1 ADEPT for School Guidance Counselors. 2 ADEPT Web Site

11

ADEPTADEPTfor for

School Guidance CounselorsSchool Guidance Counselors

22

ADEPTADEPTWeb SiteWeb Site

http://www.scteachers.orghttp://www.scteachers.org

33

ADEPT CycleADEPT Cycle

SuccessfulTransition

Quality Assurance

Quality Improvement

44

ADEPT LevelsADEPT Levels

Induction Induction Formal EvaluationFormal EvaluationDiagnostic Assistance Diagnostic Assistance (optional)(optional)

Informal EvaluationInformal Evaluation

South Carolina Department of Education

Teacher Contract LevelsTeacher Contract LevelsEffective 7/22/04

INDUCTIONTransitionAssistance

ANNUAL 1Formal Eval.

ANNUAL 1Diagnostic

(Eval. Simulation)+ Assistance

CONTINUING(if eligible forProfessionalCertificate) or

ANNUAL(e.g.,PACE, C&T)

GBE orDiscretionaryFormal Eval.

ANNUAL 2Diagnostic

(Eval. Simulation)+ Assistance


Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then



CONTINUINGGBE or

DiscretionaryFormal Eval.

OUT OFPROFESSION

CONTINUING(if eligible forProfessional

Certificate) orANNUAL

(e.g., C&T)GBE or



Ineligible to teachuntil after 2 years

and state-approved

remediation plancompleted, then


CONTINUINGGBE or


OUT OFPROFESSION

Ready Not Ready

Not Met

Not Met

Not Met

Not Met

Not Met

Not Met

Met

Met

Met

Met

Met

Met

CONTINUINGGBE or

DiscretionaryFormal Eval

CONTINUINGGBE or


Met

Met

66

Performance DimensionsPerformance DimensionsAre South Carolina’s professional practice Are South Carolina’s professional practice standards for school guidance counselorsstandards for school guidance counselorsWere developed by a statewide group of guidance Were developed by a statewide group of guidance counselors representing public schools and counselors representing public schools and institutions of higher educationinstitutions of higher educationAre aligned with established standards for the Are aligned with established standards for the profession, including NBPTSprofession, including NBPTSApply to school guidance counselors throughout Apply to school guidance counselors throughout their career continuumtheir career continuum

77

Performance DimensionsPerformance Dimensions

Long-Range PlanningLong-Range Planning Short-Range Planning of Guidance and Short-Range Planning of Guidance and

Counseling ActivitiesCounseling Activities Development and Use of AssessmentsDevelopment and Use of Assessments Providing Guidance and Counseling ServicesProviding Guidance and Counseling Services Providing Consultation ServicesProviding Consultation Services Coordinating Guidance and Counseling ServicesCoordinating Guidance and Counseling Services Fulfilling Professional ResponsibilitiesFulfilling Professional Responsibilities

88

Key ConsiderationsKey Considerations(Evidence Documentation)(Evidence Documentation)

Are Are examplesexamples of components of each of components of each performance dimensionperformance dimensionAre not necessarily all of equal importanceAre not necessarily all of equal importanceAre not universally applicable to all school Are not universally applicable to all school guidance counselors in all settingsguidance counselors in all settingsAre context-specificAre context-specific

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PD 1: Long-Range PlanningPD 1: Long-Range Planning

The school guidance counselor develops an annual long The school guidance counselor develops an annual long range plan, based on identified student needs, that range plan, based on identified student needs, that reflects national school counseling standards and state reflects national school counseling standards and state program components related to guidance curriculum, program components related to guidance curriculum, individual student planning, responsive services, and individual student planning, responsive services, and system support.system support.

Goals, objectives, activities, and methods of evaluating the four Goals, objectives, activities, and methods of evaluating the four componentscomponentsFormal and informal needs assessmentsFormal and informal needs assessmentsProgram organization and management proceduresProgram organization and management proceduresPlans for program communicationsPlans for program communications

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PD 2: Short-Range Planning of PD 2: Short-Range Planning of Guidance and Counseling ActivitiesGuidance and Counseling Activities

The school guidance counselor develops The school guidance counselor develops appropriate short-term goals, including aligned appropriate short-term goals, including aligned activities, resources, and schedules, to ensure activities, resources, and schedules, to ensure full implementation of the long range plan.full implementation of the long range plan.

Procedures for responding to referrals and requestsProcedures for responding to referrals and requestsShort-term goals and objectivesShort-term goals and objectivesStrategies, techniques, and/or activitiesStrategies, techniques, and/or activitiesMaterials and/or resourcesMaterials and/or resourcesProgram scheduleProgram schedule

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PD 3: Development and Use of PD 3: Development and Use of AssessmentsAssessments

The school guidance counselor plans and conducts The school guidance counselor plans and conducts continuous program evaluations and maintains continuous program evaluations and maintains appropriate program accountability documentation.appropriate program accountability documentation.

Formal and informal needs assessments and program Formal and informal needs assessments and program evaluationsevaluationsStudent assessment (initial)Student assessment (initial)Student progressStudent progressFollow-up Follow-up Program accountability informationProgram accountability information

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PD 4: Providing Guidance and PD 4: Providing Guidance and Counseling ServicesCounseling Services

The school guidance counselor effectively provides The school guidance counselor effectively provides classroom/school-wide guidance activities and classroom/school-wide guidance activities and individual/group counseling services that promote student individual/group counseling services that promote student educational, career, and personal/social development.educational, career, and personal/social development.

Student goals and objectivesStudent goals and objectivesTechniques, practices, materials, and/or resourcesTechniques, practices, materials, and/or resourcesCommunication skillsCommunication skillsEnvironmentEnvironmentExpectations for studentsExpectations for studentsTransfer of knowledge and skillsTransfer of knowledge and skillsAnalyses of student needs and progressAnalyses of student needs and progress

1313

PD 5: Providing Consultation PD 5: Providing Consultation ServicesServices

The school guidance counselor provides The school guidance counselor provides effective direct and indirect consultation services effective direct and indirect consultation services to deliver appropriate information and assistance to deliver appropriate information and assistance to parents/guardians, students, and colleagues.to parents/guardians, students, and colleagues.

Range of consultation servicesRange of consultation servicesEffectiveness of consultation servicesEffectiveness of consultation servicesDecision-making regarding servicesDecision-making regarding services

1414

PD 6: Coordinating Guidance and PD 6: Coordinating Guidance and Counseling ServicesCounseling Services

The school guidance counselor effectively The school guidance counselor effectively coordinates guidance and counseling program coordinates guidance and counseling program services within the school and with community services within the school and with community programs and agencies.programs and agencies.

OrientationsOrientationsInformation and assistanceInformation and assistanceReferrals and requests for servicesReferrals and requests for servicesReferral and resource fileReferral and resource fileProgram budget and materialsProgram budget and materialsCollaborationCollaboration

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PD 7: Professional ResponsibilitiesPD 7: Professional Responsibilities The school guidance counselor consistently demonstrates The school guidance counselor consistently demonstrates

ethically based professional behavior and participates in ethically based professional behavior and participates in continuous professional development.continuous professional development.

Professional relationshipsProfessional relationshipsEthical behaviorEthical behaviorJob performanceJob performanceWork habitsWork habitsContributionContributionSelf-analysisSelf-analysisProgram visionProgram visionProfessional goalsProfessional goals

1616

InductionInduction

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Year 1Year 1Teaching CertificateTeaching Certificate

““License” issued by the License” issued by the State Department of State Department of Education.Education.

Initial CertificateInitial Certificate

ContractContractEmployment agreement Employment agreement issued by the local school issued by the local school district.district.

InductionInduction One year; nonrenewable.One year; nonrenewable.Provisions of the Provisions of the Employment and Dismissal Employment and Dismissal Act do Act do notnot apply.) apply.)

ADEPT ProcessADEPT Process InductionInduction

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INDUCTIONINDUCTION(Successful Transition)(Successful Transition)

ASSISTANCE(Transitional Support)

DEVELOPMENT(Skill Acquisition/Refinement)

EVALUATION(Formative Feedback)

1919

InductionInduction

Comprehensive orientation Comprehensive orientation

Trained assistance team (building Trained assistance team (building administrator and school guidance administrator and school guidance counselor mentor)counselor mentor)

Regular opportunities to observe and Regular opportunities to observe and consult with experienced school guidance consult with experienced school guidance counselorscounselors

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InductionInduction

Regular opportunities to receive feedback Regular opportunities to receive feedback from and to consult with assistance team from and to consult with assistance team members.members.

Regular opportunities to meet with other Regular opportunities to meet with other new professional staff members.new professional staff members.

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Year 2 (+)Year 2 (+)Teaching CertificateTeaching Certificate


Initial CertificateInitial Certificate


Annual Annual Up to four years.Up to four years.

Provisions of the Provisions of the Employment and Dismissal Employment and Dismissal Act do Act do notnot apply; teacher may apply; teacher may request informal hearings. request informal hearings.

ADEPT ProcessADEPT Process Formal EvaluationFormal Evaluation

OROR

Diagnostic AssistanceDiagnostic Assistance

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Formal EvaluationFormal Evaluation

2323

FORMAL EVALUATIONFORMAL EVALUATION(Quality Assurance)(Quality Assurance)

“PACT” for Counselors“PACT” for Counselors

EVALUATION(Summative)

ASSISTANCE(Remedial support)

DEVELOPMENT(Remediation of deficiencies)

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Formal Evaluation MaterialsFormal Evaluation Materials

Available online at Available online at http://www.scteachers.orghttp://www.scteachers.orgIncludeInclude– GuidelinesGuidelines– Evidence DocumentationEvidence Documentation– Interview FormInterview Form– Reflection on Counseling SessionReflection on Counseling Session– Reflection on Guidance SessionReflection on Guidance Session– Consultation SurveyConsultation Survey– Consultation Summary ReportConsultation Summary Report– Professional Performance DescriptionProfessional Performance Description– Professional Self-ReportProfessional Self-Report– Evaluation SummaryEvaluation Summary

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FORMAL EVALUATIONFORMAL EVALUATION

Must address the seven performance Must address the seven performance dimensions (PDs) for school guidance dimensions (PDs) for school guidance counselors.counselors.

Must provide clear, convincing evidence of Must provide clear, convincing evidence of typicaltypical performance relative to each PD. performance relative to each PD.

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Typical Typical PerformancePerformance

Rationale: Typical performance is the best overall Rationale: Typical performance is the best overall indicator of a counselor’s knowledge, skills, indicator of a counselor’s knowledge, skills, andand dispositions. Judgments about typical dispositions. Judgments about typical performance must be based on evidence performance must be based on evidence obtained from obtained from multiple evaluators,multiple evaluators,multiple sources of evidence,multiple sources of evidence,multiple samples over time, andmultiple samples over time, andUnannounced observations, as opposed to Unannounced observations, as opposed to “showcase” lessons.“showcase” lessons.

2727

Evaluation TeamsEvaluation Teams

Each evaluation team must include a Each evaluation team must include a minimum of two members.minimum of two members.

All evaluation team members must be All evaluation team members must be certified ADEPT evaluators.certified ADEPT evaluators.

All evaluation team members must have All evaluation team members must have successfully completed training in the successfully completed training in the ADEPT for School Guidance Counselors ADEPT for School Guidance Counselors evaluation process.evaluation process.

2828

Evaluation TeamsEvaluation Teams

At least one member of the evaluation At least one member of the evaluation team must be a certified school guidance team must be a certified school guidance counselor.counselor.

At least one member of the evaluation At least one member of the evaluation team must be qualified to serve as a team must be qualified to serve as a district- or school-level supervisor for district- or school-level supervisor for school guidance counselors.school guidance counselors.

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Expert EvaluatorExpert Evaluator

ExpertExpert – someone who, through education – someone who, through education or experience, has gained knowledge of a or experience, has gained knowledge of a particular subject so that he or she could particular subject so that he or she could form an opinion that one without that form an opinion that one without that knowledge could not. knowledge could not.

3030

Formal Evaluation ProcessFormal Evaluation Process

OrientationOrientationLong-Range Plan (PD 1)Long-Range Plan (PD 1)Interviews (PDs 2, 3, and 6)Interviews (PDs 2, 3, and 6)Observations (PD 4)Observations (PD 4)Reflections (PD 4)Reflections (PD 4)Surveys (PD 5)Surveys (PD 5)Professional Self-Reports and Professional Self-Reports and Descriptions (PD 7)Descriptions (PD 7)

3131

OrientationOrientation

Each school guidance counselor who is Each school guidance counselor who is scheduled for formal evaluation must receive a scheduled for formal evaluation must receive a comprehensive orientation prior to the initiation comprehensive orientation prior to the initiation of the evaluation process. The orientation must of the evaluation process. The orientation must include, but need not be limited to, written and include, but need not be limited to, written and oral explanations oforal explanations of– the performance dimensions,the performance dimensions,– the evaluation process,the evaluation process,– the criteria for successfully completing the evaluation, the criteria for successfully completing the evaluation,

andand– the intended use of the evaluation results.the intended use of the evaluation results.

3232


CounselorCounselorEvaluator 1Evaluator 1(Counselor)(Counselor)

Evaluator 2Evaluator 2(Supervisor)(Supervisor)

AdministratorAdministrator

Complete the Complete the LRP LRP

(PD 1)(PD 1)

Review the Review the LRP; LRP; complete the complete the documenta-documenta-

tion (PD 1) tion (PD 1)

Review the Review the LRP; LRP; complete the complete the documenta-documenta-

tion (PD 1) tion (PD 1)

3333





Begin Begin distributing distributing the the Consultation Consultation SurveysSurveys

(PD 5)(PD 5)

3434





Participate in Participate in interviews interviews (PDs 2, 3, 6)(PDs 2, 3, 6)

Conduct the Conduct the counselingcounseling interview; interview; complete the complete the documenta-documenta-tion (PDs 2, tion (PDs 2, 3, 6) 3, 6)

Conduct the Conduct the guidanceguidance interview; interview; complete the complete the documenta- documenta- tion (PDs 2, tion (PDs 2, 3, 6) 3, 6)

3535





Complete a Complete a counseling or counseling or guidance guidance ReflectionReflection following following each each observation observation (PD 4)(PD 4)

Conduct the Conduct the counselingcounseling observationobservation

Conduct the Conduct the guidanceguidance observationobservation

Review the Review the counseling counseling ReflectionReflection

Review the Review the guidance guidance ReflectionReflection

Complete the Complete the documenta-documenta-

tion (PD 4)tion (PD 4)

Complete the Complete the documenta-documenta-

tion (PD 4)tion (PD 4)

3636





Analyze the Analyze the Consultation Consultation SurveysSurveys; ; complete the complete the Consultation Consultation Summary Summary ReportReport (PD (PD 5)5)

Review the Review the Consultation Consultation Summary Summary ReportReport; ; complete the complete the documenta-documenta-tion (PD 5)tion (PD 5)

Review the Review the Consultation Consultation Summary Summary ReportReport; ; complete the complete the documenta- documenta- tion (PD 5)tion (PD 5)

3737





Complete the Complete the Professional Professional Self-ReportSelf-Report (PD 7)(PD 7)

Review the Review the Professional Professional Self-ReportSelf-Report

Review the Review the Professional Professional Self-ReportSelf-Report

Complete the Complete the Professional Professional Performance Performance DescriptionDescription (PD 7)(PD 7)

Review the Review the Professional Professional Performance Performance DescriptionDescription; ; complete the complete the documenta-documenta-tion (PD 7)tion (PD 7)

Review the Review the Professional Professional Performance Performance DescriptionDescription; ; complete the complete the documenta-documenta-tion (PD 7)tion (PD 7)

3838





Hold the consensus meeting; Hold the consensus meeting; complete the consensus complete the consensus documentation and the documentation and the Evaluation SummaryEvaluation Summary

3939





Participate in the evaluation conference to Participate in the evaluation conference to discuss the evaluation resultsdiscuss the evaluation results

4040

Formal Evaluation ResultsFormal Evaluation Results

Consensus-basedConsensus-based

Evaluation judgmentsEvaluation judgments– For each Performance DimensionFor each Performance Dimension– OverallOverall

Conferences are held twice per year (preliminary Conferences are held twice per year (preliminary and final)and final)

Criteria for successfully completing the formal Criteria for successfully completing the formal evaluation: The school guidance counselor must evaluation: The school guidance counselor must meet the standard on all seven of the PDsmeet the standard on all seven of the PDs

4141


4242


Provided Provided if neededif needed at the annual contract at the annual contract level.level.One year only.One year only.For school guidance counselors who show For school guidance counselors who show potential but who are not ready for formal potential but who are not ready for formal evaluation.evaluation.May be provided either after the induction May be provided either after the induction year or after the first unsuccessful formal year or after the first unsuccessful formal evaluation. evaluation.

4343

Diagnostic AssistanceDiagnostic AssistanceInterim GuidelinesInterim Guidelines

Assistance team (mentor and supervisor).Assistance team (mentor and supervisor).Assistance plan, based on area(s) that Assistance plan, based on area(s) that need improvement.need improvement.Observations by and formative oral and Observations by and formative oral and written feedback from assistance team.written feedback from assistance team.Other types of assistance, as needed.Other types of assistance, as needed.Evaluation of the effectiveness of the Evaluation of the effectiveness of the diagnostic assistance.diagnostic assistance.

4444

All Requirements MetAll Requirements MetTeaching CertificateTeaching Certificate


Professional Professional CertificateCertificate


Continuing Continuing Full provisions of the Full provisions of the Employment and Dismissal Employment and Dismissal Act apply.Act apply.

ADEPT ProcessADEPT Process Informal Evaluation Informal Evaluation (GBE)(GBE)

OROR

Formal EvaluationFormal Evaluation

4545

Informal EvaluationInformal Evaluation

Goals-Based EvaluationGoals-Based Evaluation

(GBE)(GBE)

4646

INFORMAL EVALUATION (GBE)INFORMAL EVALUATION (GBE)(Continuous Quality Improvement)(Continuous Quality Improvement)

DEVELOPMENT(Skill advancement)

EVALUATION(Formative self-analysis)

ASSISTANCE(Contributions to others and to the profession)

4747

GBEGBE

For “successful” school guidance For “successful” school guidance counselors at the continuing contract levelcounselors at the continuing contract level

Goals must relate toGoals must relate to– the performance dimensions for school the performance dimensions for school

guidance counselors andguidance counselors and– the overall mission and strategic plan for the the overall mission and strategic plan for the

school and district.school and district.

4848

The GBE ProcessThe GBE Process

Identify the needIdentify the need

Articulate the goal (i.e., the Articulate the goal (i.e., the visionvision))

Develop the action planDevelop the action plan

Determine the requirementsDetermine the requirements– Professional developmentProfessional development– ResourcesResources

Identify the appropriate evidence for measuring Identify the appropriate evidence for measuring progress.progress.

Establish ways for determining “success.”Establish ways for determining “success.”

4949

Professional GrowthProfessional Growth

Action researchAction research

MentoringMentoring

Peer coachingPeer coaching

National Board certificationNational Board certification

Self-Directed Professional GrowthSelf-Directed Professional Growth

5050

For additional information, contactFor additional information, contact

Kathryn R. Meeks, Ph.D.Kathryn R. Meeks, Ph.D.

Office of Teacher Preparation, Support, and EvaluationOffice of Teacher Preparation, Support, and EvaluationDivision of Teacher QualityDivision of Teacher Quality

South Carolina Department of EducationSouth Carolina Department of Education3700 Forest Drive, Suite 5003700 Forest Drive, Suite 500

Columbia, South Carolina 29204Columbia, South Carolina 29204Telephone: (803) 734-4067Telephone: (803) 734-4067Facsimile: (803) 734-0872Facsimile: (803) 734-0872

E-Mail: [email protected]: [email protected]

Documents

1 ADEPT for School Guidance Counselors. 2 ADEPT Web Site