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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 l.jpg

Professional Evaluation

Jean Greco

Member of RIDE Teacher Evaluation System Work Group

RISCA Annual Fall Workshop

New England Institute of Technology

September 28, 2010

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Session Outline

  • Background information on School Counselor Performance Standards and ASCA presentation

  • Draft of RI Model Educator Evaluation System

  • Questions and Answers

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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

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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

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  • Look again at Performance Standards

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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

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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

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Proposed New Standards Standard 13

  • 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

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Proposed Standards Standard 13and Competencies

For Rhode IslandProfessional School CounselorEvaluation System

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Guiding Principles Standard 13

  • 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

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Guiding Principles: Standard 13Measure 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

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RIDE’s Reform Agenda Standard 13

  • Effective teachers in every classroom

  • Effective leaders in every school

  • Teachers and leaders work within a system based on student need

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Four Areas of Reform Standard 13

  • Improve Student Achievement

  • Close the Achievement Gap

  • Increase High School Graduation Rates

  • Raise College Enrollment

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RI Educator Evaluation System Standards Requirements Standard 13

  • 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

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Committee Work Structure Standard 13


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ACEES Working Group Charges Standard 13


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Educator Evaluations Standard 13

Additional Required Factors:

  • Demonstration of professional


  • Demonstration of professional responsibilities

  • Primary Factor (51%):

  • Data on student learning outcomes (growth and mastery)

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Final rating scale Standard 13

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

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Proposed RI Model Process – Key Elements and Timeline Standard 13

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

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Utilization of Evaluation Results Standard 13

  • 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

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Pay Attention and Get Involved Standard 13

  • 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

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Final Thoughts Standard 13

  • 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

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Performance Portfolio Artifacts Standard 13

Evidence of impact upon student growth and academic achievement

Evidence of quality instruction

Evidence of professional responsibilities

Evidence of content knowledge

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Observation Standard 13

School Guidance Curriculum

Individual Student Planning

Responsive Services

Systems Support

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ASCA National Model Standard 13

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Professional Development Standard 13

  • The proposed professional standards revision highlights the following roles:

    • Leadership

    • Advocacy

    • Collaboration

    • Consultation

    • Use of Data

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Resources Standard 13

RISCA Toolkits



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Resources Standard 13

ASCA National Model

ASCA National Model Workbook

Making Data Work

ASCA Ethical Standards

ASCA Position Papers

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Contact Information Standard 13

  • Monica Darcy

  • Tom Dukes

  • Jean Greco

  • Karl Squier


  • RIDE