Guidance Counselor TEM Rubric

Memphis City Schools School Counselors’ TEM Rubric

Revised September 3, 2011

1

Standard1: Planning and Evaluation of a Data- driven Counseling Program

5 Significantly Above Expectations

4 Above Expectations

3 Meeting Expectations

2 Below Expectations

1 Significantly Below Expectations

For Level 5, all of the evidence listed under Level 3 is present, as well as two or more of the following:

Counselor regularly updates counseling plan

based on new data. Student performance data are continually

used to make changes in the program services where appropriate.

Evidence of follow-up services are provided regularly and routinely conducted.

For Level 4, all of the evidence listed under Level 3 is present, as well as at least one of the following:

Counselor regularly updates counseling plan based on new data.

Student performance data are continually used to make changes in the program services where appropriate.

Evidence of follow-up services are provided regularly and routinely conducted.1

The following best describes what is observed:

Counselor uses accurate, timely, and detailed

data from multiple data sources2 to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards.

Goals and objectives are consistent with state and local program requirements and take into account all program components.

Goals and objectives address participant/ student needs.


Counselor sometimes uses accurate, timely, and detailed data from multiple data sources to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards.

Goals and objectives tend to be unclear and may be inconsistent with state and local program requirements.

Goals and objectives are confusing and expectations are not clear for addressing participant and student needs.


Counselor rarely or never uses accurate,

timely, and detailed data from multiple data sources to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards.

Few if any goals and objectives are established. Goals or objective are inappropriate for

participant or student needs.

NOTES: Performance Level 3 descriptors note “consistent practices”. Consistent refers to actions that meet district level requirements and/or building level requirements established by the counselor and administrator per state and local standards. One example

may be the number of professional development hours expected for all educators.

1Follow-up services are not necessarily conducted by the counselor, but may include other education, health, or social service professionals who are working in support of students and/or families

2 Data sources may include, but are not limited to, Ed Plan, report cards, referrals, anecdotal data from parents, teachers, or outside sources, district and state achievement data.



2

Standard 2: Delivery of Services for Individual Planning, Guidance Curriculum, and Responsive Counseling






For Level 5, all of the evidence listed under Levels 3 and 4 are present, as well as two or more the following: Counselor uses data to assess the efficacy of

and continuous improvement of the guidance curriculum.

Counselor offers consultation services to all appropriate groups using a variety of techniques to communicate communication.

Counselor uses data to assess the efficacy of and continuous improvement of the responsive counseling program.

For Level 4, all of the evidence listed under Level 3 is present, as well as one the following: Counselor uses data to assess the efficacy of

and continuous improvement of the guidance curriculum.

Counselor offers consultation services to all appropriate groups using a variety of techniques of communication.

Counselor uses data to assess the efficacy of and continuous improvement of the responsive counseling program.

The following best describes what is observed: Counselor consistently communicates with

students and families to facilitate transitions (next level of schooling or career).

Counselor facilitates identifying students in need of interventions.

Counselor routinely consults with students, parents, and faculty regarding students’ growth and development in academic and/or personal social areas.

Counselor consistently develops and implements a high-quality guidance curriculum that addresses academic achievement, career planning, a personal/social/emotional development as described in national and state standards.

Counselor provides consultation service on an as-needed basis to appropriate groups.

Counselor consistently provides high quality responsive counseling through individual and group sessions that focus on personal, social, emotional, and academic concerns.

Counselor always maintains confidentiality in accordance with professional and legal standards.


Counselor sometimes communicates with


Counselor sometimes facilitates identifying students in need of interventions.

Counselor sometimes consults with students, parents, and faculty regarding students’ growth and development in academic and/or personal social areas.

Counselor develops a guidance curriculum, but it does not align with state and national counseling standards or the needs of the school.

Counselor sometimes provides consultation service on an as-needed basis to appropriate groups.

Counselor sometimes provides high quality responsive counseling through individual and group sessions that focus on personal, social, emotional, and academic concerns.

Counselor sometimes maintains confidentiality in accordance with professional and legal standards.


Counselor rarely or never communicates with


Counselor rarely or never facilitates identifying students in need of interventions.3

Counselor rarely or never consults with students, parents, and faculty regarding students’ growth and development in academic and/or personal social areas.

Counselor does not develop4 a guidance curriculum.

Counselor rarely or never provides consultation service on an as-needed basis to appropriate groups.

Counselor rarely or never provides high quality responsive counseling through individual and group sessions that focus on personal, social, emotional, and academic concerns.

Counselor rarely or never maintains confidentiality in accordance with professional and legal standards.

3 Interventions may include, but are not limited to, academic and social/ emotional. Interventions should target students with academic or social deficits, as well as students in need of enrichment. 4 Developing a guidance curriculum means that the counselor is selecting activities and classroom guidance lessons aligned with national and state counseling standards. Counselor may use existing curricula.



3

Standard 3: Establishes Positive and Purposeful Student and Family Relationships






For Level 5, all of the evidence listed under Level 3 is present, as well as all of the following:

Counselor helps connect students and

family with any external resources that they may need.

Counselor provides accurate and up-to-date information to students and family regarding information pertinent to students’ success.

For Level 4, all of the evidence listed under Level 3 is present, as well as at least one of the following:

Counselor helps connect students and family with any external resources that they may need.

Counselor provides accurate and up-to-date information to students and family regarding information pertinent to students’ success.


Counselor treats participants in a fair and consistent manner.

Counselor demonstrates positive verbal and non-verbal behaviors toward participants/ students and parents.

Counselor encourages participants’/ students’ efforts, progress, excellence, and achievement.


Counselor sometime treats participants in a

fair and consistent manner. Counselor sometimes demonstrates positive

verbal and non-verbal behaviors toward participants/ students and parents.

Counselor sometimes encourages participants’/ students’ efforts, progress, excellence, and achievement.


Counselor rarely or never treats participants in a fair and consistent manner.

Counselor rarely or never demonstrates positive verbal and non-verbal behaviors toward participants/ students and parents.

Counselor rarely or never encourages participants’/ students’ efforts, progress, excellence, and achievement.



4

Standard 4: Collaboration, Leadership, and Communication






For Level 5, all of the evidence listed under Levels 3 and 4 are present, as well as three or more of the following:

Counselor participates in numerous school leadership roles to meet the academic, social-emotional needs of all students.

Counselor often provides professional development designed for staff on ways to eliminate barriers to achievement

Counselor provides district professional on proven effective counseling practices.

Counselor participates in community activities that promote student success and increases public awareness of school counseling

For Level 4, all of the evidence listed under Level 3 is present, as well as at least two of the following:

Counselor participates in numerous school leadership roles to meet the academic, social-emotional needs of all students.

Counselor often provides professional development designed for staff on ways to eliminate barriers to achievement

Counselor provides district professional development on proven effective counseling practices.

Counselor participates in and/or initiates community activities that promote student success and increases public awareness of school counseling.

The following best describes what is observed: Counselor consistently collaborates with

school staff in a meaningful manner in the planning and execution of the counseling program.5

Counselor consistently supports school staff in meeting student- needs.

Counselor consistently leads by advocating and maintaining meaningful relationships external support agencies.

Counselor reports status and progress to appropriate others.

Counselor consistently improves professional skills and knowledge.

The following best describes what is observed: Counselor sometimes collaborates with

school staff in a meaningful manner in the planning and execution of the counseling program.

Counselor sometimes supports school staff in meeting student- needs.

Counselor sometimes leads by advocating and maintaining meaningful relationships external support agencies.

Counselor sometimes reports status and progress to appropriate others.

Counselor sometimes improves professional skills and knowledge.

The following best describes what is observed: Counselor rarely or never collaborates with

school staff in a meaningful manner in the planning and execution of the counseling program.

Counselor rarely or never supports school staff in meeting student- needs.

Counselor rarely or never leads by advocating and maintaining meaningful relationships external support agencies.

Counselor rarely or never reports status and progress to appropriate others.

Counselor rarely or never improves professional skills and knowledge.

5 Collaborating with the school faculty may include support for special populations, which may include, but are not limited English Language Learners, students with academic or social deficits, as well as students in need of enrichment. Counselor should also

collaborate with staff to promote high academic and behavioral expectations.



5

Standard 5: Cohort Monitoring (High School Counselors Only)






For Level 5, all of the evidence listed under Level 3 is present, as well as three or more of the following:

Counselor identifies and encourages students

to participate in college, career, or enrichment focus opportunities outside of the school’s offerings.

Counselor notifies parent, guardian, and others of deficiencies and monitors academic progress in EdPlan/Grad Plan.

Counselor documents declared post-secondary plans of all students.

Counselor presents post-secondary options to all students.

For Level 4, all of the evidence listed under Level 3 is present, as well as two of the following:

Counselor identifies and encourages students to participate in college, career, or enrichment focus opportunities outside of the school’s offerings.

Counselor notifies parent, guardian, and others of deficiencies and monitors academic progress in EdPlan/Grad Plan.

Counselor documents declared post-secondary plans of all students.

Counselor presents post-secondary options to all students.


Counselor consistently supports the on-time graduation of students in their individual student-cohorts by reviewing transcripts and graduation plans.

Counselor identifies students in need of additional coursework or credits in order to be on-time graduates and devises systems to support students.


Counselor sometimes supports the on-time

graduation of students in their individual student-cohorts by reviewing transcripts and graduation plans.

Counselor sometimes identifies students in need of additional coursework or credits in order to be on-time graduates and devises systems to support students.


Counselor rarely or never supports the on-

time graduation of students in their individual student-cohorts by reviewing transcripts and graduation plans.

Counselor rarely or never identifies Counselor consistently supports the on-time graduation of students in their individual student-cohorts by reviewing transcripts and graduation plans.

Documents

Guidance Counselor TEM Rubric