School Counselor Evaluation Rubric Evaluating with Fidelity
Overview of the Evaluation Process and the School Counselor
Evaluation Rubric NCDPI Webinar Series 9/18/13 Slide 2 DeLea Payne,
Educational Consultant, Special Projects [email protected]
Tara Patterson Professional Development Lead
[email protected] Linda Brannan, Educational Consultant
K-12 Student Support Services [email protected] Presenters
Slide 3 School Counseling Wikispace
http://schoolcounseling.ncdpi.wikispaces.net Slide 4 NCEES
Wikispace Click Student Support Services Slide 5 Annual Evaluation
Process Evaluation Ratings Professional Standards Uniqueness
Resources Overview of School Counselor Evaluation Slide 6 Annual
Evaluation Process Processes Timeline Slide 7 Annual Evaluation
Process OrientationSelf-Assessment Pre-Observation Discussion and
Review of Annual Goals Observation Post- Observation Discussion
Summary Evaluation Conference Professional Growth Plan Training 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. Slide 8 Annual Evaluation
Process OrientationSelf-Assessment Pre-Observation Discussion and
Review of Annual Goals Observation Post- Observation Discussion
Summary Evaluation Conference Professional Growth Plan Training 2.
Within two weeks of a school counselors 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. Slide 9 Annual Evaluation Process
OrientationSelf-Assessment Pre-Observation Discussion and Review of
Annual Goals Observation Post- Observation Discussion Summary
Evaluation Conference Professional Growth Plan Training 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. Slide 10 Annual Evaluation Process
OrientationSelf-Assessment Pre-Observation Discussion and Review of
Annual Goals Observation Post- Observation Discussion Summary
Evaluation Conference Professional Growth Plan Training 4. Before
the first observation, the evaluator shall meet with the school
counselor to discuss the school counselors self-assessment based on
the Rubric for Evaluating North Carolina School Counselor, the
school counselors most recent professional growth plan, and the
session(s) to be observed.. Slide 11 OrientationSelf-Assessment
Pre-Observation Discussion and Review of Annual Goals Observation
Post- Observation Discussion Summary Evaluation Conference
Professional Growth Plan 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 Slide 12
Annual Evaluation Process OrientationSelf-Assessment
Pre-Observation Discussion and Review of Annual Goals Observation
Post- Observation Discussion Summary Evaluation Conference
Professional Growth Plan Training 6. The evaluator shall conduct a
post- observation conference no later than ten (10) school days
after each formal observation. Slide 13 Annual Evaluation Process
OrientationSelf-Assessment Pre-Observation Discussion and Review of
Annual Goals Observation Post- Observation Discussion Summary
Evaluation Conference Professional Growth Plan Training 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. Slide 14 Annual Evaluation Process
OrientationSelf-Assessment Pre-Observation Discussion and Review of
Annual Goals Observation Post- Observation Discussion Summary
Evaluation Conference Professional Growth Plan Training 8. School
counselors shall develop a Professional Growth Plan designed to
serve as a guide for improving their performance during the
subsequent school year. Slide 15 Slide 16 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. Shares successful strategies, programs you/team developed
on a wide- scale basis such as district, state or nationally
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Not Demonstrated professional area to work on developing Slide 17
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 Slide 18 NCEES Wikispace Click
Student Support Services Slide 19 Slide 20 New Question How are
students different as a result of the school counseling program?
Slide 21 NCDPI School Counselor Job Description Slide 22 Slide 23
Vision of NC School Counselors NC State Board of Education, 2008
The demands of twenty-first century education dictate new roles for
school counselors. Schools need professional school counselors who
are adept at creating systems for change and at building
relationships within the school community. Professional School
Counselors create nurturing relationships with students that
enhance academic achievement and personal success as globally
productive citizens in the twenty-first century. Utilizing
leadership, advocacy, and collaboration, professional school
counselors promote academic achievement and personal success by
implementing a comprehensive school counseling program that
encompasses areas of academic, career, and personal/social
development for all students. Slide 24 Slide 25 21 st Century
School Counselor LeadershipAdvocacyCollaboration Implements a data
driven, comprehensive, developmental school counseling program to
promote systemic change. Slide 26 21 st 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 Slide 27
New Question How are students different as a result of the school
counseling program? Slide 28 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
Slide 29 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 Slide 30 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 Slide 31 D. Recognize
students are diverse and adapt their services accordingly E. Work
collaboratively with the families and significant adults in the
lives of students Standard 2 School counselors promote a respectful
environment for a diverse population of students (cont) Slide 32
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 Slide 33
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 Standard 3 School counselors understand and facilitate
the implementation of a comprehensive school counseling program
(cont) Slide 34 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
Slide 35 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 Slide 36 Uniqueness Observations School
Counseling Activities Professional Growth Plan School Counseling
Code of Ethics Slide 37 Sample: Observable Activities Sample
Activities Evaluators may use to Observe School Counselors Slide 38
Observable Activities Sample Activities Evaluators may use to
Observe School CounselorsSample Activities Evaluators may use to
Observe School Counselors Slide 39 School Counselor Evaluation
Users Guide Appendices Users Guide is found on the NCEES Student
Support Services WikispaceNCEES Student Support Services Wikispace
http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13 Slide 40
Appendix A (p.35) ASCA National Model: A Framework for School
Counseling Programs Forms and materials Framework for data-driven,
comprehensive school counseling program Slide 41 Appendix C (p. 60)
Code of Ethics Code of Ethics for NC Educators Ethical Standards
for School Counselors (ASCA) Slide 42 Slide 43 Ethics School
Counselor Code of Ethics NC Educator Code of Ethics Slide 44
Appendix D (p.78) Using Evaluation Rubric School Counselor
Evaluation Rubric Forms Most current forms may be found at:
http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13 Slide 45
Where are we going? Where are we now? How do we close the gap?
Where Do I Begin? 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
schools 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? Slide 46 Where are we going? Where are we now? How
do we close the gap? Where Do I Begin? 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) Slide 47 Where are we going? Where
are we now? How do we close the gap? 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 PLCs/PLTs Include Delivery (Direct and
Indirect ) Services to Students (80%) Align with SIP goals of the
school & district Slide 48 Questions? Linda Brannan
[email protected]@dpi.nc.gov Tara Patterson
[email protected]@dpi.nc.gov
