CKES: A Counselor Performance Evaluation Instrument Mark Ellis Karen Griffith Sloane Molloy Tinisha Parker

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CKES: A Counselor Performance Evaluation InstrumentMark EllisKaren GriffithSloane MolloyTinisha Parker

Why do we need CKES?Clearly define the role of the professional school counselorStandardize the evaluation of Georgias school counselors2CKES DevelopmentJuly 2013Instrument developed by committee of eight (2 Elementary, 2 Middle, 2 High, and 2 District level school counseling professionals, representing south Georgia, middle Georgia, and the metro area)November 2013Instrument shared with a Focus Group of 25 school counseling professionals at fall conferenceFebruary 2014Revisions made to the instrument based on feedback from Focus GroupFebruary 2014Rating scale and supporting documents created by committeeFebruary 2014Revised CKES and supporting documents provided to districts interested in field testingApril 2014Survey conducted via CTAE NetworkMay 2014Survey conducted and feedback collected from field test participants2014-2015Pilot yearFocus Group Results25 participants representing 11 of 12 regions, 17 districts and all levels

Likes:Supports role of counselor in serving students and meeting needs of school communityComprehensive and detailed instrument with examples and artifactsReinforces and informs regarding appropriate role of the counselorAlignment with TKES & LKESAlignment with ASCA National ModelUniformity and standardization across the stateBelieves CKES Defines Role4Counselor Survey Results1,128 ParticipantsSeventy four percent want to be evaluated based on the job description of a school counselor within a comprehensive school counseling program.Curriculum (Classroom Lessons/Advisement)Small Group & Closing the GapIndividual SupportSpecialized InterventionsEquity and Access for ALL Students A Comprehensive School Counseling ProgramGail M. Smith (2009)K-12 standards-based and data-drivenacademic, career, and personal/social developmentpreventive in design6

The American School Counselor Association National ModelEvaluates the program based on outcomes and makes adjustmentsInvolves others and measures the impact of the school counseling programAddresses the students needs via direct and indirect servicesDetermines the academic, career, and personal/so-cial needs of the students in your school7

The professional school counselor demonstrates an understanding of a comprehensive school counseling program by providing relevant learning experiences in the three domains: Academic achievement, career development and personal/social growth.Exemplary (3)Proficient (2)Needs Development (1)Ineffective (0)The school counselor continually demonstrates an extensive understanding of a comprehensive school counseling program and serves as a professional leader by sharing and contributing to the further development of the counseling profession. The school counselor consistently demonstrates an understanding of a comprehensive school counseling program and provides relevant learning experiences in the three domains.The school counselor inconsistently demonstrates an understanding of a comprehensive school counseling program OR intermittently uses the knowledge in practice.The school counselor inadequately demonstrates an understanding of a comprehensive school counseling program OR does not use the knowledge in practice.Performance Standard 1:Professional Knowledge(Foundation System)This is about knowing your building and your students needs8

Georgia Curriculum Crosswalking ToolSome school systems have made district decisions regarding which competencies are most appropriate for which grade levels. Some assign them by grouped grade levels (K-2, 3-5, 6-8, 9-12) while others have gotten very specific for each individual grade level. If your system has not done this, each counselor can determine, based on population and input from stakeholders, what is most important to address with each cohort of students. It is important to remember that these should be selected based on students developmental stage and general needs. One should not attempt to cover everything. Select those that are most appropriate.9

The professional school counselor plans and develops a goal-driven, comprehensive school counseling program using curriculum and standards, resources, and data to address the needs of all students.Exemplary (3)Proficient (2)Needs Development (1)Ineffective (0)The school counselor uses data and evidence-based resources to plan and develop a comprehensive school counseling program and specific program goals that are aligned with the school strategic plan to promote achievement for all students.The school counselor consistently plans and develops a goal-driven, comprehensive school counseling program using curriculum and standards, resources, and data to address the needs of all students.The school counselor inconsistently uses curriculum and standards, resources, data, and/or goals to plan a comprehensive school counseling program for all students.The school counselor does not plan a goal-driven, comprehensive school counseling program OR plans without adequately using curriculum and standards, resources, and/or data.Performance Standard 2: Instructional Planning(Management/Foundation Systems)

Annual Partnership AgreementThis document is used to specify how the counselors time and resources will be allocated. It defines the duties and responsibilities of the counselor. It is also a great advocacy tool, as it can be the basis for a meaningful conversation between counselors and administrators regarding the best and most appropriate roles for the counselor. Use the document and the conversation as a way to teach others about what a professional school counselor can do. 11School Counseling Program GoalsS pecific, M easureable, A ttainable, R esults-Oriented, & T ime BoundReflect school dataAlign with School Improvement Plan

SMARTDeveloping meaningful program goals based on the schools data profile and unique needs provide the basis on which to build an effective comprehensive counseling program. These goals drive your program, informing others of your emphases and reminding you of how to spend your time. 12Write a SMART GoalBy _____________________,end date

_____________________ will increase/decreaseidentified students choose one

__________________________________________achievement, attendance, behavior

by ___________________________ . measure of change

Be Specific!A smart goal is succinct and specific. The goal should not include how the goal will be achieved. It simply clearly identifies the target.13State Specific, Desirable Student OutcomesBased on School DataAddress 3 DomainsMay Address School-wide Data, Policies, & Practices to Address Closing the Gap Issues

School Counseling Program GoalsAs you are identifying program goals, be sure you are clearly stating the desired student outcomes.You must also need to base these goals on your schools data profile. A program goal should not be a counseling program you hope to implement. It should be a student outcome in which you seek to improve of achievement, behavior, or attendance.Program goals may address any of the 3 Domains: Career Development, Academic Development, or Personal/Social Development. However, the outcome data for any of these domains need to go back to specific data achievement, behavior, or attendance.It is not necessary to have one goal in each of the domains.Sometimes, it is acceptable for a program goal to reflect a school policy or practice but these should be addressing a closing the gap issue. For example, a program goal might focus on changing the policy around enrollment in AP classes because the data suggest that certain student populations are underrepresented. Or, perhaps the counseling department seeks to modify or change the current discipline practices within the building because the data indicate that certain populations are overrepresentated.14HowBurning QuestionSchool Data Profile ReviewCurrent Strategies BrainstormingSchool Improvement Plan ReviewSMART Goal Development

So, when you are identifying your program goals each year, consider these guidelines:Identify a burning question you want to answer.Study the school data profile and identify trends over recent years, populations that might be over or under represented in something, underperformance in some area, or maybe an achievement or attainment gap that needs addressing. Consider all of the programs and strategies you currently have in place. Do any of these need closer review?Review the schools plan for improvement goals. Are there ways in which the counseling program can support those goals or some part of the goals.Finally, write your goals in the SMART format.

Lets look deeper into each of these.

15How do I choose one?Identify a Burning QuestionWhat courageous conversations have been or need to be conducted?Consider current beliefs & inequalitiesBased on dataEnrollment patternsWhich students are taking which classes (remedial/enrichment)?Discipline referralsWhich students are being referred and why?Student absences Who is absent and why?

When you want to identify that burning question, think about inequalities or social justice issues. Consider which students are enrolled in advance or remedial classes; who is being referred for discipline, and who has significant attendance issues.All of these hold the potential for a burning question.16How do I choose?Examine DataSchool Data ProfileIdentify academic gaps by categoriesThink about categories (which groups & what do you want to know?)CompareConsider categories within one yearCompare local performance with system and state performanceLook at trends across yearsPercentages, Numbers, NamesWhat percentage of the population shows up