Embed Size (px)
Citation preview
1
Rhode Island School
Counselor Evaluation
Jean Greco, Patricia Nailor and Karl Squier
RISCA Spring ConferenceRhode Island Convention Center
April 11, 2013
2
Purpose of Presentation
Update school counselors on status of Rhode Island Support Professional Evaluation System
Discuss requirements and the types of evidence that will demonstrate your proficiency
Provide examples of how you can begin to prepare
3
There are many ways to look at the
school counselor evaluation system
4
5
6
7
8
9
10
Improve school counselor practice and the effectiveness of the school counseling program
Determine our strengths and areas in which we need to improve
Identify professional development opportunities that can help reinforce our strengths and strengthen our weaknesses
OR we can see it as a process to …
11
Two Evaluation Models
RIDE Model
Innovation Model
Your district is already using one of these models for teacher and administrator evaluations and will use the same model for support personnel when it is completed
12
Support Personnel Include:
School Counselors
Social Workers
School Psychologists
Librarians
Reading Specialists
Speech Language Pathologists
School Nurse Teachers
13
RIDE Model Overview
Professional Growth Plan
Evaluation Conferences
Ongoing reflection and planning
Evaluation Criteria Support System
14
Overview: Professional Practice
Unique to the Support Professionals Model
Built upon the standards for all support professionals
Holistic scoring at the end of the year based on a preponderance of evidence
Consists of 8 components
15
Overview: Professional Foundations
Holistic scoring at the end of the year based on a preponderance of evidence
Consists of 6 components
16
Overview: Student Learning
Follows the same process as teachers and building administrators (eg approval process, number of objectives, and scoring)
Support professionals may select appropriate student learning measures based on their role and conversation with their evaluator
Have the additional option of the Student Outcome Objective
17
Implementation Timeline
Winter 2012/13
Spring 2013 Summer 2013 2013-2014 SY 2014-2015 SY
MODEL DEVELOPMENT
FIELD TEST TRAINING GRADUAL IMPLEMENTA-
TION
TRAINING & FULL
IMPLEMENTA-TION
Ongoing support professionals workgroup meetings
Finalize model
Design training
Design and set up field test
Conduct field test
Communication with support professionals workgroup
Train evaluators for gradual implementation
All support professionals will participate in the process
Collect data and continue the model refinement process
Finalize model for full implementation
Train field
Support implementation
18
Evaluation is Based on School Counselor Roleand Responsibilities
School counselors help students develop the knowledge, skills, attitudes, beliefs and habits of mind that enable them to profit maximally from their instructional opportunities and experiences
19
Support Professional Evaluation Includes
Evidence of Quality of program planning
Quality of delivery of service
Consultation and collaboration
Student learning
Professional responsibilities
Content of knowledge of area of professional specialization
Support of district initiatives
20
Important Types of Evidence that Meet
Multiple Criteria Ocean State School Counselor
Accountability Report (OSSCAR)
Counselor-Principal Plan
Documentation of Targeted Interventions
Personal Statements
Portfolio
21
OSSCAR Ocean State School Counseling
Accountability Report (formerly SPARCri)
Uses data to demonstrate the impact of the school counseling program on student achievement and school climate
Provides compelling evidence of the value of school counselors
Contains evidence of counselor performance that meets multiple criteria
22
Counselor-Principal Plan
A plan developed by the counselor and principal that identifies expected results for the year, action steps to be taken and measures to determine when the results have been achieved
Multiple opportunities to collaborate with others in the school
Targets specific areas that need to be addressed in order to fully serve students and their families
23
Documentation of Targeted Interventions
Action research project that uses data to identify a problem, develop a plan to address it, and analyze its outcomes and next steps
Development and delivery of a counseling curriculum activity, along with analysis of its impact
Small group interventions addressing specific problems (e.g., bullying)
24
Personal Statement
Descriptive narrative on one’s contribution to student success and school improvement
Can focus on how one has respect for others, collaborates with colleagues, contributes to school and district-wide improvement efforts
Provides an opportunity to articulate one’s personal vision for excellence as a school counselor
25
Portfolio A collection of artifacts that
demonstrates counselor participation in and contribution to student achievement and school community
Can be used as a repository for artifacts that support the OSSCAR, counselor-principal plans, personal statements and targeted interventions
Can be used to organize information for reports and presentations
26
Reflective Exercise
Close your eyes
What have I done that made a difference in my students’ lives?
How can I demonstrate it?
27
RISCA Will Provide
Updates on development of RIDE and Innovation support personnel evaluation system via:
RISCA ListServe
RISCA Website
RISCA Newsletter
RISCA sponsored professional development workshops
28
Our Advice to You
KEEPCALM
AND
CARRYON
29
The evaluation process will be meaningful and help Rhode Island School Counselors improve their practice, their program and their schools
Input and feedback from school counseling practitioners are critical to this process
We encourage you to let us know your thoughts throughout the development process
Contact us at [email protected]
Join the Dialog
30
Contact Information
Jean Greco, RISCA Executive Director [email protected]
Patricia Nailor [email protected]
Karl Squier [email protected]
RISCA Website www.rischoolcounselor.org
