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 . School Counseling Wikispace. http :// schoolcounseling.ncdpi.wikispaces.net. Where is the School Counselor Evaluation found?.

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School Counselor Evaluation Rubric Evaluating with Fidelity

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School counselor evaluation rubric evaluating with fidelity

School Counselor Evaluation RubricEvaluating with Fidelity

Overview of the Evaluation Process and the School Counselor Evaluation Rubric


School counseling wikispace

School Counseling Wikispace

http://schoolcounseling.ncdpi.wikispaces.net


Where is the school counselor evaluation found

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


School counselor evaluation rubric evaluating with fidelity

NCEES Wikispace – Click Student Support Services


School counselor evaluation rubric evaluating with fidelity

Overview of School Counselor Evaluation

Annual Evaluation Process

Evaluation Ratings

Professional Standards

Uniqueness

Resources


Ncees wikispace student support services

NCEES WikispaceStudent Support Services

Pages 17-19


Annual evaluation process

Annual Evaluation Process

  • Processes

  • Timeline


Annual evaluation process1

Training

Annual Evaluation Process

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 process2

Training

Annual Evaluation Process

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 process3

Training

Annual Evaluation Process

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 process4

Training

Annual Evaluation Process

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..


School counselor evaluation rubric evaluating with fidelity

Training

5. Probationary – At least 3 formal observations

Career – At least 1 formal observation and 2 informal observations

Renewal Year – At least 3 formal observations


Annual evaluation process5

Training

Annual Evaluation Process

6.

The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.


Annual evaluation process6

Training

Annual Evaluation Process

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 process7

Training

Annual Evaluation Process

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

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. Sharessuccessful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally

    *******************************************************************************Not Demonstrated – professional area to work on developing


Observable activities

Observable Activities

  • Sample Activities Evaluators may use to Observe School Counselors


New question

New Question

How are students different as a result of the school counseling program?


Ncdpi school counselor job description

NCDPI School Counselor Job Description


School counselor job description

School Counselor Job Description

  • Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs

  • Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students


Major functions duties responsibilities

Major FunctionsDuties & Responsibilities

  • Development & Management of comprehensive program to support academic success

  • Delivery of Comprehensive Services

    • NC Guidance Essential Standards/Curriculum

    • Individual Student Planning

    • Preventive & Responsive Services

    • System Support

  • Accountability/Growth


School counselor job description1

School Counselor Job Description

Think Tank Time

  • Review the Job Description

  • Discuss a few “aha’s” with a colleague


21 st century school counselor

21st Century School Counselor

Leadership

Advocacy

Collaboration

Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.


New question1

New Question

How are students different as a result of the school counseling program?


School counselor evaluation rubric evaluating with fidelity

The performance evaluation rubric is based on the 2008

NC 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


Framework for nc school counseling

Framework for NC School Counseling


Standard 1 school counselors demonstrate leadership advocacy and collaboration

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


Program focus goals

Program Focus/Goals

  • Start with your School Improvement Plan

  • Use S.M.A.R.T. Goals:

    • Promote achievement, attendance, behavior, and/or school safety

    • Are based on school data

    • Address school-wide data, policies and practices or address closing-the-gap issues

    • Address student competencies


Annual agreement and advisory council

Annual Agreement and Advisory Council

  • Annual Agreement:

    • a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M (data driven decision-making)

  • Advisory Council:

    • Group of stakeholders to INFORM your program

    • This is your moment to SHINE 


Example from a school district comprehensive school counseling plan agreement

Example from a School District:Comprehensive School Counseling Plan & Agreement


Think tank group activity

Think Tank Group Activity

  • Think Tank Groups

  • Key items in this Standard from each of the Elements

  • What are you doing now that fits?


Standard 2 school counselors promote a respectful environment for a diverse population of students

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


School counselor evaluation rubric evaluating with fidelity

Standard 2 – School counselors promote a respectful environment for a diverse population of students (cont)

D. Recognize students are diverse and adapt their services accordingly

E. Work collaboratively with the families and significant adults in the lives of students


School counselor evaluation rubric evaluating with fidelity

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


School counselor evaluation rubric evaluating with fidelity

Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program (con’t)

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


School counselor evaluation rubric evaluating with fidelity

Guidance Essential Standards Crosswalk


Standard 4 school counselors promote learning for all students

Standard 4 – School counselors promote learning for all students

Four 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


Data action plans

Data & Action Plans

  • School Data Profile reviews all sources of data from your school to develop plans for Academic, Attendance, Behavior

  • Three types of action plans from D3M:

    • Curriculum Action Plan – all students - Guidance Essential Standards – collaborative work with PLCs and to fill gaps

    • Closing-the Gap Action Plan – aligns with SIP - a “must-have” aligns with program goals

    • Small Group Plan – specific need(s) of a few


Data data data action plans

Data, Data, Data: Action Plans

Three types of data collected from Process (what happened – what you did for whom)

  • Perception (what do people think the know….knowledge/skill/behavior was changed/learned)

  • Outcome (how are students different?)


Delivery

Delivery

  • 80% of time working with or for students

  • Direct (with students)

    • Core Curriculum (NC Guidance Essential Standards)

    • Individual Student Planning

    • Responsive Services

  • Indirect (for students)

    • Referrals

    • Consultation

    • Collaboration

      (Page 136 for Use of Time)


Think tank group activity1

Think Tank Group Activity

  • Think Tank Groups

  • Key items in Standards 2, 3, & 4 and from each of the Elements

  • What are you doing now that fits?


Standard 5 school counselors actively reflect on their practice

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


Accountability

Accountability

  • Review and analyze Action Plans and Program Goals:

    • Data Analysis: Review Curriculum Results, Action Plan Results Use of Time Analysis, School Data

    • Program Results: Program Goal Results Reports

  • Evaluation and Improvement– What worked and didn’t work? Continuous Improvement (Growth)

    Growth model- like the DPI School Counselor Evaluation


Framework for nc school counseling1

Framework for NC School Counseling


21 st century nc school counseling programs are

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


Uniqueness

Uniqueness

  • Observations

  • School Counseling Code of Ethics

  • Use Action Plans


New legislation g s 115c 316 1

New Legislation: G.S. §115C-316.1

“Duties of School Counselors”

  • http://www.ncleg.net/Sessions/2013/Bills/Senate/PDF/S402v7.pdf

  • “SC shall implement a comprehensive developmental school counseling program in their schools. Counselors shall spend at least 80% of work time in direct student services…”


School counselor job description2

School Counselor Job Description

  • New legislation reinforces job description

    • 80% of work time in direct support services to students

    • 20% in program support/management including “fair share” duties

    • local LEAs will develop a plan to transition test coordinator duties


Where do i begin

Where Do I Begin?

Where are we going?

  • 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 now?

How do we close the gap?


Where do i begin1

Where Do I Begin?

Where are we going?

  • 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 now?

How do we close the gap?


School counselor evaluation rubric evaluating with fidelity

Where are we going?

  • 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

Where are we now?

How do we close the gap?


Questions

Questions?

Linda Brannan [email protected]


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