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School Counselor Evaluation Rubric Overview
Linda Brannan, M.Ed, NBCTK-12 Student Support Services ConsultantNC Department of Public InstructionLinda.brannan@dpi.nc.gov
Shifts
Process
Ratings
Standards
Uniqueness
School Counselor Evaluation Rubric
Lightening Round Team Work
21st Century School Counselor• Leadership
• Advocacy
• Collaboration
• Data Driven Decision Making (D3M)
Shift Happens…Then…. “Guidance Counselor”
• Vocational Ed Counseling
• Mental Health Counseling
• Random Student Support Services
• Go-to person for other non-counseling related duties
Now…. 21st Century School Counselor
Leadership
Advocacy
Collaboration
Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.
21st 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
Vision of NC School CounselorsNC 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.”
Framework for NC School Counseling
The performance evaluation rubric is based on the 2008NC 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
Performance Appraisal Ratings(Growth Model)
• Developing – an awareness or some knowledge
• 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 – mentor other counselors or share components of school counseling program within school/district
• Distinguished – able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally
*******************************************************************************Not evidenced – professional area to work on developing
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
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
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)
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
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 (con’t)
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
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
Uniqueness
• Observations
• School Counseling Activities
• Professional Growth Plan
• School Counseling Code of Ethics
What is an Observable Activity?
•Sample Support Staff Observation IdeasCreated by participants in the Validation Study Training in Raleigh on
November 30, 2012 and Asheville on December 6, 2012
• Brainstorm other activities that are observable
• Discuss with your group and place on the document to continue sharing with colleagues.
Group Work: Deeper Dive into the new School Counseling Standards
•Divide into groups (1 group/standard; may develop subgroups to address elements)
•Decide what the standard is about and not about
•Identify key ideas from the standard/elements
•List ideas of evidences that demonstrate this standard/elements
•Identify where your standard falls according to ASCA National Model four quadrants
Group Work: Deeper Dive Group Work
Each group will share the key ideas and features of the assigned standard
Each group will teach others:
• Ways to assess school counselors
• Resources to use when working with a school counselor to implement this rubric (based upon the standard, elements, descriptors of the rubric)
Group Work:Share Ideas & Best Practices
• Complete a poster or electronic presentation
• Choose a speaker for the group
• Share time
Annual Evaluation Process
• Processes
• Timeline
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
2. Within two weeks of a school counselor’s 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.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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
counselor’s self-assessment based on the Rubric for
Evaluating North Carolina School Counselor, the
school counselor’s most recent professional growth plan, and the session(s) to
be observed..
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
Observation Discussion
Summary Evaluation Conference
Professional Growth Plan
Training
5. The evaluator shall conduct at least one observation of a counseling activity, meeting with students and/or parents, or other meeting or session being led by the school counselor. (For probationary counselors and in the renewal year, 3 observations will be conducted)
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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.
Annual Evaluation Process
Orientation
Self-Assessment
Pre-Observation Discussion and
Review of Annual Goals
ObservationPost-
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.
Where are we going?
Where are we going?
Where are we now?
Where are we now?
How do we close the gap?
How do we close the gap?
Where Do I Begin?
• Use the ASCA National Model
• Review and learn the Guidance Essential Standards
• Start implementation planning in curriculum areas where there are natural alignments?
• Review your school’s data
• What are the areas of need indicated by the data? Gaps? Use SIP!
• How do the needs align with the SIP goals?
Where are we going?
Where are we going?
Where are we now?
Where are we now?
How do we close the gap?
How do we close the gap?
• Review all information with your administrator
• Develop a comprehensive program to include in the annual agreement
• Analyze Outcome Results, Program Data & Publicize Results
• Align program to meet SC Evaluation
Program Planning• Assure other curriculum areas
understand the Guidance Essential Standards
• Work with teachers through PLC’s/PLT’s
• Include Direct and Indirect Services to Students
• Align with SIP goals of the school & district
NCDPI Contact
Linda BrannanSchool Counseling Consultant
linda.brannan@dpi.nc.gov919-807-3438
NC Department of Public Instruction Division of K-12 Curriculum and Instruction
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