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Rhode Island School

Counselor Evaluation

Jean Greco, Patricia Nailor and Karl Squier

RISCA Spring ConferenceRhode Island Convention Center

April 11, 2013

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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

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There are many ways to look at the

school counselor evaluation system

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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 …

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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

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Support Personnel Include:

School Counselors Social Workers School Psychologists Librarians Reading Specialists Speech Language

Pathologists School Nurse Teachers

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RIDE Model Overview

Professional Growth Plan

Evaluation Conferences

Ongoing reflection and planning

Evaluation Criteria Support System

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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

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Overview: Professional Foundations

Holistic scoring at the end of the year based on a preponderance of evidence

Consists of 6 components

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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

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Implementation TimelineWinter

2012/13Spring 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

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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

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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

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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

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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

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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

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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)

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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

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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

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Reflective Exercise

Close your eyes

What have I done that made a difference in my students’ lives?

How can I demonstrate it?

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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

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Our Advice to YouKEEPCALM

AND

CARRYON

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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 jeangreco@yahoo.com

Join the Dialog

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Contact Information Jean Greco, RISCA Executive Director

jeangreco@yahoo.com Patricia Nailor

pnailor@verizon.net Karl Squier

karlsquier@cox.net RISCA Website

www.rischoolcounselor.org