followed.Evaluator should send a completed copy of this form including signatures to Personnel Office by May 10 with the Summative Evaluation Form.If the evaluator is a peer, the building administrator should be notified.Additional details being finalized.

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SHAKER HEIGHTS CITY SCHOOL DISTRICTGUIDANCE COUNSELOR IMPROVEMENT PLAN- EVALUATION

SHAKER HEIGHTS CITY SCHOOL DISTRICT

PROFESSIONAL PROJECT- GUIDANCE COUNSELORSDRAFT 2013-2014

Once a counselor reaches SKILLED or ACCOMPLISHED in all standards, the counselor and evaluator would identify an area of personal growth from one standard, adapted from the Ohio School Counselor Association, to be evaluated annually. The counselor can elect to produce an artifact or be observed demonstrating the one of the standards.

Once a counselor reaches SKILLED or ACCOMPLISHED in all standards, the counselor would collaborate with the evaluator to develop an innovative technique, project or program that improves the overall guidance program.

The following questions will help guide conversations around the PROFESSIONAL PROJECT.

PLANNINGProject: What is the planned project?

Need for Project: What data suggests a need for the project?How does the project relate to your goal(s) for the year?How does the project relate to the building/district goals?How will the project work inform the larger school community?

Project Details: What work will be carried out for the project? What is the timeline for this work?What evidence and artifacts will be collected?

IMPLEMENTATIONProgress: What steps are being taken to complete the project?

What evidence is supporting the effectiveness/success of the project?

REFLECTIONOutcomes: In what ways was the project a success? What could have been improved?

How was the project effective in improving counselor practice and/or student performance?How can the project inform and support the larger school community?

15Revised 9-30-13

Professional Project Rating

The professional project informs the end-of-year summative rating of the counselor’s effectiveness. At the conclusion of the project, counselors should write a brief overview of the project (using guiding questions like the ones on the previous page). Evaluators may want to use a rubric as a guideline for evaluating projects.

Professional Project Rating RubricIneffective Developing Skilled Accomplished

PLANNING

Deficient skills in several areas of planning and/ or inconsistent planning

Skills in planning are emerging with plans for development to strengthen skills

Most attributes in planning are consistently present with plans for improvement

All attributes in planning are effectively and consistently delivered at the highest level

IMPLEMENT-ATION

Deficient skills in several areas of implementation and/ or inconsistent implementation

Skills in implementation are emerging with plans for development to strengthen skills

Most attributes in implementation are consistently present with plans for improvement

All attributes in implementation are effectively and consistently delivered at the highest level

REFLECTION

Deficient skills in several areas of reflection and/ or inconsistent reflection

Skills in reflection are emerging with plans for development to strengthen skills

Most attributes in reflection are consistently present with plans for improvement

All attributes in reflection are effectively and consistently delivered at the highest level

16Revised 9-30-13

Professional Project Rating RubricThe Observation Rating Rubric is intended to be scored holistically. This means that evaluators will assess which level provides the best overall description of the counselor. An evaluator will not rate a counselor separately on each individual statement within the rubric, but instead will assess the counselor’s overall performance. This assessment should inform the planning of next steps.

Counselor Name _______________________________________ Evaluator Name ___________________________________

Professional Project Rating Ineffective Developing Skilled Accomplished

PLANNING

IMPLEMENTATION

REFLECTION

Final Summative Rating Ineffective Developing Skilled Accomplished

Overall Area of Strength/Reinforcement

Recommendation for Growth/ Refinement

The counselor and evaluator will sign the Professional Project Rating Rubric Summary Form to indicate that the Holistic Rating of the lesson and the Overall Recommended Rating has been shared and discussed. Counselor’s Signature _______________________________ Date _________ Evaluator’s Signature _______________________________ Date ________

17Revised 9-30-13

I, would like to participate in the Peer Evaluation pilot during the 2013-2014 school year.

I understand that I must: be on a continuing contract (tenured) complete the entire evaluation cycle of the person I evaluate. follow the Shaker Heights City Schools evaluation process. attend meetings to discuss the process with the Peer Evaluation Program Coordinators. inform the building administrator if an Improvement Plan is created for the Guidance Counselor.

I understand that: the Evaluation I complete will be the person’s official evaluation for the year. all formal evaluation documents will be submitted to the person’s personnel file.

PEER EVALUATOR SIGNATURE: DATE:

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ Below is completed by PEER EVALUATEE (the person being evaluated) and is signed the building administrator

I, , wish to be Peer Evaluated by during the 2013-2014 school year.

I understand that: I must be on a continuing contract (tenured) the Peer Evaluation will be my formal evaluation for the year. all formal evaluation documents will be placed in my personnel file. the Peer Evaluator cannot be changed during the year of the evaluation process. my Peer Evaluator and I must follow the Shaker Heights City Schools evaluation process.

PEER EVALUATEE SIGNATURE: DATE:

BUILDING ADMINISTRATOR SIGNATURE: DATE: All peer evaluations must be approved by a building administrator.Each person involved in completing this form should receive a signed copy.The original copy of this form should be submitted to the Personnel Office by September 15.

18Revised 9-30-13

SHAKER HEIGHTS CITY SCHOOL DISTRICTPEER EVALUATION INTENT FORM-GUIDANCE COUNSELORS

Ohio - Shaker Home Counselor Evaluation... · Web viewProvide Guidance Counselor with signed copy...

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Transcript of Ohio - Shaker Home Counselor Evaluation... · Web viewProvide Guidance Counselor with signed copy...