Elementary Counselor Professional Growth Plan
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- Franklin Bennett
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1 Elementary Counselor Professional Growth Plan Name: Goal #1: Position: Location: Goal #2: Evaluator: Mentor: Goal #3: School Year: Date Self -Evaluation/ Goal Setting Self-Evaluation Minimally/ Highly Notes: Standard 1. School Guidance Curriculum and Instructional Skills 1-1. Counselor works closely with classroom teacher to make presentations appropriate for age level Counselor s schedule is posted and meets Comprehensive Guidance criteria Counselor acts as a resource to teachers and administrators for prevention materials, curriculum and presentations and attends district level Student Services meeting Counselor manages classroom effectively when implementing guidance curriculum Counselor uses clear communication and effective questioning and discussion techniques in order to engage all students Counselor displays an understanding of students skills, knowledge (including those with special needs) and interests, and is responsive in the classroom to this information. Minimally/ Highly Notes: 1-7. Counselor organizes the implementation of prevention curriculum with appropriate classroom teacher(s). Standard 2. Individual Planning
2 2-1. Counselor serves as a resource in the IEP, 504 or SEP process Counselor makes phone calls, sends district letters, provides incentives, and makes home visits when needed as action oriented strategies to resolve attendance/truancy issues Counselor provides documentation of interventions and represents school at pre-court hearings Counselor has developed a method of follow-up with students who have been referred Counselor shows sensitivity to cultural differences and is aware of and comfortable with different value systems and life experiences. Standard 3. Responsive Services 3-1. Counselor is efficient, thorough, and resourceful about outlining for students, parents, teachers, and administrators how to refer students for individual or small group counseling Counselor implements individual or small group counseling as needed to appropriate students Counselor follows FERPA guidelines in receiving parental permission for individual or small group counseling Counselor utilizes techniques that are developmentally appropriate to both topic and student needs when engaging in individual or small group counseling Counselor is aware of and adheres to District Crisis Intervention policy Counselor has developed and maintained appropriate/effective referral sources both within the district and the community for students needs Counselor creates a climate of open communication with parents to encourage parent/community involvement. Minimally/ Highly Notes: 3-8. Counselor collaborates well with the district program specialist or other assigned school members to meet the needs of the student Counselor knows how to be discrete in handling confidential information and in dealing with difficult
3 situations. Minimally/ Highly Notes: Standard 4. System Support 4-1. Counselor regularly attends faculty meetings, and inservice training Counselor utilizes identified student needs from both formal and informal needs assessments when designing guidance program activities Counselor is willing to serve on SIC/SSC committee when requested and will serve on SSC committee as per written agreement Counselor willingly serves on both building level and district level committees as appropriate Counselor manages time, people and materials well Counselor is available and willing to participate in activities that enhance the school climate Counselor works well with other school personnel in the best interest of both students and the school district Counselor meets as needed to keep administrator informed of program and activities. Standard 5. Reflection and Continuous Growth 5-1. Counselor is involved in appropriate professional organizations, college coursework, workshops, and Conferences Counselor is aware of current developments in the counseling profession, including technological advances Counselor carries out responsibilities as established by job description in a prompt and accurate manner Counselor uses available technology for both management of responsibilities and as a counseling tool. Minimally/ Highly Notes: 5-5. Counselor manages time, people and materials well Counselor arranges flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc.
4 5-7. Counselor modifies performance based upon constructive feedback. Standard 6. Leadership and Collaboration 6-1. Counselor creates a climate of open communication with students, parents, educational staff, and school community members Counselor arranges flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc Counselor is well organized as demonstrated by using calendar schedule and or weekly log Counselor utilizes identified teacher and parent needs to determine program direction and effectiveness Counselor is respectful and friendly when interacting with students Counselor makes self available to all students Counselor cooperates well with school administration, teachers, support staff, and school community members Counselor cooperates with parents in the best interest of the student Counselor initiates communication with parents whenever appropriate Counselor deals with expressions of conflict in a constructive manner Counselor knows how to be discrete in handling confidential information and in dealing with difficult situations Counselor acts in a timely manner when advocating for students as well as promotes equity for all students. Standard 7. Professional and Ethical Behavior 7-1. Counselor knows and adheres to both district policies and legal guidelines Counselor maintains confidentiality when appropriate Counselor demonstrates respect for the diverse values of students, school staff, and the community Counselor promotes cultural diversity and inclusiveness in both school policy and interpersonal relationships.
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