School Counselor Evaluation Rubric Evaluating with Fidelity
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School Counselor Evaluation Rubric Evaluating with Fidelity Overview of the Evaluation Process and the School Counselor Evaluation Rubric NCDPI Webinar Series 9/18/13
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School Counselor Evaluation Rubric Evaluating with Fidelity. Overview of the Evaluation Process and the School Counselor Evaluation Rubric NCDPI Webinar Series 9/18/13. Presenters. Tara Patterson Professional Development Lead [email protected]. DeLea Payne, - PowerPoint PPT Presentation
Transcript of School Counselor Evaluation Rubric Evaluating with Fidelity
School Counselor Evaluation Rubric
Evaluating with FidelityOverview of the Evaluation Process and the
School Counselor Evaluation Rubric NCDPI Webinar Series 9/18/13
DeLea Payne, Educational Consultant, Special [email protected]
Tara PattersonProfessional Development [email protected]
Linda Brannan, Educational ConsultantK-12 Student Support [email protected]
Presenters
School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net
NCEES Wikispace – Click Student Support Services
Annual Evaluation Process
Evaluation Ratings
Professional Standards
Uniqueness
Resources
Overview of School Counselor Evaluation
Annual Evaluation Process
• Processes
• Timeline
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
1. Before participating in
the evaluation process, all school counselors, principals, and peer evaluators should be
trained by their district, through self-study, or by
other experienced trainers on the
evaluation process.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
2. Within two weeks of a school counselor’s first day of work in any school year, the superintendent or principal will provide the school counselor with the Rubric for Evaluating North Carolina School Counselors and a schedule for completing all the components of the evaluation process.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
3. Using the Rubric for Evaluating North Carolina School Counselors, the school counselor shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
4.Before the first observation, the evaluator shall meet with
the school counselor to discuss the school
counselor’s self-assessment based on the Rubric for
Evaluating North Carolina School Counselor, the
school counselor’s most recent professional growth plan, and the session(s) to
be observed..
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
5. Probationary – At least 3 formal observations
Career – At least 1 formal observation and 2
informal observationsRenewal Year – At least 3 formal observations
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
6. The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
7.Prior to the end of the school year and in accordance with LEA timelines, the evaluator shall conduct a summary evaluation conference with the school counselor.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
8.School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.
Performance Appraisal Ratings(Growth Model)
• Developing – an awareness or some knowledge of the standard. Growing and improving
• Proficient – demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basis
• Accomplished – consistently performs well and reaches beyond the basics of a standard. May mentor other counselors or share components of school counseling program within school/district
• Distinguished – able to positively influence others beyond the school. Shares successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally
*******************************************************************************Not Demonstrated – professional area to work on developing
Where is the School Counselor Evaluation
found?• 2013-14 NCEES Student Support Wikispace http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
• 2014-15 HomeBase through True North Logic
NCEES Wikispace – Click Student Support Services
New QuestionHow are students different as a result of the school counseling program?
NCDPI School Counselor Job Description
Vision of NC School CounselorsNC State Board of Education, 2008
“The demands of twenty-first century education dictate newroles for school counselors. Schools need professional
school counselors who are adept at creating systems for
change and at building relationships within the school
community. Professional School Counselors create
nurturing relationships with students that enhanceacademic achievement and personal success as globally
productive citizens in the twenty-first century. Utilizingleadership, advocacy, and collaboration, professional school counselors promote academic achievement and
personal success by implementing a comprehensive school
counseling program that encompasses areas of academic,
career, and personal/social development for all students.”
21st Century School Counselor
Leadership
Advocacy
CollaborationImplements a data driven, comprehensive, developmental school counseling program to promote systemic change.
21st Century NC School Counseling Programs are:
• Data driven
• Comprehensive, preventive and developmental
• Provide equity and access to every student
• Promote student achievement for college and career readiness
• Evaluate and seek continuous improvement/Accountable to stakeholders
New QuestionHow are students different as a result of the school counseling program?
The performance evaluation rubric is based on the 2008NC Professional School Counseling Standards
Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.
Standard 2 – School counselors promote a respectful environment for a diverse population of students.
Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program.
Standard 4 – School counselors promote learning for all students
Standard 5 – School counselors actively reflect on their practice.
No Standard 6 or 8
Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration.Four Elements:
A. Demonstrate leadership in their school
B. Enhance the counseling profession
C. Advocate for schools and students
D. Demonstrate high ethical standards
Standard 2 – School counselors promote a respectful environment for a diverse population of students Five Elements:
A. Promote a respectful environment for diverse population of students
B. Embrace diversity in the school community and world
C. Treat students as individuals
D. Recognize students are diverse and adapt their services accordingly
E. Work collaboratively with the families and significant adults in the lives of students
Standard 2 – School counselors promote a respectful environment for a diverse population of students (cont)
Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program
Four Elements:
A. Align their programs to support student success in the NC Standard Course of Study
B. Understand how their professional knowledge and skills support and enhance student success
C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplines
D. Develop comprehensive school counseling programs that are relevant to students
Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program (con’t)
Standard 4 – School counselors promote learning for all studentsFour Elements:
A. Know how students learn
B. Plan their programs for the academic, career and personal/social development of all students
C. Use a variety of delivery methods
D. Help students develop critical thinking and problem-solving skills
Standard 5 – School counselors actively reflect on their practice.Three Elements:
A. Analyze the impact of the school counseling program
B. Link professional growth to the needs of their school and their program goals
C. Function effectively in a complex dynamic environment
Uniqueness• Observations
• School Counseling Activities
• Professional Growth Plan
• School Counseling Code of Ethics
Sample: Observable Activities
Sample Activities Evaluators may use to Observe School Counselors
Observable Activities
• Sample Activities Evaluators may use to Observe School Counselors
School Counselor Evaluation Users’ Guide Appendices
Users’ Guide is found on the NCEES Student Support Services Wikispace
http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
Appendix A (p.35)ASCA National Model: A Framework for School Counseling Programs
•Forms and materials
•Framework for data-driven, comprehensive school counseling program
Appendix C (p. 60)Code of Ethics
•Code of Ethics for NC Educators
•Ethical Standards for School Counselors (ASCA)
Ethics• School Counselor Code of Ethics
• NC Educator Code of Ethics
Appendix D (p.78)Using Evaluation Rubric
•School Counselor Evaluation Rubric
•Forms
Most current forms may be found at:http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13
Where are we going?
Where are we now?
How do we close the gap?
Where Do I Begin?
• Know the Professional Standards
• Review and understand the new SC Evaluation Rubric
• Complete the Self-Assessment and PDP/PGP forms on the NCEES Wikispace
• Review your school’s data and SIP to identify needs
• What are the specific areas of need indicated by the data? Gaps?
• Align SC Program goals with the SIP goals?
Where are we going?
Where are we now?
How do we close the gap?
Where Do I Begin?
• Use the ASCA National Model as a resource/tool
• Know the NC Guidance Essential Standards (NCGES)
• Implement NCGES by planning with PLCs/Curriculum Content areas
• Choose areas where there are initial natural alignments (CTE, Healthful Living, Soc. Studies)
Where are we going?
Where are we now?
How do we close the gap?
• Develop a comprehensive program and include in the annual agreement
• Review all information with your administrator
• Analyze Outcome Results, Program Data & Publicize Results (20%)
• Reflect & Assess Growth
• Determine future PGP needs
Program Planning• Collaborate to assure other
curriculum areas understand the Guidance Essential Standards
• Work with teachers through PLC’s/PLT’s
• Include Delivery (Direct and Indirect ) Services to Students (80%)
• Align with SIP goals of the school & district
