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Professional Evaluation. Jean Greco Member of RIDE Teacher Evaluation System Work Group. RISCA Annual Fall Workshop New England Institute of Technology September 28, 2010. Session Outline. Background information on School Counselor Performance Standards and ASCA presentation

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professional evaluation

Professional Evaluation

Jean Greco

Member of RIDE Teacher Evaluation System Work Group

RISCA Annual Fall Workshop

New England Institute of Technology

September 28, 2010

session outline
Session Outline
  • Background information on School Counselor Performance Standards and ASCA presentation
  • Draft of RI Model Educator Evaluation System
  • Questions and Answers
core questions
Core Questions
  • What is it school counselors do?
  • How do we know what our school counseling candidates can do?
  • What resources do we have to determine this?
    • ASCA National Model
      • School Counselor Performance Standards
      • School Counselor Competencies
we dug deeper into existing documents
We Dug Deeper into Existing Documents
  • Competencies, for example, include
    • Practitioner
    • Supervisor
    • Programs
    • Ethical standards
    • Position statements
  • Conclusion: about 50/50 split of competencies for counselor practitioners and counseling program or administrator/supervisor functions
  • Look again at Performance Standards
the golden standard 13
The Golden Standard - #13
  • The professional school counselor is a student advocate, leader, collaborator and a systems change agent
  • Reorganized Standards 1-12 into 13.1 to 13.7
first outline asca performance standards organized in standard 13
First Outline – ASCA Performance Standards Organized in Standard 13
  • 1, 2, 3, 4, 10, 12 13.1
  • 2,10 13.2
  • 6 13.3
  • 8,9 13.4
  • 7 13.5
  • 4.2, 5 13.6
  • 8,11,12 13.7
proposed new standards
Proposed New Standards
  • Promotes the academic, career, and personal/ social development of every student
  • Advocates for equitable opportunities for every student
  • Assumes a leadership role within the school community
  • Collaborates to support the success of all students
  • Utilizes data to promote student success and systemic change
proposed standards and competencies

Proposed Standardsand Competencies

For Rhode IslandProfessional School CounselorEvaluation System

guiding principles
Guiding Principles
  • Evaluation criteria must focus on individual competency rather than program effectiveness
  • Counselors have a rigorous evaluation based on the standards of excellence for their profession
guiding principles measure impact of school counselors on
Guiding Principles:Measure Impact of School Counselors on:
  • Student achievement in three developmental domains
  • School reform initiatives
  • School leadership and governance
  • Helping district demonstrate accountability defined in state and national legislation and regulatory language
ride s reform agenda
RIDE’s Reform Agenda
  • Effective teachers in every classroom
  • Effective leaders in every school
  • Teachers and leaders work within a system based on student need
four areas of reform
Four Areas of Reform
  • Improve Student Achievement
  • Close the Achievement Gap
  • Increase High School Graduation Rates
  • Raise College Enrollment
ri educator evaluation system standards requirements
RI Educator Evaluation System Standards Requirements
  • Establishes common understanding of expectations for educator quality
  • Emphasizes professional growth and continuous improvement of educator
  • Creates an organizational approach to professional development
  • Assures fair, accurate and consistent evaluation
  • Provides teacher and principal involvement in development process
educator evaluations
Educator Evaluations

Additional Required Factors:

  • Demonstration of professional


  • Demonstration of professional responsibilities
  • Primary Factor (51%):
  • Data on student learning outcomes (growth and mastery)
final rating scale
Final rating scale

Student learning rating

Individual ratings for each of the three components will be combined to produce a final rating based on the following 4-point scale:


Professional practice rating


Professional responsibilities rating

Final evaluation rating


Proposed RI Model Process – Key Elements and Timeline

Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun

Self-assessment and individual development plan; Set goals based on student diagnostics

Self-assessment, including next year’s development plan focus, and all gathered evidence to date

Beginning of year goal-setting conference

Self-assessment, review of all gathered evidence to date, and revisit development plan

End of year summative evaluation conference

Mid-year check-in conference

Primary evaluator (must be in-school administrator)

Gathering of evidence: Announced and unannounced classroom observations, unit/lesson plan reviews, student work and data reviews, data team or other instructional team meetings

Complementary evaluator*

*District or state-assigned administrator/teacher

Teacher leaders,mentors/coaches

utilization of evaluation results
Utilization of Evaluation Results
  • Provide individualized feedback to all educators
  • Support continuous professional development
  • Create incentives for highly effective educators
  • Provide information for renewal and tenure decisions
  • Improve performance of ineffective educators
pay attention and get involved
Pay Attention and Get Involved
  • High quality educators is a national priority
  • A clearly-defined and rigorous counselor evaluation system is one way to demonstrate that we are highly-qualified
  • We must pay attention to what is going on and get involved with the change process so that we can define our accountability system versus having others define it for us
final thoughts
Final Thoughts
  • School counselors need their own rigorous evaluation system that assesses their unique contribution to student success and school reform
  • The evaluation system should be simple, elegant and meaningful
  • The future of K-12 school counseling depends on our ability to demonstrate our worth to others
performance portfolio artifacts
Performance Portfolio Artifacts

Evidence of impact upon student growth and academic achievement

Evidence of quality instruction

Evidence of professional responsibilities

Evidence of content knowledge


School Guidance Curriculum

Individual Student Planning

Responsive Services

Systems Support

professional development
Professional Development
  • The proposed professional standards revision highlights the following roles:
    • Leadership
    • Advocacy
    • Collaboration
    • Consultation
    • Use of Data

RISCA Toolkits




ASCA National Model

ASCA National Model Workbook

Making Data Work

ASCA Ethical Standards

ASCA Position Papers

contact information
Contact Information
  • Monica Darcy
  • Tom Dukes
  • Jean Greco
  • Karl Squier
  • RIDE

[email protected]

[email protected]

[email protected]

[email protected]