Post on 08-Jul-2020
School Counselors Rubric
Example framework for School Counselors
School Counselor Rubric Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson was first published by ASCD in 1996, and quickly found wide acceptance and acclaim across the nation for its research-based definition of good teaching. As Charlotte Danielson notes, however, the Framework for Teaching (FfT) is just that, a definition of teaching that did not address the work of many specialists, including school counselors. Recognizing the need for a similar definition for such positions, Charlotte Danielson added rubrics for several specialists in the second edition of the Framework for Teaching in 2007. In those specialist rubrics, the basic architecture of the Framework for Teaching remained, with the components adjusted to ensure relevance and alignment with the work of specialist groups. The Danielson Group published the Framework for Teaching Evaluation Instrument in 2011 and a second edition in 2013. The Evaluation Instrument contained rubric language for each component at all four levels of performance, as well as critical attributes and possible examples for each of those levels of performance. Four members of the Danielson Group, each with masters’ degrees in counseling, began in 2013 to create a framework similar to the Evaluation Instrument, that would accurately and specifically reflect the work of school counselors. It is the role of school counselors, just as with other educators, to ensure student success. Counselors not only respond to the immediate needs of students but also plan for proactive services. At the elementary level, the emphasis is on helping all students acquire skills such as being able to communicate in effective ways, developing a healthy self-image, and forming appropriate relationships with their peers. Secondary school counselors continue the same skills acquisition, but also focus on post-secondary planning, and cultivating skills that will help them become college- and career-ready. School counselors carry out their work in various settings, including individual, small group, and classroom guidance. School counselors serve as a resource to individual students, teachers, parents and guardians, the school as a whole, and their communities. They counsel individual students regarding such matters as making positive choices, reducing excessive tardiness, addressing behavioral issues, and designing an appropriate academic program. They also collaborate with teachers to present curriculum-based guidance lessons or to offer advice on the development of interpersonal or study skills. School counselors regularly confer with parents about any number of issues that affect student learning, often including issues related to behavior and emotions. In addition, the counselor might work at the school level, interpreting cognitive, aptitude, and achievement tests; maintaining student records; and assisting the school principal and school psychologist in identifying and resolving student needs, issues, and problems. A seminal document that informed this process was the ASCA (American School Counselor Association) National Model. Throughout the writing process, the group also consulted practicing school counselors to ensure alignment with their practice. As noted in the ASCA National Model, “Today's school counselors are vital members of the education team. They help all students in the areas of academic achievement, personal/social development and career development, ensuring today's students become the productive, well-adjusted adults of tomorrow.” We offer this rubric example to support and enhance professional conversations in the school counseling community. Danielson Group Consultants: Darlene Axtell, MaryLou McGirr, Joanie Peterson, Karyn Wright
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 1
School Counselor Rubric Domain 1 for School Counselors: Planning and Preparation
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1a: Demonstrating School Counselor School Counselor School Counselor School Counselor
Knowledge of School demonstrates little or no demonstrates limited demonstrates solid demonstrates deep and
Counseling Theory understanding of school understanding of school understanding of school thorough understanding of
programming, counseling programming, counseling programming, counseling school programming,
techniques, and theory. techniques, and theory. techniques, and theory. counseling techniques and
theory. School Counselor’s
plans and practice reflect
familiarity with a wide range
of effective counseling
approaches.
Critical Attributes School Counselor School Counselor School Counselor School Counselor
displays minimal displays rudimentary demonstrates solid demonstrates extensive
understanding and understanding and understanding and knowledge and
application of the district/ application of the application of the district/ application of the
school programming and district/school school programming and district/school
counseling techniques. programming. counseling techniques. programming and
School Counselor’s plans School Counselor’s School Counselor is able counseling techniques.
use inappropriate knowledge and use of to select and employ School Counselor actively
strategies. counseling techniques is suitable and effective investigates new
of moderate value or techniques to meet the counseling theories and
suitability in meeting the needs of most students. techniques, and skillfully
needs of some students. selects and employs
those that meet the needs
of individual students.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 2
School Counselor Rubric
Level of Performance Component
Ineffective Partially Effective Effective Highly Effective
Possible Examples School Counselor says, “Services for our ELL students and their families should be identical to those for everyone else.” When a student indicates she has thoughts of harming herself, the School Counselor gives her a booklet on mental health issues and tells her to come back after she has read it. School counselor says, “We have our own plan. I don’t see why it has to align with the American School Counselor Association (ASCA) National Model.”
School Counselor meets with a student who is struggling with anger management issues, but does not apply research-based counseling techniques to the sessions, such as cognitive behavioral therapy. School Counselor says, “I know there are social skills programs out there for students with autism, but I just don’t know how I am going to find out about them.”
School Counselor alerts the principal to issues of students sexting on their phones and offers suggestions related to positive interventions for students. School Counselor incorporates social justice advocacy services into the counseling program based upon student demographics and needs. School Counselor downloads the ASCA “Mindsets & Behaviors for Student Success” program planning tool and works with colleagues to address gaps in the current school counseling program.
School Counselor surveys students on her roster about bullying, both personal experiences and observed occurrences. She brings in an expert to advise the department and launches an effective anti-bullying program for the district. School Counselor leads a regional training event for colleagues to raise awareness of how counseling traditions and one's own views may be based on culturally biased concepts.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 3
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1b: Demonstrating School Counselor displays School Counselor displays School Counselor In addition to the
Knowledge of little or no knowledge of limited knowledge of child demonstrates characteristics of
Students child and adolescent and adolescent understanding of the “proficient,” School
development nor of development. and some typical developmental Counselor displays
students’ skills, special knowledge of the varied characteristics of the age knowledge of the extent to
needs, interests and students’ skills, special group, as well as which individual students
cultural heritages. . needs, interests and exceptions to the general follow the general patterns
cultural heritages. patterns of development. of development.
Counselor displays School Counselor
accurate and detailed
demonstrates extensive
knowledge of students’
knowledge of students,
skills, special needs,
systematically acquiring
interests and cultural
knowledge from several
heritages.
sources about individual
students’ knowledge, skills,
special needs, interests
and cultural heritages.
Critical Attributes School Counselor does School Counselor cites School Counselor School Counselor
not understand child developmental theory, integrates knowledge of applies understanding of
development but does not seek to developmental theory developmental attributes
characteristics and has integrate theory into with knowledge of to differentiate practice
unrealistic expectations interactions with students on their and decision-making
for students. students. counseling roster to based on individual
School Counselor is School Counselor inform their practice. students’ circumstances.
unaware of the inconsistently attempts to School Counselor School Counselor
individualized needs of gain knowledge of actively seeks to gain demonstrates thorough
students and ignores individual needs of knowledge of student knowledge of student
students’ cultures, students and sometimes background and background and
language, interests, seeks to understand experiences, culture, experiences, culture,
special needs, history students’ cultures, special needs, history special needs, history
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 4
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
and/or circumstances. language, interests, and circumstances and and circumstances, as
School Counselor is special needs, history uses this knowledge in well as knowledge of
and/or circumstances. practice and decision- individualized techniques
unaware of medical
making. to support student.
issues and learning School Counselor is
School Counselor uses
disabilities of students. aware of medical issues School Counselor is
this knowledge to
and learning disabilities aware of medical issues
proactively communicate
with some students, but and learning disabilities
with or about the student.
does not seek to of all students on her
understand the caseload and works School Counselor
implications of those collaboratively with researches medical and
issues and conditions. colleagues to understand learning issues of
the implications of those students on her
issues and conditions. caseload, and works with
those students to ensure
their own understanding
and ability to advocate
on their own behalf.
Possible Examples School Counselor uses School Counselor School Counselor uses After reviewing
materials and resources provides for the kosher conversational turn-taking anonymous school
for a kindergarten student dietary restrictions of in a class designed for surveys related to
that have been designed Jewish students for an students with Asperger smoking, the School
for third grade students. evening event, but does syndrome to support the Counselor works with the
School Counselor does not make acquisition of social skills. school assistance team
accommodations for and student
not know how to address School Counselor
vegetarians or those with representatives to
the behavioral responses ascertains each student’s
gluten sensitivities. develop a smoking
of a student with sensory background knowledge
cessation program.
issues. She issues a School Counselor uses a about the college
detention to the student check in and check out application process The School Counselor
for covering his ears in strategy with a student, before providing holds a meeting with a
the cafeteria and shouting but does not share the guidance. student and his mother to
that everyone should progress of the student discuss the recent
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 5
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
“Shut up.” with teacher and parent. incarceration of a sibling.
Together they design a
plan to inform the
student’s teachers and to
design strategies that will
support the student.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 6
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1c: Establishing School Counselor has no School Counselor’s goals School Counselor’s goals School Counselor’s goals
Counseling clear goals for the for the counseling program for the counseling program for the counseling program
Outcomes counseling program, or are rudimentary and are are clear and appropriate are highly appropriate to
goals are inappropriate to partially suitable to the to the situation in the the situation in the school
either the situation or the situation and the age of the school and to the age of and the age of the
age of the students. students. Counseling the students. Counseling students, and have been
Counseling outcomes outcomes represent outcomes represent developed in consultation
represent low expectations moderate expectations and rigorous and important with students, parents, and
for students. rigor. expectations for student colleagues. Counseling
learning and achievement. outcomes represent high-
level learning and
achievement. Outcomes
are differentiated and
reflect multiple career and
college ready paths based
on student aspirations and
input.
Critical Attributes School Counselor cannot Goals represent low Goals represent high Goals represent high
identify goals for students. expectations for expectations and rigor for expectations and rigor
Goals do not represent students. students. and are differentiated to
encourage individual
the needs of the student Goals reflect minimal Goals reflect consistent
students to take
population. consideration of student consideration of student
educational risks.
population needs. population needs.
Goals are carefully
tailored and differentiated
to meet the needs of the
entire student population.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 7
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Possible Examples School Counselor states The School Counselor School Counselor works School Counselor
college and career creates outcomes for with students to establish revises the counseling
readiness outcomes in Social Skills learning that learning outcomes for program outcomes to
terms of student do not address counseling sessions. include data from student
awareness of information generalization of skills to School Counselor self-assessments.
rather than achievement novel environments.
successfully establishes School Counselor works
goals.
School Counselor begins an advisory council that collaboratively with
School Counselor says to research evidence- includes all stakeholders administration,
that reducing the over- based programs to reflective of the colleagues, and student
representation of minority reduce out-of-school- collaborative leaders to set goals for
students in out -of-school suspensions, but sets components of the ASCA reducing out-of-school
suspensions is not a goal modest goals for National Model. suspensions. The goals
that is related to her job improving outcomes. are research-based and
as a School Counselor. aligned to the district and
school program goals. A
key feature is student
self-monitoring and
assessment of
outcomes.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 8
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1d: Demonstrating School Counselor School Counselor displays School Counselor displays School Counselor displays
Knowledge of demonstrates little or no some awareness of knowledge of resources extensive knowledge of
Resources knowledge of resources resources available to available to students resources for students.
available to students students through the through the school or These include school,
through the school, district school, district, or district, as well as those in district, community, and
or community, nor is the community and for the community, on the external resources. School
counselor aware of extending one’s internet, and other sources Counselor makes extensive
resources for expanding professional skills but does external to the school. use of resources provided
one’s own professional not seek to expand their School Counselor seeks by professional
skills. knowledge. resources to extend their organizations, universities
own professional skills and and on the internet.
knowledge.
Critical Attributes School Counselor does School Counselor School Counselor knows School Counselor
not seek resources sometimes seeks how to gain access to proactively and routinely
outside the district to resources outside the resources outside the seeks resources outside
expand his/her district to expand his/her district and effectively the district and makes
knowledge. knowledge. shares them with extensive effort to share
School Counselor is School Counselor has students and parents. with students, colleagues,
parents and all
unable to suggest or limited suggestions for The School Counselor
community stakeholders.
identify resources that resources to meet the makes detailed
meet the needs of needs of students. suggestions for The School Counselor
students. evidence-based works collaboratively with
resources to meet the colleagues, parents and
needs of a diverse students to create a list of
student population. evidence-based
resources that will support
the needs of a diverse
student population.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 9
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Possible Examples School Counselor gives School Counselor hands School Counselor gives School Counselor creates
the same college a list of local mental a student several an online “clearinghouse”
resource information to health care providers to a resource options when of resources that is used
all students, regardless student without trying to asked about local by all counseling staff in
of their career plans. determine the most businesses that offer job the district for local and
School Counselor is not appropriate provider for apprenticeships in the regional resources to
the individual student’s hospitality industry. meet the developmental
able to recommend local
issue. needs of all students.
mental health care School Counselor tells
providers or community School Counselor knows her supervisor about an School Counselor spends
resources to the family she needs to learn more online course in social the summer meeting with
of a severely depressed about working with justice programs she the Commerce
student. secondary students with would like to take in Commission and Better
autism, but doesn’t order to expand her Business Bureau to
contact autism knowledge in the area. develop a resource library
specialists to support with a broad array of
professional learning. student internship
opportunities.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 10
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1e: Designing a School Counselor plan School Counselor plan has School Counselor plan School Counselor plan is
Coherent consists of a random a guiding principle and includes important aspects of highly coherent and serves
Counseling collection of unrelated includes a number of counseling in the school to support not only the
Program activities, lacking coherence activities, some of which setting and includes school students individually and in
or an overall structure, and do not fit with the broader goals. Counseling programs groups, but also the broader
is poorly aligned to goals. There is little follow an organized educational program. The
counseling outcomes. differentiation for students. progression with plan provides opportunity
School Counselor plan is School Counselor seeks differentiation for different for student choice. Input
developed without input minimal input from groups of students. School from stakeholders is
from stakeholders or stakeholders. Counselor routinely seeks incorporated throughout the
inclusion of individual, input from stakeholders. plan.
school, and district needs.
Critical Attributes School Counselor plan School Counselor plan School Counselor plan is School Counselor plan is
lacks structure and is not may be unrealistic about well structured and holistic, systemic,
aligned to social decision- expectations for social reasonable about balanced, proactive,
making, behavioral, decision-making, expectations for social integrated into the
mental health, and behavioral, mental decision making, academic agenda, and
academic goals. health, and academic behavioral, mental health, reflective in addressing
There is no effort to goals. and academic goals. individual student’s social
decision making,
connect counseling Counseling activities are Counseling activities match
behavioral, mental health,
activities to counseling loosely connected to counseling outcomes.
and academic goals.
outcomes. counseling outcomes. School Counselor plan
Counseling activities are
School Counselor plan School Counselor plan includes an appropriate
aligned with counseling
lacks a mission statement includes an incomplete mission statement
outcomes and ensure
describing the school mission statement describing the school
student choice.
counseling program goals describing the school counseling program goals
and vision of how counseling program and clear vision of how the School Counselor plan
students will benefit from goals and partial vision of students will benefit from includes a mission
the program. how the students will the program. statement and a
School Counselor designs benefit from the program. School Counselor comprehensive vision of
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 11
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
the plan without School Counselor consistently engages in how students’
collaboration with collaborative planning with individualized needs will
designs the plan with
stakeholders. all in-district stakeholders. be met though
minimal collaboration
differentiated program
with stakeholders.
goals.
School Counselor actively
seeks input from multiple
stakeholders within and
beyond the district to
maximize collaborative
planning process.
Possible Examples School Counselor says, School Counselor says, School Counselor designs a School Counselor
“The program does not “I know that we need to meet-and-greet evening implements a program
need to address academic involve community where students can learn where students can self-
goals; that is the job of leaders in order to how adults with disabilities assess their own learning
their teachers.” develop student navigated both school and styles and suggest
School Counselor does internships. I just don’t workplace challenges. individualized
know how I am going to accommodations and
not design programs to School Counselor
structure that.” modifications that would
support the post- participates in a community
successfully support their
secondary plans of School Counselor reads forum to seek input from
learning goals.
students who do not want information about local mental healthcare
to attend a four-year cyberbullying, but offers providers on improving School Counselor holds a
college. only general statements mutual collaboration. series of feedback
School Counselor states about its impact, and School Counselor works sessions after the first
does not explore year of implementing a
that he does not have with her department chair
preventative strategies. new counseling plan, to
time to learn more about on a presentation to her
identify both highly
the core curriculum. colleagues and school
successful components of
administration that
the plan as well as gaps in
recommends an evidence-
the program that need to
based program for reducing
be addressed.
out-of-school suspensions.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 12
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
1f: Designing Program School Counselor has no School Counselor has a School Counselor’s School Counselor’s
Assessment plan to assess services or rudimentary plan to plan to assess services assessment plan is highly
resists suggestions that assess services. is organized around sophisticated, with a
such an evaluation is Assessment criteria and clear goals, criteria, and variety of evidence
important. standards have been standards related to the sources and clear criteria
developed, but they are collection of evidence. for assessing outcomes.
not clear. School School Counselor has a The plan includes student
Counselor’s approach to well-developed strategy contributions to its
using formative for using formative development. Assessment
assessment is partially assessment data. plan includes multiple
developed and includes methodologies to ensure
only some of the program accurate assessment of
outcomes. program effectiveness for
diverse student groups.
Critical Attributes There is no program The program The program The program
assessment plan to gather assessment plan assessment plan is assessment plan
feedback from contains minimal updated based upon includes cycles for
stakeholders and evaluate provision for feedback feedback from reviewing progress of the
services. from stakeholders. stakeholders. counseling program, so
The program assessment The program The program that formative
adjustments can be
plan has no provision for assessment plan has assessment plan
made as needed.
data collection. limited provision for data provides for collection
School Counselor does collection. Only some of of relevant data and is The program
the counseling consistent with assessment plan uses a
not use data/assessments
outcomes are addressed program goals. variety of methods to
to plan future program
in the planned collect data in order to
priorities. School Counselor
assessments. assess program goals
synthesizes data to
and services, including
School Counselor plan effective future
soliciting student input.
minimally uses program priorities.
assessment data to plan School Counselor
future program priorities continually synthesizes
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 13
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
data to plan for effective
program priorities,
monitors progress, and
makes adjustments as
needed.
Possible Examples School Counselor states School Counselor School Counselor School Counselor
that he is too busy attempts to aggregate explains to the initiates a committee to
providing services to student data to assess principal how she has develop an efficient
figure out how to assess program effectiveness. used students’ system for managing the
program effectiveness. but states that he is academic and large amounts of data
When asked about data to often very behind in behavioral progress collected on each
maintaining the data. data to assess student. The counselor
support continuation of a
program states, “We are collecting
program, School School counselor states
effectiveness. but not effectively using
Counselor states that that he has data for
data to inform our
quantitative data would some of the counseling As part of the design
decisions about
not be helpful. programs, but has not of a new program to
programs and students.”
had time to analyze it. reduce out-of-school
School Counselor tells suspensions, the School Counselor
School Counselor mentors a student
student internship
participates as a team committee that analyzes
supervisors that the
member in developing the data related to the
school is very interested
measurable program school code of conduct
in their feedback, but
outcomes. and the effectiveness of
does not provide a
current school
document or method for School Counselor
procedures.
them to provide reports the results of
feedback. quantitative and
qualitative data about
the school counselor
program at quarterly
department meetings.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 14
School Counselor Rubric Domain 2 for School Counselors: The Environment
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
2a: Creating an School Counselor’s School Counselor’s School Counselor’s School Counselor’s
Environment of interactions with students interactions with students interactions with interactions with students,
Respect and Rapport are mostly negative, are generally appropriate, students, parents and parents and staff are highly
inappropriate, or insensitive but may reflect occasional staff are respectful and positive, respectful, and
to students’ ages, cultural inconsistencies and appropriate to the ages, appropriate to the ages,
backgrounds, and insensitivity. The counselor cultures, and cultures and
developmental levels. The makes occasional attempts developmental levels of developmental levels of
counselor does not promote to promote positive the students. The the students, reflecting
positive interactions among interactions among students, counselor actively genuine warmth, caring
students, parents, or staff. parents, or staff. The promotes positive and sensitivity. The
The Counselor does not counselor attempts to interactions. The counselor has successfully
deal with disrespectful respond to disrespectful counseling environment involved students in
behavior. The counseling behavior with uneven is one in which promoting positive student-
environment is not a place results. Students, teachers participants feel safe to-student interactions.
where students, teachers, and/or parents feel and respected.
and/or parents feel safe and somewhat safe and
respected. respected in the counseling
environment.
Critical Attributes School Counselor is School Counselor makes School Counselor is School Counselor is
insensitive to students’ inconsistent effort to be sensitive to all highly sensitive to all
cultural backgrounds and sensitive to students’ students’ cultural students’ cultural
developmental levels. cultural backgrounds and backgrounds and backgrounds and
School Counselor developmental levels. developmental levels developmental levels and
and fosters this supports student
displays no familiarity with School Counselor
sensitivity with initiation of events
or caring about students. demonstrates familiarity
students and staff. recognizing and including
School Counselor speaks with the unique
diverse populations.
circumstances of some of School Counselor
disrespectfully to
the students on her roster. demonstrates detailed School Counselor
students, parents, staff, or
knowledge of each of consistently
colleagues. Quality of interactions
the students on her demonstrates knowledge
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 15
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
School Counselor between School Counselor roster. of, compassion for, and
and students, parents, and
Interactions between responsiveness to all
displays a lack of
staff is uneven, with students.
responsiveness to School Counselor and
occasional disrespect or
students, parents, staff students, parents, and School Counselor
insensitivity.
and colleagues. staff are consistently models exemplary
School Counselor fails to School Counselor is respectful. respect for students,
responsive to a small
School Counselor is parents, staff, and
convey an atmosphere of
number of students, community stakeholders,
respect and responsive to parents,
parents, staff and treating them with dignity
encouragement. staff, colleagues, and
colleagues. in all situations.
all students on his/her
School Counselor attempts caseload. School Counselor is
to create an atmosphere of School Counselor responsive to all school,
respect with uneven consistently creates district, and community
results. Students may stakeholders.
an atmosphere of
hesitate to participate.
support and rapport. School Counselor
facilitates an atmosphere
of genuine caring and
respect for all. Students
participate without fear of
put-downs or ridicule
from either the School
Counselor or other
students.
Possible Examples During a school meeting, School Counselor School Counselor School Counselor
School Counselor openly responds to disparaging advocates for students challenges a student who
makes disparaging remarks between students whose developmental makes disparaging
remarks about groups of in an inconsistent manner. and social needs are remarks about others’
students and their cultural School Counselor calls typically underserved cultural background and
background. by forming a unified provides education about
some students by name.
School Counselor does
soccer team. diversity and tolerance.
School Counselor agrees
not call students by name. School Counselor School Counselor works
to be the faculty sponsor
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 16
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
School Counselor refuses for a Model United Nations reaches out to the with students in the
group, but does not attend family of a student Drama Club, running
to work with a Future
their meetings. with special needs to lines and helping build
Farmers student group,
School Counselor listens better understand how sets. Students express
stating, “The students
to support the student. respect for the counselor.
should aim higher than attentively to a student, but
that.” does not reflect back or School Counselor School Counselor
School Counselor ask questions to clarify. works with the teaches active listening
Academic Quiz Bowl skills to students.
consistently interrupts and
group, attending School Counselor works
talks over students in a
practice sessions and
group session in order to with a student after
meets.
get her point across. school because the
School Counselor student has limited
models a variety of access to the counselor
active listening skills during the school day.
with students and Students, staff and
builds positive
parents report that the
relationships with
School Counselor is
them as a result.
accessible to them and
School Counselor acts keeps appointments
as a mentor to a unless there is a crisis.
student. School Counselor
The School Counselor attends the play of a
and students use student on his caseload
social courtesies such when he learns the
as, “Please, may I family is uninvolved.
offer an opinion?” During a group session,
students clap for one
another
Student says, “I feel safe
here sharing ideas I
thought were different.”
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 17
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
2b: Establishing a The counseling program The counseling program and The counseling program and The counseling program and
Culture for and environment are environment are environment is characterized environment are
Learning characterized by little to no characterized by a by a consistent commitment characterized by a high
commitment of effort by the inconsistent commitment of of effort and investment of commitment of effort and
School Counselor or effort or investment of energy by the School investment of energy by the
students. Students show no energy by the School Counselor and students. School Counselor and
regard for the importance of Counselor or students. Students show positive students. Students take an
the counseling work. Students show little regard regard for the importance of active role in upholding the
School Counselor makes no for the importance of the the counseling work. importance of the counseling
counseling work. work.
attempt to encourage School Counselor interacts
students to work hard and The School Counselor with all students to School Counselor’s
achieve at their highest encourages some students encourage hard work and interactions with students,
level. School Counselor to achieve at a higher level. support learning. School staff, and families support
does not offer students School Counselor offers Counselor seeks to ensure attainment of success for all
support for college and some students support for that all students are college students and involves these
career readiness. college and career and career ready. stakeholders in ensuring all
readiness. students are college and
career ready.
Critical Attributes School Counselor School Counselor conveys School Counselor School Counselor
conveys to some students a neutral position to communicates to students communicates a passion for
that counseling work is students regarding their the importance of counseling work to
too challenging for them. ability to meet the counseling work, and the students, staff, and families
School Counselor sets no demands of counseling conviction that with hard and a conviction that
work. work they will succeed. students can acquire the
expectations for
skills necessary to be
engagement and School Counselor sets School Counselor expects
successful.
participation. limited expectations for all students to engage with
Students are not engagement and and participate in the The School Counselor sets
participation. counseling program. high expectations for
encouraged to work hard.
Some students receive All students receive engagement in the
counseling program and
encouragement to work encouragement to work
communicates this
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 18
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
hard from the counselor. hard in order to achieve. importance to all students,
staff, and families.
The School Counselor
supports students’ initiative
in improving the quality of
their work.
Possible School Counselor is School Counselor is aware School Counselor holds a School Counselor gathers
Examples surprised when a student that a student is struggling study skills session every support teams for individual
comes with news at the academically, but is not Wednesday so that students that includes
end of the semester that sure in what areas, or what students can develop teachers, specialists, family
he is failing a course, and the best intervention strategies and techniques members, and the student
responds by saying, “Well, strategies would be. to support their work. themselves, to proactively
you should have worked School Counselor explains School Counselor creates monitor the student’s
harder at the beginning of progress and determine
to a student who does not classroom activities, group
the semester.” strategies for increased
participate in classes, “If counseling, and individual
success.
School Counselor only you just raise your hand sessions focused on
meets for academic more, your teachers won’t rigorous academic School Counselor asks
advising with twenty be so hard on you.” programs and recruits students to contribute to a
percent of the students in School Counselor students from underserved top ten list of effective
her caseload. socio-economic strategies for meeting the
suggests that someone
backgrounds to participate. demands of long-term
School Counselor says, form a peer mentoring
projects.
“This advocacy program group for students in need School Counselor
for the homeless takes of additional academic frequently participates in School Counselor fosters a
valuable time away from support, but does not meetings and study college and career ready
my day.” follow up on that sessions held by the culture by helping students
School Counselor says, suggestion. homelessness advocacy form a number of different
group. career-interest clubs,
“Why don’t you pursue an School Counselor says
insuring that they assess
easier career?” that the homelessness School Counselor meets
and address the needs of
advocacy program is with the special education
the diverse members they
important, but only attends staff in order to make
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 19
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
meetings by the group adjustments to a student’s attract.
when told to do so. schedule. School Counselor mentors
School Counselor makes School Counselor holds a homelessness advocacy
some minor adjustments in regular departmental student group that
the student’s schedule meetings to advocate for researches and applies for
because the special student success by grant funding to support the
education teacher reviewing individual work of a local community
requested it. student concerns and shelter.
brainstorming possible School Counselor involves
solutions.
a special education student
and his family in proactively
rearranging the student’s
schedule to better meet his
learning needs.
School Counselor
discusses and defines
beliefs about the ability of
all students to achieve at a
district in-service
presentation.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 20
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
2c: Managing School Counselor’s routines School Counselor’s routines School Counselor’s School Counselor’s
Routines for the counseling center or for the counseling center or routines and procedures routines for the counseling
and Procedures classroom work are classroom work are partially for the counseling center center or classroom are
nonexistent or disorderly. successful. Procedures for or classroom work are seamless, and students
There are no procedures scheduling time with the effective. Procedures for assist in maintaining them.
established for scheduling counselor are established, scheduling time with the Procedures for scheduling
time with the counselor. No but have been counselor are established, time with the counselor are
schedule or use-of-time data communicated to only some communicated to established with input from
is available. There is little students. Schedule and/or students, and followed. students and well
evidence that students know use-of-time data exist, but Schedule and use-of-time communicated to all
or follow established routines. are not used or maintained. data are available, used, stakeholders. Schedule
Students are aware of some and fully maintained. and use-of-time data are
routines and procedures, Students know and follow detailed and used in a
but they are only partially established routines with highly effective manner.
effective or are minimal guidance and Routines and procedures
inconsistently followed. prompting. are well understood and
may be initiated or
improved by students.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 21
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Critical Attributes School Counselor has not School Counselor has School Counselor has School Counselor has
established procedures or inconsistently established established consistent seamlessly established
routines. procedures and routines. routines and routines and procedures.
School Counselor is unable School Counselor is procedures. Students take initiative in
the development and
to prioritize time-sensitive inconsistent in prioritizing School Counselor
maintenance of
tasks. tasks. consistently prioritizes
counseling session
Lack of procedures or Counseling office has tasks.
routines and procedures.
routines during classroom some procedures and Counseling office has School Counselor seeks
work or a counseling routines related to clear and consistent
feedback from students
session result in student counseling activities and procedures and routines
and faculty regarding
time off task. access to materials and that are organized to
task prioritization.
resources. facilitate various
counseling sessions and Counseling routines and
access to materials and procedures maximize
resources. student engagement,
opportunities, and time
on task.
Possible Examples School Counselor fails to School Counselor In small-group work, School Counselor
develop and/ or circulate circulates operational students have communicates
clear operational schedules. schedules only during the established roles; they operational schedules to
Students ask why they have first half of the school listen to one another, stakeholders through
year. summarizing different daily, weekly, monthly,
been called to the
views, etc. and annual schedules
counseling office and School Counselor
and calendars shared
express concern that they organizes some School Counselor
through a variety of
are missing an important classroom guidance maintains a calendar so
media.
test. sessions, but changes the students miss little class
schedule or sometimes time. The schedule is A student reminds a
fails to show up. flexible enough to allow classmate that it is his
Students ask what they for crisis counseling. turn to research then
present information about
are to do when materials School Counselor
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 22
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
are being distributed or organizes and one of the local
collected. communicates the community college’s
schedule for classroom programs.
guidance to students as Students independently
well as teachers.
check themselves into
the counseling center.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 23
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
2d: Managing School Counselor has School Counselor’s School Counselor has School Counselor has established
Student Behavior established no efforts to establish established clear standards clear standards of conduct for
standards of conduct for standards of conduct for of conduct for counseling counseling and classroom
students during counseling sessions or sessions or classroom. sessions and students contribute
counseling or classroom classroom are partially Student behavior in to maintaining them. Students
sessions. No assistance effective. School counseling sessions is take an active role in monitoring
with student behavior is Counselor inconsistently generally appropriate. their own behavior and/or that of
offered to staff or attempts to monitor School Counselor makes other students against standards
families. student behavior and significant effort to offer of conduct. School Counselor
sometimes offers assistance to staff or takes a leadership role in
behavioral assistance to families with student providing assistance with student
staff or families. behavior. behavior and shares ideas with
staff and/or families.
Critical Attributes Counseling sessions Standards have been Standards of conduct School Counselor’s monitoring
are chaotic, with no established but are not have been established of student behavior is subtle and
standards of conduct consistently applied or and are monitored by the preventative. Students actively
evident. monitored by the School Counselor. monitor their own behavior.
School Counselor School Counselor. School Counselor Students are involved in the
disregards students' School Counselor maintains order with development of appropriate
violation of rules. maintains order with overall success. behavioral guidelines for
Some students disrupt uneven success. School counselor counseling sessions and actively
contribute to maintaining order
the counseling Response to student consistently and
by addressing peer behavior
session, without misbehavior is appropriately responds to
based upon established
apparent School inconsistent during the student misbehavior
behavioral guidelines.
Counselor awareness counseling and/or during the counseling and
or with an ineffective classroom guidance classroom guidance School Counselor models and
response. sessions. sessions. promotes student ownership of
behavior.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 24
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Possible Examples Students are talking The School Counselor Students respond to The School Counselor
among themselves, addresses the School Counselor request effectively uses nonverbal
rather than attending misbehavior in a group for participation during communication to quiet a
to the counseling of girls, but ignores classroom presentations. classroom during a presentation.
agenda; the School similar behavior in a School Counselor School Counselor effectively de-
Counselor does not group of boys.
recommends use of escalates the behavior of a
attempt to redirect
Neither the School positive behavior support student who is acting out
them.
Counselor nor students strategies with a student physically by using calming
Students are running refer to posted who exhibits behavioral words and an even tone of
around the room, classroom rules when difficulties, and the School voice.
resulting in a chaotic they are violated. Counselor monitors the School Counselor works with a
environment. student’s response.
student to practice self-
Students use their monitoring strategies.
phones during a Student points out a rule about
meeting and the
active listening to a distracted
School Counselor
student.
ignores them.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 25
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
2e: Organizing School Counselor’s physical School Counselor’s attempts The School Counseling The School Counseling center
Physical Space environment is in disarray, to create an inviting and center or classroom and classroom arrangements
unsafe, or is inappropriate well-organized physical arrangements are are flexibly arranged to
for the planned activities. environment are partially inviting and conducive support a range of individual
Physical barriers make the successful. Accommodations to the planned activities. and group counseling
counseling area are made for some students’ All areas of the activities. Students have
inaccessible to students special needs. counseling center are contributed ideas to the
with special needs. accessible to students organization of physical space.
with special needs. Arrangements provide
individualized
accommodations for students
with special needs.
Critical Attributes School Counselor does School Counselor makes School Counselor School Counselor enlists the
not consider or is unaware some attempt to arrange makes a concerted input of students on how to
of the need to arrange the the environment and make effort to make the make the counseling
counseling space. There the counseling office counseling environment inviting and
are physical hazards in inviting. environment inviting welcoming.
the counseling center. School Counselor makes and accessible for School Counselor solicits
students.
There is no attempt to some attempt at arranging and implements innovative
arrange the counseling the counseling center to School Counselor ideas from students, parents,
center to meet the needs accommodate students successfully arranges and experts on
of students with physical with physical disabilities. the counseling center environmental
or sensory disabilities. School Counselor helps to accommodate accommodations to make
groups with special the counseling center safe,
School Counselor does teachers design ways to
needs. comfortable, and inviting for
not help teachers design enhance their environment
students with special needs.
ways to enhance their for student safety and School Counselor
environment for student learning only when asked. volunteers to help Students take the initiative to
safety and learning even teachers design ways adjust the environment
when asked. to enhance their based on planned activities.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 26
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
environment for School Counselor serves as
student safety and
a district-wide resource for
learning.
space arrangement and
accommodation issues.
Possible Examples Students say they do not School Counselor offers a School Counselor has School Counselor has
want to share concerns in suggestion to a classroom posted guidelines for meetings with students
the center because. “It is teacher regarding physical how students can representing various
a fishbowl and everyone space, but the ideas are access the computer demographics to solicit ideas
can hear what you are neither evidence-based nor station in the on how to make the
saying and see you when effective. counseling center. counseling environment
you are upset.” Books and other resources Comfortable chairs inviting and welcoming.
Books and resources are are neatly shelved, but are arranged in a Students take initiative and
piled in disarray around some are placed too high semicircle to support arrange chairs side by side
the counseling center. for students to reach. the social skills group. for a peer mediation session.
School Counselor can The School Counselor School Counselor School Counselor provides a
offer no suggestions to a places sound machines in suggests to classroom district-wide in-service
classroom teacher who the waiting area outside of teachers that they presentation on how to
inquires about reducing the office, but often forgets place seating mats organize physical space to
environmental distractions to turn them on. facing away from a enhance the learning
for a student who is often hallway door in order environment and promote
off task. to reducing student safety and a sense
environmental of belonging.
distractions.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 27
School Counselor Rubric Domain 3 for School Counselors: Delivery of Services
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
3a: Communicating School Counselor rarely School Counselor School Counselor regularly School Counselor’s oral
with Students communicates with attempts to communicate communicates with students. and written communications
students. Communications with students. Spoken School Counselor’s oral and with students are ongoing,
contains major errors and written written communications are clear, precise, and
and/or are unclear. The communications contain clear and accurate. School expressive. Misconceptions
Counselor’s vocabulary is some errors or are Counselor’s use of academic are anticipated by the
inappropriate, vague, or partially clear, requiring and counseling vocabulary is School Counselor and
used incorrectly, leaving clarification. School precise and serves to extend prevented through use of
students confused. Counselor’s spoken understanding. School well-honed communication
Communication is strictly communication may be Counselor makes regular skills. School Counselor
one-way from School correct, but vocabulary is efforts at two-way takes the opportunity to
Counselor to students. not fully appropriate for communication with students. extend students’ knowledge
students. School of concepts and
Counselor does not take vocabulary. Students use
opportunities to explain correct vocabulary. School
academic or counseling Counselor frequently uses
vocabulary. School multiple means of soliciting
Counselor makes minimal input from, and
efforts at two-way communicating with,
communication with students.
students.
Critical Attributes School Counselor does School Counselor School Counselor School Counselor has
not share information, or shares limited consistently shares consistent and accurate
makes serious errors that information or provides accurate information with collaborative
will affect student only partially accurate students. communication with
understanding. information to students. School Counselor clearly students.
Students indicate, through School Counselor states the purpose of the Students contribute to
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 28
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
body language or provides little session, as well as session defining the purpose of
questions, that they do explanation about the goals. the session; if asked,
not understand the purpose of the session. School Counselor regularly students are able to
purpose or content of the explain the purpose of the
School Counselor seeks seeks input from students,
session provided by the session.
input from students, but and effectively acts on such
School Counselor
is inconsistent or input. School Counselor’s
School Counselor does sporadic in gathering or extensive gathering of
not seek input from acting on such input. input from students is
students. skillfully applied to make
program improvements.
Possible Examples
The student says, “My
The student says, “My
Before engaging in a
School Counselor sets up
counselor has not gotten counselor did not keep guided group discussion on a meeting with a student
back to me about the two appointments with human sexuality, the with special needs saying,
college application me, and didn’t let me School Counselor “Let’s talk about your
process.” know ahead of time.” describes what topics will upcoming IEP meeting
The student says that the School Counselor says, be covered. and see if we can look at
your progress and set
School Counselor gave “I offered to help a School Counselor
some new goals.”
him the wrong date for the student with smoking discusses with a student
SAT test. cessation, but they were the conditions under which School Counselor asks
uncooperative.” sensitive information would students, “List the top two
need to be shared with things you would like to
crisis intervention services. learn from our
intergenerational service
project.”
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 29
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
3b: Using School Counselor has few School Counselor displays School Counselor uses a School Counselor uses an
Appropriate counseling techniques to a narrow range of range of counseling extensive range of
Counseling help students acquire skills counseling techniques to techniques to help counseling techniques to help
Techniques in decision-making and help students acquire skills students acquire skills in students acquire skills in
problem solving for both in decision-making and decision-making and decision-making and problem
interactions with other problem solving for both problem solving for both solving for both interactions
students and for future interactions with other interactions with other with other students and for
planning. students and for future students and for future future planning.
planning. planning.
Critical Attributes School Counselor does School Counselor School Counselor School Counselor mentors
not attempt to assist attempts to assist assists students in students as they use
students in decision- students in decision- decision-making, goal available data to make
making, goal setting, or making, goal setting, or setting, or problem decisions, set goals, or
problem solving. problem solving. solving. solve problems.
School Counselor makes School Counselor’s use Questioning and Questioning and discussion
poor use of questioning of questioning and discussion techniques techniques provide
techniques, using low discussion techniques is are employed effectively, opportunities for students to
level or inappropriate adequate. encouraging students to use higher order thinking
questions. School Counselor’s comfortably disclose skills.
information after having
School Counselor’s questions invite students School Counselor builds on
established
questions do not invite to respond, but most do and uses student
confidentiality guidelines
student response. not. responses to deepen
for discussions.
student understanding and
School Counselor uses skill building. Students
open-ended questions, initiate, maintain, and
inviting students to think extend discussions during
and/or offer multiple the session.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 30
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
possible answers.
Possible Examples
Student says, “I don’t
School Counselor
School Counselor has
School Counselor holds an
want to talk to the School conducts group sessions students work in pairs to individual goal setting
Counselor. She never on coping with stress generate strategies that session with a student, as a
helps me.” and anger, but only people their age use for precursor to the student’s
School Counselor mainly invites students with dealing with anger, then participation in her own
significant behavioral debrief with the group IEP.
asks yes-no questions of
issues to the group, about which strategies
students. A student independently
limiting the possibility for are healthy/helpful vs.
School Counselor decides to keep an “anger
models of appropriate unhealthy/harmful.
journal” to track triggers,
generally spends five behavior and problem
School Counselor holds levels, and responses after
hours of his day working solving.
small group and attending a seminar with
on paperwork in an office.
School Counselor allows individual sessions to the School Counselor.
discussions about topics assist students with
unrelated to those personal goal setting.
previously identified to
dominate their small
group time together.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 31
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
3c: Engaging
School Counselor does not School Counselor attempts School Counselor assists School Counselor supports
Students in the assist students in to assist some students in the students in formulating students as they formulate
Formulation of formulating personalized formulating personalized clear, purposeful, and personal academic, social/
Current and plans. plans, but efforts are personalized plans. emotional, and career
Future Plans inconsistent. plans. The process has a
clearly defined structure
and provides students with
the time needed to engage
with and reflect on their
planning.
Critical Attributes
School Counselor does School Counselor School Counselor School Counselor
not assist students in attempts to help students provides clear strategies enables student
developing appropriate develop the skills needed that assist students in exploration of multiple
skills needed for for formulating developing successful strategies that will assist
formulating personalized personalized plans. skills for formulating them in developing solid,
plans. personalized plans, goal lifetime skills for
setting, and decision formulating personalized
making. plans.
Possible Examples
The student says, “I really The student says, “My The student says, “Since I The student says, “My
have no idea what my counselor just gives me a want to be a sign counselor showed me
course of study is list of courses to sign up language interpreter, my how I can use the new
supposed to be next year. for. We don’t discuss any counselor is helping me computer system to
My counselor can’t find of it.” explore whether a sign search for colleges in this
time to meet with me.” School Counselor meets language class at the state that offer pre med
community college might programs.”
Students do not have with a few students to
be available to me next
individual plans that help them create The student says, “I went
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 32
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
address their future
individual plans that
fall.”
to the school’s website
interests. address their future School Counselor holds a and found which courses
interests. are required for
series of small group
graduation.”
seminars to help students
create individual plans School Counselor meets
that address their future with individual students
interests. and coaches them in
strategies for designing
individual plans that best
address their future
interests.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 33
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
3d: Assessing
School Counselor neither School Counselor School Counselor School Counselor
Student Needs assesses the progress inconsistently assesses consistently assesses the consistently assesses
students are making in progress students are progress students are students’ progress in
programs nor consults with making in programs or making in programs and programs, using multiple
team members to address limits consultation with consults with team measures and regularly
students’ needs. Feedback team members to address members to discuss consults with students,
is absent or of poor quality. students’ needs. Feedback students’ needs. Feedback parents, and team
Students do not engage in to students is general, and to students is accurate and members to discuss
self-assessment. few students assess their specific; students frequently students’ needs. A variety
School Counselor does not own work. School engage in self-assessment. of forms and methods are
Counselor sometimes uses School Counselor uses used to provide accurate
use assessment to
assessments to determine assessment to determine and specific feedback.
determine services that will
services that will address appropriate school-wide Students self-assess and
address students’ needs
students’ needs. services to address the monitor their progress, and
needs of the student use the data to identify
population. appropriate improvement
strategies. School
Counselor successfully
assesses individual
students’ needs and
differentiates services to
address them.
Critical Attributes
School Counselor makes School Counselor School Counselor elicits Students demonstrate a
no effort to determine attempts to determine clear evidence of student solid understanding of
students’ understanding student understanding of understanding of assessment results and
of assessment results. assessment results. assessment results. the ability to identify their
School Counselor has no School Counselor makes School Counselor own needs based on the
data.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 34
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
plan to engage students
only minimal attempts to
frequently invites students
Students assess their
in self-assessment. engage students in self- to engage in self-
own needs/progress
assessment. assessment, and provides
School Counselor uses using assessment criteria
appropriate strategies for
inappropriate assessment School Counselor they have helped
doing so.
techniques for the student attempts to use establish.
or setting. appropriate assessment School Counselor uses School Counselor skillfully
techniques for the general assessment techniques
School Counselor determines and uses
student population. that are differentiated for
provides feedback that is assessment techniques
specific student
inaccurate, non-specific School Counselor that are differentiated for
population groups.
and/or lacks timeliness. provides feedback that is individual students.
School Counselor ignores timely, but is not specific School Counselor School Counselor and
or consistent. provides feedback that is
or does not know how to students discuss high
specific, timely, and
interpret student School Counselor quality feedback that is
consistent.
assessment data. displays limited ability to proactive, pertinent and
interpret student School Counselor focused on improvement.
assessment data. accurately interprets School Counselor
student assessment data
partners with individual
and makes program
students to interpret
decisions or recommends
assessment data, and
courses of action based
discusses program
on the data.
direction and individual
action plans with them
based on the data.
Possible Examples
School Counselor takes School Counselor gives School Counselor meets School Counselor assists
assessment results and the student the raw score with a group of students students in establishing a
files them without of a workplace readiness who are struggling with homework self-study
reviewing them or sharing assessment, but does not English II and analyzes group that meets weekly
them with students. interpret results or make test errors with them. in the conference room.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 35
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
A student says, “How do I
plans for improvement
School Counselor shows
School Counselor
with the student.
know if I am doing well?” benchmarking data to a analyzes available course
School Counselor tells a student with special of study data compared to
student that she should needs. Based on the college admissions rates
try harder, but does not data, the counselor sets to recommend successful
analyze areas in need of up after-school assistance strategies to students who
additional support and in the target subject. want to enter pre-med
study. programs.
Students access their
own progress reports,
then sign up for online
help with their teachers.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 36
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
3e: Implementing
School Counselor does not School Counselor makes School Counselor holds School Counselor holds
Responsive provide counseling an attempt to meet with individual and/or small individual and/or small
Services sessions for individual some individual students group counseling sessions group counseling sessions,
students and/or small and/or small groups in to assist students with that help students identify
groups to help them response to emergent academic, career, and problems, causes,
overcome issues that arise. student needs and personal/social issues in alternatives, and possible
concerns. Sessions are not response to emergent consequences. Students
goal-focused and offer only student needs and make thoughtful decisions
moderate assistance. concerns. and take appropriate
actions in response to
emergent needs and
concerns.
Critical Attributes
School Counselor does School Counselor School Counselor School Counselor’s
not provide responsive inconsistently provides recognizes change in anticipates adjustments to
services to address responsive services to students’ needs and services based on deep
students’ needs. address students’ needs. provides responsive knowledge of students
School Counselor does School Counselor services to meet the and current social and
current, identified needs. environmental events and
not adjust priority of tasks attempts to adjust
conditions.
with student or school priorities to address School Counselor
goals in mind. student needs. routinely adjusts priorities School Counselor uses
School Counselor is School Counselor is to meet the needs of various data sources and
students. input from stakeholders to
unable adjust a session partially successful in
anticipate the needs of
when students are adjusting a session when School Counselor
students, and adjusts
confused or students are confused or routinely makes
priorities accordingly.
unresponsive. unresponsive. adjustments to a session
as needed. School Counselor seizes
a teachable moment to
enhance a session.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 37
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Possible Examples
School Counselor tells a
School Counselor tells a
School Counselor asks a
School Counselor meets
student, “I know you are student whom she knows colleague to cover her with a student with a
upset, but I don’t have is upset, “I don’t have an office for an hour so that physical disability and
time in my schedule to opening in my schedule she can accompany a shares a variety of
see you today.” until tomorrow afternoon. student to the crisis community resources
School Counselor tells a Please come back and center. related to driver’s ed
see me then and we will training with modified
student that he can’t School Counselor reviews
problem-solve the issue.” vehicles.
come running to the possible strategies to deal
counseling office for every with a student pregnancy School Counselor helps a
little thing and to sort and decides to cancel a student to complete a
issues out himself. scheduled peer mediation shared assessment of risk
session in favor of a one- when the student
on-one session with the discloses thoughts of
student. harming herself. School
Counselor brings in
parents and sets up an
immediate appointment
with the crisis center of
the local hospital.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 38
School Counselor Rubric Domain 4 for School Counselors: Professional Responsibilities
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4a: Reflecting on School Counselor’s School Counselor’s reflection School Counselor’s School Counselor’s
Practice reflection on practice is on practice is sometimes reflection on practice is reflection on practice is
inaccurate and not based accurate and objective, but accurate and objective, thoughtful and accurate,
on evidence-based not based on evidence-based based on evidence-based citing specific examples of
standards. School standards. Reflection includes standards, and cites both practices and the reasons for
Counselor has no some general suggestions for positive and negative their degree of success.
suggestions for how how counseling services characteristics. School School Counselor draws on
counseling services could might be improved. Counselor makes specific an extensive body of
be improved. suggestions for improving evidence-based practices to
practice based on the ASCA suggest alternative practice
Model. strategies according to the
ASCA Model.
Critical Attributes School Counselor does School Counselor uses School Counselor uses School Counselor uses
not use ASCA Model of ASCA Model of the ASCA Model of program assessment data;
Competencies or data to Competencies but does not Competencies and data to input from school officials,
reflect on counseling gather data to reflect on guide decision-making Advisory Council, and
practices. counseling practices. and to standardize and students; and the ASCA
School Counselor School Counselor suggests reflect on counseling Model of Competencies to
practice. guide decision-making and
makes no suggestions general modifications for
reflect on counseling
for professional professional improvement. School Counselor draws
practice.
improvement. School Counselor is aware upon appropriate
resources to suggest School Counselor uses
School Counselor is not of the ASCA School
alternative strategies to extensive resources to
aware of the ASCA Counseling Program
refine professional identify areas for
School Counseling Assessment but does not
performance. improvement and
Program Assessment use it as a guide to create
professional growth
and does not create the the ASCA School Counselor School Counselor uses
opportunities.
ASCA School Counselor Annual Agreement. the ASCA School
Annual Agreement. Counseling Program School Counselor uses
Assessment as a guide to deep and nuanced
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 39
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
create and revise the understanding of the ASCA
ASCA School Counselor Model of Competencies
Annual Agreement. and the School Counseling
Program Assessment to
make a subtle but
impactful supplement to
the ASCA School
Counselor Annual
Agreement.
Possible Examples The counselor says, “I Without evidence, the School Counselor says, “I School Counselor says,
have identified students’ School Counselor says, “I use the ASCA Model of “Evidence tells me these
needs and helped hope I am meeting the Competencies and the strategies are working with
many,” but is unable to needs of most students.” School Counseling the majority of the students
provide data to support School Counselor says, “I Program Assessment most of the time. I am
the statement. when determining if the exploring additional
suppose I could ask a
needs of students are resources to address the
School Counselor says, colleague about some
being met.” needs of student outliers.”
“Few students come to strategies to use.”
seek me out, and when School Counselor says, “Are The School Counselor School Counselor shows
they do, I am not sure there professional practice uses the ASCA Model to data collected from all
what they want.” study School Counselor students and stakeholders;
and ethical standards
competencies and he works with stakeholders
School Counselor says, available?”
determine areas for to interpret the data and
“I don’t need standards; I
improvement. make improvements in the
know what ethical
ASCA School Counselor
means.” The School Counselor
Annual Agreement and
decides on a course of
Action Plan.
action based on the ASCA
Ethical Standards for
School Counselors.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 40
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4b: Maintaining School Counselor’s reports, School Counselor’s reports, School Counselor’s reports, School Counselor’s practices
Accurate records, and documentation records, and documentation records, and documentation related to record keeping are
Records and are missing, late, or are uneven and occasionally are accurate and are highly systematic and
Using inaccurate, resulting in late. School Counselor has a submitted in a timely efficient. Maintenance and
Appropriate confusion. School rudimentary understanding of manner. School Counselor’s safekeeping practices serve
Data to Guide Counselor does not the safekeeping and practices related to as a model for colleagues in
Practice understand the importance maintenance of student safekeeping and other schools. School
of safekeeping and information. School maintenance of student Counselor engages parents
maintenance of student Counselor makes scant use records are consistent with and students in using student
records. School Counselor of student data to guide district and national data to guide decision-
does not use student data decision-making. standards. School making. Students contribute
to guide decision-making. Counselor uses student information to their portfolios.
data to guide decision-
making.
Critical Attributes School Counselor has no School Counselor has a School Counselor’s School Counselor
system for record process for recording process for record keeping collaborates with
keeping. Records are in information; however it is is efficient and effective. colleagues regarding best
disarray and provide out of date, incomplete, or School Counselor practice for record-keeping
incorrect or confusing inaccurate. and shares systems and
consistently maintains and
information. processes.
School Counselor submits records/reports in
School Counselor does inconsistently maintains a timely manner. School Counselor
not maintain and submit and submits School Counselor has a consistently makes
records/reports in a timely records/reports. records/reports available to
clear understanding of
manner when requested. stakeholders to support
School Counselor has how to use data to guide
self-advocacy and future
School Counselor does limited knowledge of how to students.
planning.
not know how to use data use data to guide students.
to guide students. School Counselor engages
and educates appropriate
stakeholders on how to
best use data to guide
students.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 41
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Possible School Counselor does School Counselor says, “I School Counselor keeps a School Counselor consults
Examples not keep a daily journal. have met with several confidential daily journal her confidential daily
School Counselor says, “I students, but was able to that contains a record of journal to aid in making
take notes on only half of meetings. decisions with students.
did not keep a record of
the meetings.”
the students’ classes, but The student says, “I used When a student is asked
I can remember.” The student says, “I don’t the guidelines that you about how she will register
School Counselor says, know what classes to gave me, logged on to the for courses, she quickly
register for because the website, and found which demonstrates and explains
“Several students were
requirements are not in my courses are required.” the updated website for her
scheduled to stop by, but
e-file.” parents.
I didn’t write down the School Counselor reviews
times or what they School Counselor data with a student prior to School Counselor analyzes
needed.” inconsistently reviews guiding the student in data from a confidential
School Counselor says, “I student data prior to setting goals. student survey about
counseling sessions. bullying to support the
don’t have time to look at
proposal for a new program
student data and don’t
addressing the issue.
know why I should; I’m a
counselor!” School Counselor refers to
testing, conduct, and report
card data on each of her
students when designing
intervention strategies.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 42
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4c: Communicating School Counselor provides School Counselor School Counselor provides School Counselor is
with Families, little, if any, information to provides limited though thorough and accurate proactive in providing
Staff, and families, staff or community accurate information to information to families, staff information to families about
Community about the counseling families, staff or or the community about the the counseling program and
program as a whole or about community about the counseling program as a about individual students
individual students. School counseling program as a whole and about individual through a variety of means.
Counselor does not publicize whole and about individual students. School Counselor School Counselor makes
vision and mission statement students. School successfully communicates certain that community, staff,
of the program. School Counselor shares vision the vision and mission parents, and students are
Counselor does not attempt and mission statement of statement of the program. aware of and contribute to
to engage families in the the program if asked. School Counselor frequently the vision and missions
programs offered by the School Counselor engages families in the statement of the program.
counseling department. attempts to engage programs offered by the School Counselor engages
Communications with staff families in the programs counseling department. families in using and
offered by the counseling contributing to the resources
and families violate School Counselor
department. of the counseling
confidentiality guidelines. consistently follows
department.
Some communications School Counselor is confidentiality guidelines.
contain socially or culturally somewhat familiar with Communications are School Counselor
inappropriate or offensive confidentiality guidelines. conveyed in a culturally consistently maintains and
references. Communication may not sensitive manner. models confidentiality for all
be socially or culturally while appropriately
sensitive. communicating student
needs with family, staff and
community. School
Counselor responds to
concerns with social and
cultural sensitivity.
Critical Attributes School Counselor provides School Counselor School Counselor regularly School Counselor is
limited or inaccurate infrequently provides makes information about innovative in finding
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 43
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
information regarding the information about the the program available and multiple means to provide
counseling program to counseling program to uses more than one means information to
stakeholders. stakeholders; parents to disseminate information. stakeholders.
School Counselor does not are randomly informed. School Counselor seeks School Counselor is a
seek input from School Counselor seeks input from all stakeholders, leader in facilitating a
stakeholders regarding the input only from district including community communication network of
most effective means of stakeholders regarding organizations, regarding district and diverse
communicating. the most effective means the most effective means community organizations
School Counselor does not of communicating. of communication. and seeks input from
stakeholders regarding the
comply with school/district School Counselor School Counselor complies
most effective means of
procedures for complies with with all school/district
communicating.
communicating with school/district procedures for
families. procedures for communicating with School Counselor complies
School Counselor doesn’t communicating with families and successfully with all school/district
families but efforts are engages them at the procedures and initiates
know who should have
inconsistent. appropriate times. additional interactions,
access to information or
encouraging collaboration
what can be disseminated. School Counselor has School Counselor is aware
with all stakeholders.
School Counselor does not limited knowledge of of what information is
School Counselor provides
who should have access confidential; timing,
know about the ASCA appropriate information at
to information, or does content, and audience for
National Model, that appropriate times.
not communicate helpful sharing information is
includes the program’s
confidential information always appropriate. School Counselor serves
mission and vision.
to those with whom it School Counselor directs as the district consultant for
would be appropriate. the appropriate
stakeholders to the ASCA
dissemination of records
School Counselor knows National Model and
and educates all
how to access the ASCA communicates its mission
stakeholders about
Model website, but does and vision.
confidentiality policies.
not communicate the
program’s mission and School Counselor engages
vision with stakeholders. stakeholders, particularly
the Advisory Council, in
Copyright © 2015 The Danielson Group LLC. All rights Reserved. 44
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
conversations about the
mission and vision of the
ASCA National Model,
focusing on plans for the
future of the program.
Possible Examples School Counselor does not School Counselor School Counselor regularly School Counselor works
respond to requests to periodically shares a submits articles to the with the district to survey
provide information to the schedule of office hours school/district website and parents and students to
school/district newsletters. in a newsletter. Changes community newspapers determine their available
Registration booklets are to hours or procedures about the local counseling and preferred modes of
are not updated. program. communication and
not up to date for parents
provides communication
and the School Counselor Parent says, “I wish I Student says, “I was
formats based on the
refuses to post information could find out more struggling with some
survey data.
online. about the counseling friends and found
The School Counselor program and registration information about how to Parent says, “I do not have
online, but there is little contact our school access to the internet, but
does not know that
information posted.” counselor on the district my child brings home hard
financial information is
website.” copies of newsletters so I
confidential and posts a list School Counselor says,
know what is going on with
of student financial “I am not always sure School Counselor says,
the counseling services at
waivers. what information can be “This information is
her school.”
The School Counselor shared and don’t have confidential and only
time to research it.” available to the custodial School Counselor meets
says, “Why would the
parents.” with translators to inform
counseling program need School Counselor says,
them of confidentiality
a vision and mission “I am not aware of a School Counselor
guidelines.
statement?” National Model; we have coordinates with
School Counselor says local vision and mission colleagues to communicate School Counselor
statements.” to stakeholders the schedules a time at the
she only sends information
changes to the counseling staff meeting and provides
to parents via email and if
program’s mission and detailed information about
families don’t have email at
vision statements after the rules of confidentiality.
home they can go to the
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 45
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
library. aligning them with ASCA School Counselor assists
A parent says, “I had no National Model.
other schools/districts to
idea students were doing School Counselor ensures understand the local and
course selection this that a sign language ASCA mission and vision
week.” interpreter is present at statements and how to
meetings with parents who communicate their
are deaf or hard of hearing. meaning to stakeholders.
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4d: Participating School Counselor’s School Counselor interacts School Counselor’s School Counselor interactions
in the interactions with other with other counselors and/or interactions with other are characterized by mutual
Professional counselors and/or other colleagues to fulfill required counselors and colleagues support and collaboration, with
Community colleagues in the duties. The School are characterized by mutual the School Counselor taking
school/district are negative. Counselor participates in support and collaboration. initiative in assuming
The counselor avoids school events, district The counselor volunteers to leadership among other
becoming involved in projects, and professional participate in school events counselors and colleagues.
school or district events or learning communities when and school/district projects, The School Counselor
projects. School Counselor specifically asked or invited. making a substantial volunteers to participate in
does not participate in a contribution. The School school/district events and
professional learning Counselor actively projects, making a substantial
community. participates in a professional contribution and assuming a
learning community. leadership role in at least one
aspect of school/district life.
The School Counselor takes a
leadership role in promoting a
professional learning
community.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 46
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
Critical Attributes School Counselor’s School Counselor engages School Counselor has School Counselor initiates
interactions with other in interactions with supportive, collaborative and models collaborative
counselors and colleagues to fulfill and professional interactions with other
colleagues are department mandates, but interactions with other counselors, colleagues and
characterized by does not initiate counselors and organizations.
negativity or collaborative, professional colleagues. School Counselor
combativeness. conversations.
School Counselor contributes to and leads
School Counselor When asked, the School frequently volunteers to significant school/district and
purposefully avoids Counselor participates in participate in school events community projects.
involvement in school events and and projects. School Counselor takes a
school/district events and projects.
School Counselor regularly leadership role in promoting
projects.
When invited, the School participates in activities activities related to
School Counselor avoids Counselor participates in related to professional professional learning
contributing to activities activities related to learning communities. communities.
promoting professional professional learning
learning communities. communities.
Possible School Counselor School Counselor School Counselor School Counselor mentors
Examples doesn’t share positive reluctantly shares frequently volunteers to other counselors and
behavioral intervention strategies with other share strategies with other colleagues as they work with
strategies with other counselors and counselors and students to implement new
school counselors and colleagues. colleagues. strategies. Mentees highly
colleagues. School Counselor attends School Counselor value the School
Counselor’s guidance.
School Counselor does school/district meetings volunteers to share
not attend school/district when reminded by program information at a School Counselor creates a
meetings. supervisor. school meeting. webinar to share program
School Counselor does The principal says, “I wish I School Counselor information with parents who
could not attend a meeting.
not serve on any didn’t have to ask the volunteers to chaperone
committees because he counselor to ‘volunteer’ the middle school School Counselor
says his workday is from every time we need Valentine’s Day dance. coordinates the Awards Day
8:30 to 3:30. someone to chaperone a at the high school, working
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 47
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
School Counselor is on dance.” School Counselor with the community to
School Counselor attends secure scholarships.
the professional learning volunteers to have the
committee agenda to the one professional professional learning School Counselor
present program learning committee committee meetings in the collaborates with colleagues
information and does not meeting in which s/he counselor’s office at a time to create meaningful,
attend the meeting. presents program when there are no student student-focused agendas for
information. drop-ins. the professional learning
community.
School Counselor leads the
group of veteran mentor
counselors that is devoted to
supporting peers during their
first years of school
counseling.
School Counselor asks a
teacher who is having
difficulty with group
dynamics in the classroom,
“Would you like me to come
in and hold a classroom
meeting so you can observe
some group management
techniques?”
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 48
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4e: Growing and School Counselor does not School Counselor School Counselor seeks out School Counselor actively
Developing participate in individual participates in limited opportunities for individual pursues individual and/or
Professionally and/or collaborative individual and/or and/or collaborative collaborative professional
professional development collaborative professional professional development development opportunities
activities even when such development activities. based on an individual based on individual or
activities are clearly needed School Counselor engages in assessment of need. School departmental assessment of
for the development of limited professional Counselor actively engages need, and makes a
counseling skills. School conversations with with colleagues and substantial contribution to the
Counselor actively avoids colleagues and supervisors. supervisors in professional profession. School Counselor
professional conversations School Counselor rarely conversations about takes a leadership role in
with colleagues and assists other counselors or practice, including feedback organizing opportunities for
supervisors. School contributes to the profession. about practice. School professional conversation,
Counselor does not Counselor frequently including feedback about
contribute to the collective contributes to the collective practice. School Counselor
knowledge of colleagues or knowledge of colleagues. initiates important research or
the profession. activities that contribute to the
profession.
Critical Attributes School Counselor is not School Counselor School Counselor School Counselor provides
involved in any activity participates in professional participates in individual professional development
that might enhance development activities professional development activities in the district to
his/her knowledge or when required by district or to enhance knowledge create opportunities for
skills. for recertification. and skills beyond district counselors and/or
School Counselor School Counselor and recertification colleagues to collaboratively
requirements. enhance knowledge and
purposefully resists reluctantly accepts
skills.
discussing performance feedback from supervisors School Counselor
with supervisors or and colleagues. welcomes colleague and School Counselor actively
colleagues. School Counselor supervisor input in order seeks feedback from
to gain insight into supervisors and colleagues
School Counselor does participates in
improving practice. on a regular basis.
not participate in school/district professional
school/district development activities School Counselor School Counselor works
professional development when specifically assigned, participates actively in a with school/district
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 49
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
activities and makes no providing limited variety of required and professional development
effort to share knowledge. opportunities for sharing optional school/district leaders to assess
School Counselor does knowledge. professional development professional development
activities and shares needs, and finds or creates
not know the ASCA School Counselor is aware
knowledge with activities that promote
Competencies. of the ASCA Competencies
colleagues. knowledge sharing that will
but does not make the
have a positive impact on
connection to professional School Counselor uses
students.
growth. the ASCA Competencies
to guide professional School Counselor works
growth. with other School
Counselors to create
understanding of the ASCA
Competencies and uses the
competencies to guide
professional growth.
Possible School Counselor says, “I School Counselor attends School Counselor says, “I School Counselor seeks out
Examples don’t need to attend any only the required would benefit from more and attends professional
professional professional development professional development development specific to
development; I earned my for all counselors in the offered about the cultural individual students’ needs.
degree.” district and doesn’t make diversity of students. School Counselor sends a
much use of the materials
School Counselor refuses School Counselor thanks survey to parents, students,
received.
to attend the post- a colleague for feedback and staff to gather feedback
observation conference School Counselor attends given after a classroom for individual professional
and receive feedback. the post-observation counseling session. development.
School Counselor says, conference but has few School Counselor serves School Counselor takes a
comments or does limited
“Local professional on the school/district leadership role in planning,
follow-up on feedback.
development does not professional development scheduling, advertising, and
apply to me,” and does School Counselor says, “I committee. leading a district-wide
not attend. know there are published School Counselor “Toolkit for Writing IEPs”
competencies, but I am so training event.
School Counselor says, “I identifies an area for
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 50
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
don’t know about busy it is hard for me to find growth after an ASCA School Counselor
competencies; I am on time to become more Competencies-based
establishes an ASCA
my own.” familiar with them.” assessment, and creates
Competencies study group
School Counselor says, “I
School Counselor says, “I an action plan to address
for counselors to explore
the growth goal.
am too busy to talk with have office hours and will how to implement them with
colleagues because I am confer with colleagues School Counselor says, “I fidelity.
responsible for all (too then.” know you need additional
many) students.” support. I can be there.”
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 51
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
4f: Showing School Counselor displays School Counselor is honest School Counselor displays School Counselor models the
Professionalism dishonesty or in interactions and high standards of honesty, highest standards of honesty,
unprofessional behavior in appropriate in professional integrity, and professional integrity, and professional
interactions with actions with colleagues, behaviors in interactions behavior in interactions with
colleagues, students, students, families and the with colleagues, students, other colleagues, students,
families and the community. School families and the community. families and community
community. School Counselor inconsistently School Counselor members. School Counselor
Counselor does not advocates for families’ or consistently advocates for provides leadership to
advocate for families or for students’ social, behavioral families’ or students’ social, colleagues in advocating for
the students’ social, or academic needs. School behavioral or academic families’ or students’ social,
behavioral or academic Counselor requires needs. School Counselor behavioral or academic
needs. School Counselor prompting to comply with fully complies with school, needs. School Counselor
does not comply with school, district, and district, and professional takes on a leadership role
school, district, and professional regulations. regulations. regarding implementation of
professional regulations school, district, and
even when directed. professional regulations.
Critical Attributes School Counselor School Counselor School Counselor is School Counselor provides
demonstrates lack of demonstrates honesty honest and is known for opportunities for other
honesty and integrity and general compliance having high standards of counselors and staff to
according to the ASCA with the ASCA Ethical integrity according to the engage in professional
Ethical Standards. Standards. ASCA Ethical Standards. conversations to ensure
School Counselor does School Counselor is School Counselor seeks shared understanding of
honesty and integrity
not exhibit willingness or willing to collaborate opportunities to participate
according to the ASCA
ability to work occasionally with other in ongoing collaboration
Ethical Standards.
collaboratively with other professionals. with other professionals.
professionals. School Counselor notices School Counselor actively School Counselor exhibits
skill and leadership in
School Counselor does needs of students and and consistently
professional collaboration.
not notice or advocate families but is advocates for student and
for the needs of students inconsistent in advocating family needs. School Counselor takes a
and families. for their needs. leadership role in the
Copyright © 2015 The Danielson Group LLC. All rights Reserved. 52
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
School Counselor does School Counselor is School Counselor school, district and
community, proactively
not provide opportunities inconsistent in providing consistently provides
advocating for the needs of
for student success as opportunities for student opportunities for student
students and families.
described in the Annual success as described in success as described in
School Counselor makes
Agreement. the Annual Agreement. the Annual Agreement.
School Counselor School Counselor School Counselor differentiated efforts to
ensure opportunities are
willfully rejects district complies with district continually assesses
available for individual
regulations. regulations only when planned actions to insure
students to be successful
prompted. compliance with district
as described in the Annual
regulations.
Agreement.
School Counselor takes a
leadership role in complying
with and training colleagues
on district regulations.
Possible Examples School Counselor School Counselor was The principal states, “The Parents, staff and students
manipulated a student asked by a student to School Counselor is a seek out School Counselor
transcript to show an check her transcript for trusted individual. She because s/he is known to
inflated grade. errors, but the School always does what she be trustworthy.
School Counselor Counselor only makes says she is going to do.” School Counselor explains
the check after two
knowingly shares School Counselor says, to staff, students and
reminders from the
confidential information. “That information is parents what information is
student.
School Counselor says, confidential and I am not confidential and what types
School Counselor says, “I able to share it.” of information has to be
“I only do group
only have time to work shared with authorities.
counseling because School Counselor knows
with groups this week;
that’s all I have time for. the students’ individual School Counselor brings
next week I’ll try to work
Individual students and needs and works stakeholders together to
with some individuals and
families’ needs have to collaboratively with address students’ needs.
their families.”
wait.” administration and staff to School Counselor guides
School Counselor sends find time to work with
School Counselor does the classroom teacher,
Copyright © 2015 The Danielson Group LLC. All rights Reserved. 53
School Counselor Rubric
Component Level of Performance
Ineffective
Partially Effective
Effective
Highly Effective
not respond to the a pamphlet to a more individuals and their student, and parents
classroom teacher who classroom teacher families. through the necessary
wants help advocating outlining the steps to use School Counselor initiates process to determine if a
for a student who needs to advocate for her student needs special
a conversation with the
special assistance. student. assistance.
classroom teacher and
School Counselor says, School Counselor offers help in advocating
“I am too busy to attend attended two out of for a student with special
case conferences. These eleven required meetings. needs.
regulations weren’t School Counselor attends
meant for me.”
all meetings that involve
students in need unless
crisis counseling takes
precedence.
Copyright ©2015 The Danielson Group LLC. All rights Reserved. 54