Professional Evaluation

1. Professional Evaluation Jean Greco Member of RIDE Teacher Evaluation System Work Group RISCA Annual Fall Workshop New England Institute of Technology September 28, 2010

2. Session Outline • Background information on School Counselor Performance Standards and ASCA presentation • Draft of RI Model Educator Evaluation System • Questions and Answers

3. 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

4. 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

5. So… • Look again at Performance Standards

6. 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

7. 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

8. 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

9. Proposed Standardsand Competencies For Rhode IslandProfessional School CounselorEvaluation System

10. 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

11. 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

12. 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

13. Four Areas of Reform • Improve Student Achievement • Close the Achievement Gap • Increase High School Graduation Rates • Raise College Enrollment

14. 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

15. Committee Work Structure 3/12/2014

16. ACEES Working Group Charges 3/12/2014

17. Educator Evaluations Additional Required Factors: • Demonstration of professional practice • Demonstration of professional responsibilities • Primary Factor (51%): • Data on student learning outcomes (growth and mastery)

18. Primary components to assess teacher performance

19. Evidence used to assess teachers

20. 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

21. 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

22. 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

23. Tiered System Roll-Out Plan

24. 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

25. 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

26. Performance Portfolio Artifacts Evidence of impact upon student growth and academic achievement Evidence of quality instruction Evidence of professional responsibilities Evidence of content knowledge

27. Observation School Guidance Curriculum Individual Student Planning Responsive Services Systems Support

28. ASCA National Model

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

30. Resources RISCA Toolkits www.rischoolcounselor.org EZAnalyze www.exanalyze.com CSCOR www.cscor.org

31. Resources ASCA National Model ASCA National Model Workbook Making Data Work ASCA Ethical Standards ASCA Position Papers www.schoolcounselor.org

32. Contact Information • Monica Darcy • Tom Dukes • Jean Greco • Karl Squier • RISCA • RIDE mdarcy@ric.edu tdukes@ric.edu jeangreco@yahoo.com karlsquier@cox.net rischoolcounselor.org ride.ri.gov