School Counselor Evaluation Rubric Evaluating with Fidelity
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School Counselor Evaluation Rubric Evaluating with Fidelity Linda Brannan, M.Ed, NBCT K-12 Student Support Services Consultant NC Department of Public Instruction [email protected]
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School Counselor Evaluation Rubric Evaluating with Fidelity. Linda Brannan, M.Ed , NBCT K-12 Student Support Services Consultant NC Department of Public Instruction [email protected]. School Counseling Wikispace. http :// schoolcounseling.ncdpi.wikispaces.net - PowerPoint PPT Presentation
Transcript of School Counselor Evaluation Rubric Evaluating with Fidelity
School Counselor Evaluation Rubric
Evaluating with FidelityLinda Brannan, M.Ed, NBCTK-12 Student Support Services ConsultantNC Department of Public [email protected]
School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net• Click Professional Development
• Click 2013-14 Professional Development Sessions
• Click Regional Fall RESA Trainings
Process
Ratings
Standards
Uniqueness
Review of School Counselor Evaluation
Annual Evaluation Process
• Processes
• Timeline
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
1. Before participating in
the evaluation process, all school counselors, principals, and peer evaluators should be
trained by their district, through self-study, or by
other experienced trainers on the
evaluation process.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
2. Within two weeks of a school counselor’s first day of work in any school year, the superintendent or principal will provide the school counselor with the Rubric for Evaluating North Carolina School Counselors and a schedule for completing all the components of the evaluation process.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
3. Using the Rubric for Evaluating North Carolina School Counselors, the school counselor shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
4.Before the first observation, the evaluator shall meet with
the school counselor to discuss the school
counselor’s self-assessment based on the Rubric for
Evaluating North Carolina School Counselor, the
school counselor’s most recent professional growth plan, and the session(s) to
be observed..
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
5. The evaluator shall conduct at least three observations of a counseling activity, meeting with students and/or parents, or other meeting or session being led by the school counselor. (For probationary counselors and in the renewal year, 3 formal observations will be conducted)
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
6. The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
7.Prior to the end of the school year and in accordance with LEA timelines, the evaluator shall conduct a summary evaluation conference with the school counselor.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
8.School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.
Performance Appraisal Ratings(Growth Model)
• 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 evidenced – professional area to work on developing
School Counselor Job Description
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.”
21st Century School Counselor
Leadership
Advocacy
CollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.
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
New QuestionHow are students different as a result of the school counseling program?
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
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 2 – School counselors promote a respectful environment for a diverse population of students (cont)
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 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program (con’t)
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
• School Counseling Code of Ethics
Observable Activities
• Sample Activities Evaluators may use to Observe School Counselors
What is an Observable Activity?
• 3 Observations per year
• Brainstorm activities that are observable
• Discuss with your group put on chart paper to post.
• Phone photos & Gallery walk to get ideas from the charts.
School Counselor Evaluation Users’ Guide Appendices
Users’ Guide found on the NCEES Student Support Services Wikispace
http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
Appendix A (p.35)ASCA National Model: A Framework for School Counseling Programs
•Forms and materials
•Framework for data-driven, comprehensive school counseling program
Appendix C (p. 60)Code of Ethics
•Code of Ethics for NC Educators
•Ethical Standards for School Counselors (ASCA)
Ethics• School Counselor Code of Ethics
• NC Educator Code of Ethics
Appendix D (p.78)Using Evaluation Rubric
•School Counselor Evaluation Rubric
•Forms
Most current forms may be found at:http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
Think Tank Group Work:Deeper Dive into the new School Counseling Standards•Divide into groups (1 group/standard)
•Complete the Google Doc for the assigned Standard on the Day 2 link
•Report out to the larger group
School Counseling Plan & Annual Agreement
Where are we going?
Where are we now?
How do we close the gap?
Where Do I Begin?• Review and know the
Professional Standards/Evaluation Rubric
• Use the ASCA National Model as a tool
• Review and learn the NC Guidance Essential Standards (NCGES)
• Start implementing planning in curriculum areas where there are natural alignments?
• Review your school’s data and SIP to identify needs
• What are the areas of need indicated by the data? Gaps? Use SIP!
• Does the current SC Program align with the SIP goals? Revise to support SIP
Where are we going?
Where are we now?
How do we close the gap?
• Develop a comprehensive program to include in the annual agreement
• Review all information with your administrator
• Analyze Outcome Results, Program Data & Publicize Results
• Reflect & Assess Growth
• Determine PGP needs
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
Training Evaluation• Click the link below to complete an
evaluation survey of this 2-day training.
• https://www.surveymonkey.com/s/SchoolCounselingFallRESA
NCDPI Contact
Linda BrannanSchool Counseling Consultant
NC Department of Public Instruction Division of K-12 Curriculum and Instruction
