Professional School Counselor Appraisal Model

Transcription

1 Professional School Counselor Appraisal Model Performance Rubrics The School Counselor Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional practice. The School Counselor Performance Appraisal is based on seven domains of : Knowledge of Students (10%); Knowledge of Content (School Guidance Curriculum/Individual Student Planning) (10%); Instructional Planning (Program Organization) Instructional Delivery (School Guidance Curriculum)and Assessment of and for Student Learning (Individual Student Planning) (10%); School Counseling/Learning Environment (Responsive Services) (10%); Professionalism (System Support) (10%); Communication and Collaboration (System Support) 10% and Student Academic Progress (School Guidance Curriculum) (40%). These domains reflect the four major components of the American School Counselor Association National Model for School Counseling Programs*. Each of the domains is comprised of standards that outline foundations and expectations for high-quality and programs. Each of the standards is divided into a number of key elements in order to communicate clear expectations for professional practice within the standard. Recognizing that school counselors vary in their professional expertise based on training and professional experience, school counselor performance is assessed on a continuum ranging from Applies to Integrates to Innovates. School Counselors working on these ranges meet the county-wide expectations for acceptable performance. School Counselors performing below the Applies level may enter into a performance improvement procedure. As the school counselor moves through this continuum, each level is hierarchical in nature and implies cumulative mastery. Unacceptable Needs Improvement Applies Integrates The school counselor consistently performs below the established standard or in a manner that is inconsistent with the school s mission and goals. The school counselor often performs below the established standard or in a manner that is inconsistent with the school s mission and goals. Implies that the school counselor works at an emerging stage in the identified area. The school counselor is confident to work independently; internalizes and easily applies what has been learned about. Implies that the school counselor works with an advanced degree of competence that sets the standard for the profession. A level of development in which school counselors are fully skilled, confident and able to integrate complex elements of counseling, guidance curriculum and professional development into practice. The integrating school counselor moves beyond the school setting in practice, collegial relationships, and professional growth and is often a leader among peers. Innovates Implies that the school counselor works at a level that demonstrates a deep understanding and serves as a model for practice. Consistently innovating and creating in all areas of and professional development; a leader in the school, the district and the community. The school counselor contributes to the broader educational community through staff development, -based research and articles in professional journals. * Virginia Professional School Counseling Program Model, 2008.

2 Domains and Standards Summary Knowledge of Students (School Guidance Curriculum/Individual Student Planning) 10% a. Provides a program that supports students learning styles and academic, personal/social and career development. Knowledge of Content (School Guidance Curriculum/Individual Student Planning) 10% a. Effectively articulates their role and supporting key standards and concepts for programs Instructional Planning (Program Organization), Delivery (School Guidance Curriculum, and Assessment of and for Student Learning (Individual Student Planning) 10% a. Program Organization: The comprehensive program is developed and implemented by the school counselor and incorporates local, state, and national standards, best practice, relevant resources, and current data. b. Instructional Delivery (School Guidance Curriculum): The school counselor effectively engages students in learning by using a variety of instructional strategies in order to meet individual and group learning needs. c. Assessment of and for Student Learning (Individual Student Planning): The school counselor gathers, analyzes and uses all relevant data as it applies to program organization, school guidance curriculum, individual school planning and responsive services. School Counseling/Learning Environment (Responsive Domain) 10% a. School Counselors promote a respectful, positive, safe, student-centered environment for a diverse population of students. Communication and Collaboration (System Support) 10% a. Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. Professionalism (System Support) 10% a. Models professionalism and ethical standards as well as personal integrity in all interactions. b. Participates in meaningful and continuous professional growth including self-evaluation. c. Contributes to the school community. Student Academic Progress (School Guidance Curriculum) 40% a. Sets strategic, measurable, attainable, results-oriented, time bound (SMART) goals for student academic progress, growth and development, or other area of need, based on some combination of patterns, trends, past practices, current research, or data. b. Implements specific strategies and measurements related to the SMART goal (s). c. Documents and studies progress toward achieving the SMART goal (s). d. Uses SMART goal data to adjust, adopt, or abandon specific elements of the SMART goal(s) to better support student academic progress. e. School Guidance Curriculum: The school counselor supports student learning and academic achievement by guiding and educating individuals, groups of students, and their parents, about setting appropriate scholastic goals and future college/career options.

3 School Counselor Service Delivery Model Delivery System Components School Guidance Curriculum: School counselors provide collaborative lessons within the classroom that support a proactive, prevention-based model serving all students. Classroom Instruction Interdisciplinary Curriculum Group Activities Parent Workshops and Instruction Individual Student Planning: School counselors coordinate activities that help all students plan, monitor and manage their own learning, as well as meet competencies in areas of academic, career, and personal/social development. Individual and/or Small Group Appraisal Individual and/or Small Group Advisement Responsive Services: School counselors provide support to meet the immediate needs and concerns of individual students. Counseling individual and/or small group (non-therapeutic) Consultation Crisis Counseling (prevention, intervention, follow-up) Referrals Peer Facilitations (peer counselors, peer mediators) System Support: School counselors manage activities that establish, maintain and enhance the total program. Professional Development (In-service, training, professional organizations, post-graduate education) Consultation, collaboration and teaming-consultation, partnerships, advisory council, school division committees, community outreach. Program Management and Operation Management activities, data analysis, fair-share responsibilities. * Virginia Professional School Counseling Program Model, 2008.

4 PROFESSIONAL SCHOOL COUNSELOR PERFORMANCE APPRAISAL Updated November 25, 2012 Domain: Knowledge of Students (School Guidance Curriculum/Individual Student Planning) (10%) Standard a: Provides a program that supports students learning styles and academic, personal/social and career development. Student growth and development Relationship building Learning Style Student learning and academic success Does not demonstrate knowledge of human growth and development Has difficulty getting along with others Does not understand learning style Rarely address learning concerns Rarely demonstrates knowledge of human growth and development Poor interpersonal relationship skills Lacks awareness of need to understand and address various learning styles Is not proactive in addressing student learning issues. Designs developmentally appropriate school counseling program Creates opportunities for students to develop relationships with others in the school community Understands how students learn Aware of how students learn and competencies needed for success. Identifies barriers to success and how to remove those for all students! Understands developmentally appropriate and how to incorporate in school counseling program design to enhance student success Understands the role of relationships in learning and personal success. Delivers school counseling activities in a variety of styles to meet student learning needs Provides input and creative solutions to address student learning concerns. Supports the faculty in identifying concerns in growth and development and how to address these concerns Exhibits high level of relationships with others; creates opportunities for faculty to build relationships with the school community and with students. Helps teacher identify strategies and skills to address learning concerns Able to diagnose learning issues and create strategies to enhance student academic success.

5 Domain: Knowledge of Content (School Guidance Curriculum/Individual Student Planning) (10%) Standard a: Effectively articulates their role and supporting key standards and concepts for Programs. Role Standards Concepts and Understandings Rarely demonstrates an understanding of the appropriate role of the school counselor. Shows no knowledge of national, state, and local standards. Rarely identifies and articulates central concepts and understandings to students. Demonstrates minimal knowledge and understanding of appropriate role of the school counselor. Demonstrates minimal knowledge of national, state, and local standards and seldom constructs lessons accordingly. Inconsistently identifies and articulates central concepts and understandings to students. The school counselor s work is differentiated by attention to developmental stages of student growth, including the needs, tasks and student interests related to those stages. Create nurturing relationships; Promotes equity and access to opportunities and rigorous educational experiences for all students. Supports a safe learning environment and works to safeguard the human rights of all members of the school community Is knowledgeable of the Standards for Counseling Programs in Virginia Public Schools, The Virginia Professional School Counseling Program Manual, the ASCA National Model for School Counseling Programs, and the Albemarle County Public Schools School Counseling curriculum Incorporates the counseling concepts of Academic, Career Personal/Social Development into program planning and delivery Promoting and enhancing the learning process; Maximizing student achievement, social and career development; Promotes equity and access to opportunities and rigorous educational experiences for all students. Develops program and delivers services (classroom guidance, small group and individual counseling) based on the standards and curriculum. Connects concepts and understandings to the standards and incorporates into delivery of school counseling program Incorporates leadership, advocacy and collaboration Provide the leadership to access school needs, identify issues and to collaborate with others to develop solutions. Communicates the standards to students; utilizes the connections between standards when designing program elements. Successfully integrates and communicates the relevance of the concepts and understandings in student growth and development

6 DOMAIN: Instructional Planning (Program Organization), Delivery (School Guidance Curriculum), and Assessment of and for Student Learning (Individual Student Planning). (10%) Standard a: Program Organization: The comprehensive program is developed and implemented by the school counselor and incorporates local, state, and national standards, best practice, relevant resources, and current data. Input to Counseling Plan Caseload management Provides no input into the written school counselor plan and annual program goals. Does not manage caseload effectively Demonstrates awareness of written program and annual goals but provides no input Manages caseload but is ineffective at meeting stakeholder needs Provides some input into the written program and annual goals Manages caseload effectively and regularly so that stakeholder needs are met Has knowledge of and follows curriculum map in planning and delivery of school counseling program in accordance with school improvement goals Continually meets stakeholder needs and identifies concerns Facilitates the creation of program goals in accordance with school improvement goals and curriculum map Employs new and creative strategies to more effectively meet the needs of all stakeholders on case load Communication Time Does not engage in communication with stake holders about program goals and services Does not manage time effectively to provide program according to National and State mandates concerning direct student services. Engages in little communication with stake holders and/or does not include all relevant stakeholders in counseling department communications Ineffective in managing time to provide school counseling program according to National and State mandates. Provides information to stakeholders Uses the majority of time providing direct and indirect services through the school counseling curriculum, individual student planning and responsive services and most of the Ethically communicates effectively with stakeholders about program goals, services, and program activities Effectively facilitates a program that meets all standards. Creates dialogue with stakeholders about future needs and plans Serves as a model and leader for other counselors in providing excellent use of time to provide direct services to students.

7 remaining time in program management, system support and accountability. (Approximately 80 percent of time in direct and indirect services and 20 percent of time in program support) ASCA 3 rd Edition Model for School Counseling Programs Sample Distribution of Total School Counselor Time Delivery System Component Elementary School %of time Middle School % of time High School % of time Guidance Curriculum (classroom, interdisciplinary curriculum, group activities, parent workshops and instruction) Individual Student Planning (individual and/or small group advising, advisement, appraisal) Responsive Services (individual and small group counseling, consultation, crisis counseling, referrals, peer facilitations) System Support (professional development, consultation, collaboration and teaming, advisory, etc. program management, data analysis) 45% 30% 15% 10% 25% 40% 35% 35% 35% 10% 10% 10% Adapted from Gysbers, NC & Henderson, P. (Eds.) (2000) Developing and Managing your school guidance program

8 Standard b: Instructional Delivery (School Guidance Curriculum): counselor effectively engages students in learning by using a variety of instructional strategies in order to meet ndividual and group learning needs. School wide instruction Does not teach developmentally appropriate classroom guidance lessons following curriculum mapping. Occasionally teaches developmentally appropriate classroom guidance lessons following curriculum mapping. Teaches developmentally appropriate classroom guidance lessons following curriculum mapping. Develops materials and instructional strategies to meet student needs and school goals. Collaborates with staff to ensure the effective implementation of the guidance curriculum through an interdisciplinary model. Group Activities Parent Involvement and Educational Activities Does not participate in planning and delivery of program goals in small group setting. Does not assess teacher/staff view of student/parent needs; does not provide resources for parents. Occasionally participates in planning and delivery of program goals in small group setting. Rarely assesses teacher/staff view of student/parent needs; provides minimal resources for parents. Participates in planning and delivery of program goals in small group setting. Assesses teacher/staff view of student/parent needs; provides resources for parents. Facilitates small group counseling to meet the needs of the students. Conducts needs assessment and/or responds to parental input to develop programs involving parents. Facilitates whole school and small group activities that incorporate school improvement goals. Uses a variety of resources to evaluate parent concerns and implements a school counseling program which appropriately involves parents. Individual Counseling Does not demonstrate an understanding of an organized system to counsel students individually. Occasionally demonstrates an understanding of an organized system to counsel students individually. Demonstrates an understanding of an organized system to counsel students individually. Implements an organized system of counseling based on individual needs and concerns. Creates and initiates individual counseling that is responsive to the needs of the school community.

9 Standard c: Assessment of and for Student Learning (Individual Student Planning) The school counselor gathers, analyzes and uses all relevant data as it applies to program organization, school guidance curriculum, individual school planning and responsive services. Uses accessible data to develop and plan school counseling programs. Uses pre/post assessment, when needed, to measure degree of learning and degree of social or emotional growth. Rarely uses data or develops/plans school counseling program. Rarely uses pre/post assessment data. Occasionally uses data and develops/plans program. Occasionally uses pre/post assessment data. Obtains accessible data and develops/plans a program. Uses pre/post assessment to measure degree of learning and degree of social or emotional growth. Assess teacher/staff view of student and use that data to enhance school counseling program; Implements assessments in classroom guidance Establish annual program goals that support the school improvement goals. Uses assessment data to ascertain and provide key responsive services to any situation, including but not limited to counseling, consultation, crisis counseling and referrals. Designs pre and post assessments in classroom guidance, small group counseling and individual counseling. Uses assessment data to set goals, develop interventions monitor progress, provide feedback; and in consultation with other professionals. Rarely uses assessment data to set goals, develop interventions monitor progress, provide feedback; and in consultation with other professionals. Occasionally uses assessment data to set goals, develop interventions monitor progress, provide feedback; and in consultation with other professionals. Uses assessment data to set goals, develop interventions monitor progress, provide feedback; and in consultation with other professionals. Uses assessment data to monitor the progress of students on caseload. Uses assessment data to develop intervention strategies; uses assessment data to provide feedback to colleagues and parents; utilizes assessment results, in consultation with other professionals, in student planning and advisement.

10 DOMAIN: School Counseling/Learning Environment (Responsive Domain) (10%) Standard a: School Counselors promote a respectful, positive, safe, student-centered environment for a diverse population of students Establish a respectful school environment Foster school environment that provides students positive and nurturing relationships Rarely establishes a respectful school environment. Rarely creates an environment that is inviting, respectful, supportive, inclusive and flexible Occasionally works to establish a respectful school environment. Occasionally Create environment that is inviting, respectful, supportive, inclusive, flexible Facilitate a respectful school environment to ensure that each student is supported by caring staff; Recognize diversity and treat students as individuals; hold high expectations for each student; identify student needs and adapt services to meet them Create environment that is inviting, respectful, supportive, inclusive, flexible Collaborated with all adults to facilitate student academic success; Select materials and activities that counteract stereotypes Model and teach behaviors that lead to positive and nurturing relationships Developmentally appropriate Demonstrate knowledge of diverse cultures; Collaborate with teachers to ensure that standard course of study is relevant to a diverse student population; Understand how a student s culture, language and background may influence school performance Provide leadership to faculty in creating caring adults capable of nurturing positive relationships with students; Prevention-oriented activities Work collaboratively with families and significant adults in lives of students Treat students as individuals and adapt their services Rarely maintains high expectations for all students Occasionally maintains high expectations for students. Does not Maintain high expectations for all students; Begins to establish Value the contributions of each student in learning environment Implements an effective referral process with parents, teachers,

11 accordingly always refer when appropriate. resources within and outside of the school; Refers when appropriate. Refers when appropriate; Provides follow-up services to meet students needs. administrators and other relevant individuals; Develops an extensive list of outside resources and is effective in referring for other services or input. Provides follow-up services. Consults with school community to develop prevention and intervention programs that provide for safe school environment Provide crisis counseling for the school community as well as for individual students Rarely participates on school-wide teams for prevention programs. Rarely takes initiative to provide appropriate crisis prevention or intervention strategies Sometimes participates as a member of prevention teams. Sometimes provides input into crisis prevention strategies. Functions as a member of schoolwide teams that facilitate prevention programs (ex. Character education, peer mediation, bullying prevention, suicide prevention, etc.) Demonstrates some knowledge of appropriate crisis prevention and intervention strategies. Consults and collaborates with fellow counselors and teachers on schoolwide prevention/intervention program teams Proficient in preventing and intervening with school crisis. Serves as a member of the school community crisis team. Organizes and facilitates peer leadership programs that facilitate safe school environment. Leads prevention and intervention programs and teams for the school community; Continues as a member of schoolwide prevention teams Consistently provides effective crisis prevention and intervention services and often serves as a leader. Collaborates with school-wide crisis team to continually update and evaluate crisis intervention plans and interventions

12 Domain: Communication and Collaboration (System Support) (10%) Standard a: Maintains effective communication and works collaboratively with students, parents, colleagues, administration, and community to promote student success. Written Communication Oral Communication Rarely uses written communication and it is often inappropriate and grammatically incorrect; written communication is usually not clear and consistent; often does not participate in school scheduled communication requirements such as parent/counselor/teacher conferences and newsletters; avoids addressing problems/conflicts and when they are addressed it is often in an unprofessional manner; records are not accurate and usually are not communicated to students and parents in a timely manner; does not respond to administration requests for information in a timely manner. Rarely uses oral communication and when it is articulated, it is often inappropriate and grammatically incorrect; does not respond to administration requests for information in a timely manner. Seldom uses written communication and it is sometimes inappropriate and grammatically incorrect; written communication is sometimes not clear; inconsistently participates in school scheduled communication requirements such as parent/counselor/teacher conferences, and newsletters; on occasion addresses problems/conflicts in an unprofessional manner; sometimes maintains accurate records but communicates progress to student and parent often in an unreasonable time frame; occasionally responds past deadlines to administration requests for information. Seldom uses oral communication and it is sometimes inappropriate and grammatically incorrect; occasionally responds past deadlines to administration requests for information. Uses written communication that is appropriate and grammatically correct; written communication is clear and consistent; participates in school scheduled communication requirements such as parent/counselor/teacher conferences, and newsletters; addresses problems/conflicts in a professional manner; maintains accurate records and communicates progress to student and parent; responds to administration requests for information in a timely manner. Uses oral communication that is appropriate and grammatically correct; responds to administration requests for information in a timely manner. Invites community groups to participate in school activities; Consistently communicates progress to students and parents; Makes reasonable provisions to make self available to students and parents as needed for education related concerns; addresses problems/conflicts in a professional manner; invites community groups to participate in school activities; Contributes to decisions; shares observations and ideas. Communicates clear and consistent expectations for learning and behavior; Checks for student and parent understanding of written communication; Solicits administration feedback about a variety of school issues; reaches out, listens to, and educates parents about student progress and helps put information into perspective; develops rapport and gains trust; encourages student expression and creates opportunity for listening;

13 Timeliness Technology Collaboration Rarely responds to requests for information in a timely manner; usually does not update records regularly to meet established deadlines. Rarely uses appropriate technologies to communicate. Rarely establishes a positive working relationship; does not interact to gather resources; does not seek feedback. Seldom responds to requests for information in a timely manner; often does not update records regularly to meet established deadlines. Sometimes uses appropriate technologies to communicate. Seldom establishes a positive working relationship; sometimes interacts to gather resources; occasionally seeks feedback. Responds to requests for information in a timely manner; updates records regularly meeting established deadlines. Uses a variety of appropriate technologies to communicate. Effectively establishes positive working relationships with colleagues; interacts with community as well as within the school to gather resources. Regularly provides information regarding progress to students and parents; informs community of school counseling activities and events. Uses a variety of appropriate technologies to communicate and work collaboratively. Collaborates with colleagues concerning guidance curriculum and seeks feedback. engages students in self-monitoring of feedback; models and sets expectations for good communication skills; sensitive to diverse background and special needs of the family and culture; Proactively provides information to parents regarding student issues and concerns. Effectively incorporates technology to successfully implement the program. Ensures effective implementation of the guidance curriculum through an interdisciplinary model. Exhibits leadership through ability to problem solve with colleagues to contribute to the learning of others.

14 Domain: Professionalism (System Support) (10%) Standard a: Models professionalism and ethical standards as well as personal integrity in all interactions. Professionalism Often does not maintain a professional demeanor and appearance; rarely represents school program favorably. * Ethical Standards Often does not relate to colleagues, parents, and others in an ethical and professional manner; rarely addresses concerns and problems; deals with confidential information in an unprofessional manner. Professional School Counselor Confidentiality Continually fails to uphold ethical standards for confidentiality in the school setting. Inconsistently displays professional demeanor and appearance; occasionally represents school program favorably. At times relates to colleagues, parents, and others in an ethical and professional manner; seldom addresses concerns and problems; on occasion deals with confidential information in an unprofessional manner. Does not always follow ethical standards for confidentiality in the school setting. Maintains a professional demeanor and appearance; represents school program favorably. Relates to colleagues, parents, and others in an ethical and professional manner; addresses concerns and problems; deals with confidential information in a professional manner. Inform individual students of the purposes, goals, techniques and rules of procedure under which they may receive counseling. Inform parents/guardians of the school counselor s role to include the confidential nature of the counseling relationship between the counselor and student. Disclosure includes the limits of confidentiality in a developmentally appropriate manner. Explain confidentiality in appropriate ways such as classroom guidance lessons, student handbook, school counseling brochures, etc. Recognize the complicated nature of Advocates for the school program favorably in the community; seeks to increase knowledge and use of best School Counseling practice. Is a resource for other colleagues and parents; plays an active and constructive role in resolving concerns and problems for teachers, students, or counselors; deals with confidential information in a professional manner. Inform individual students of the purposes, goals, techniques and rules of procedure under which they may receive counseling. Inform parents/guardians of the school counselor s role to include the confidential nature of the counseling relationship between the counselor and student. Disclosure includes the limits of confidentiality in a developmentally appropriate manner. Explain confidentiality in appropriate ways such as classroom guidance lessons, student handbook, school counseling brochures, etc. Recognize the complicated nature of Is viewed as a leader or role model within the school community and the division in the knowledge and use of best School Counseling practice.. Is a model for other counselors, teachers and parents in addressing difficult concerns in a tactful manner, placing the needs of the student first; deals with confidential information in a professional manner. School counselors consult with appropriate professionals when in doubt as to the validity of an exception. Critical information such as a student who has a history of suicidal ideation must be conveyed to the receiving school in a personal contact such as a phone call. Inform individual students of the purposes, goals, techniques and rules of procedure under which they may receive counseling. Uphold the principals cited in applies and integrated levels of

15 confidentiality in schools and consider each case in context. confidentiality in schools and consider each case in context. competence. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others. Keep information confidential unless legal requirements demand that confidential information be revealed or a breach is required to prevent serious and foreseeable harm to the student or others. Protect the confidentially of students records and release personal data in accordance with prescribed federal and state laws and school policies. Protect the confidentially of students records and release personal data in accordance with prescribed federal and state laws and school policies. Professional Responsibility Rarely accepts any responsibility for facilitating and supporting student growth and success in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning. Accepts responsibility for facilitating and supporting some student growth and success in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning. Accepts responsibility for facilitating and supporting student growth and success in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning.. Demonstrates efficacy and commitment to the growth and development and learning of all students. Persists in seeking effective approaches for students who need help; uses an extensive repertoire of strategies and solicits additional resources from school and division. Professional Standards** Rarely Identifies and articulates appropriate professional standards. Has trouble identifying and articulating appropriate professional standards. Identifies and articulates appropriate professional standards. Identifies, articulates, and integrates appropriate professional standards. Structures work around central concepts addressed in professional standards. *The American School Counselor Association s Ethical Standards for School Counselors are the ethical responsibility of school counselors. (Adopted 1984: revised 2010) ** Standards for School Counseling Programs in Virginia Public Schools, Board of Education, January 2004 Virginia Professional School Counseling Program Manual, 2008 Albemarle County School Counseling Curriculum

16 Standard b: Participates in meaningful and continuous professional growth including self-evaluation. Identifies Need for Continued Development Engages in Self- Evaluation Participates in Community of Learners Rarely engages in some professional development directly related to student growth in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning and offer a foundation for what a well planned schoolcounseling program should address and deliver. Does not recognize the purpose/need for professional growth. Rarely reflects on school counseling practice and is most often not open to new ideas based on student learning. Often does not maintain collaborative relationships with colleagues; rarely participates in teamoriented tasks where Seldom engages in professional development directly related to student growth in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning and offer a foundation for what a well planned school counseling program should address and deliver. Does not recognize the purpose/need for professional growth. Seldom reflects on school counseling practices and is at times open to new ideas based on student learning. Has difficulty maintaining collaborative relationships with colleagues; at times participates in teamoriented tasks where Engages in some professional development directly related to student growth in acquiring understanding of the knowledge and skills that contribute to effective lifelong learning and offer a foundation for what a well-planned school-counseling program should address and deliver.. Recognizes the purpose/need for professional growth in meeting the needs of all learners. Reflects on school counseling practice and is open to new ideas based on student learning. Maintains collaborative relationships with colleagues; participates in team- Sees professional development as an integrated piece of his/her professional practice. Self-reflects on practice and student outcomes; identifies priorities for professional growth based on student needs. Supports and works collaboratively with colleagues; engagement in Develops a personal vision for ones own practices; seeks professional development to become more focused and to develop a deeper sense of purpose and meaning in their own counseling and learning. Independently seeks out information through research, conferences, curriculum specialists, etc. and immediately applies this new knowledge to his/he school counseling. Supports and works collaboratively with colleagues in a leadership role; can

17 cooperation is necessary for task completion and rarely engages in interactions with other professionals, which result in learning; works cooperatively with colleagues to identify/support target area(s) for school or division improvement. cooperation is necessary for task completion and engages seldom in interactions with other professionals, which result in learning; works cooperatively with colleagues to identify/support target area(s) for school or division improvement. oriented tasks where cooperation is necessary for task completion and engages in interactions with other professionals, which result in learning; works cooperatively with colleagues to identify/support target area(s) for school or division improvement. collaborative activities results in mutual learning, articulates the purpose and outcome of his/her collaboration, uses feedback to modify practices; actively participates in schoolwide committees and functions; seeks out opportunities to coach and share best practices with colleagues (e.g., professional study groups, peer coaching). identify/recognize situations when and where collaboration with others will not only enhance his/her own learning but also has the capacity to improve student growth and development; collaborations are broadened to include diverse resources such as research findings, community resources, outside specialists etc.; solicits and uses feedback to modify practices; shares insights and experiences resulting from professional growth activities with colleagues; assumes formal role in providing leadership and training for colleagues. Participates in the Work of a Professional Learning Community (PLC) Does not know key points of the Professional Learning Community model and rarely meets with colleagues on a regular basis to discuss and modify school Has a general idea regarding points of the Professional Learning Community model and meets with colleagues sporadically to discuss and modify school counseling practice to Knows key points of the Professional Learning Community model and meets with colleagues on a regular basis to discuss and modify Consistently collaborates to reflect on the implementation of the Professional Learning Community model to improve professional practice Models reflection on and implementation of the Professional Learning Community model to improve professional practice across the

18 Researches Best Practices counseling practice to eliminate all gaps in student achievement. Rarely strives, through personal initiative, to maintain professional competence and to keep abreast of current/ new professional information; rarely participates in peer supervision; hardly ever seeks feedback from others. eliminate all gaps in student achievement. At times displays basic professional competence of issues involved in student growth and development and learning; seldom participates in school counseling peer supervision; occasionally seeks some feedback from others. practice to eliminate all gaps in student achievement. Displays professional competence of issues involved in student growth and development and learning; may participate in school counseling peer supervision; seeks some feedback from others. Strives through personal initiative to maintain professional competence and to keep abreast professional information. across the team. Uses accepted school counseling practices within the school counseling program; seeks out knowledge regarding new developments and techniques; applies this knowledge to improve his/her school counseling practice and overall student outcomes with support from colleagues; participates in school counseling peer supervision practice; participates in planning and sharing with others at the school, district, or state level. school. Searches for best practices within ; maintains a high level of personal knowledge regarding new developments and techniques; participates in school counseling peer supervision, and invites others to observe his/her practice/program in order to get additional feedback regarding professional competence; participates and leads in planning and sharing with others at the school, district or state level.

19 Standard c: Contributes to the school community. School Goals School Activities School Committees Has very little knowledge of school goals. Rarely participates in some activities (e.g., PTO, Parent Nights, Extended Activities). Often does not honor commitments. Has some knowledge of school goals. Participates in few activities (e.g., PTO, Parent Nights, Extended Activities). Inconsistent in attendance. Has knowledge of school goals. Participates in some activities (e.g., PTO, Parent Nights, Extended Activities). Serves as requested. Provides input to school improvement process and the program goals reflect the goals of the improvement plan. Participates in many activities, assuming some leadership. Seeks opportunities to serve on school committees; takes active role in planning. Provides leadership in the school improvement process. The program goals reflect the goals of the improvement plan.. Organizes and provides leadership for school activities. Initiates ideas; leads at school level; participates at division level.

20 Domain: Student Academic Progress (School Guidance Curriculum) (40%) Standard a: Sets strategic, measurable, attainable, results-oriented, time-bound (SMART) goals(s) for student academic progress, growth and development, or other area of need, based on some combination of patterns, trends, past practices, current research, or data. SMART Goal No goal is written. One or two goals are described but are missing one or more of the five SMART elements. Using data to inform goal setting Goal(s) has no relationship to some combination of patterns, trends, past practices, current research, or data. Goal(s) references some combination of patterns, trends, past practices, current research, or data but is not influenced by it directly. One or two goals are described, have all five SMART elements, and incorporate one or more Lifelong Learner competencies. Goal(s) for student academic progress, growth and development, or area of need, is based on some combination of patterns, trends, past practices, current research, or data. One or two goals are aligned to and support one or more PLC, SIP, or Division-level goals. The goal(s) may be met without the direct involvement of others. Goal(s) for student academic progress, growth and development, or area of need, is informed by some combination of patterns, trends, past practices, current research, or data. One or two goals inform the work of others within or across the school counseling, PLCs, or other programs within a school division or school community. Goal(s) establishes positive interdependence among colleagues Goal(s) for student academic progress, growth and development, or other area of need, reflects informed analysis of some combination patterns, trends, past practices, current research or data.

21 Standard b: Implements specific strategies and measurements related to the SMART goal(s). Assessment Strategies Assessment strategies are not included in the SMART goal(s) documentation. Implements assessment strategies that are chosen and used without consideration of quality or relevance. Implements assessment strategies that are appropriate to measure student outcomes related to the SMART goal(s). Implements assessment strategies that are best practices. Collaboratively plans (with School Counselors, PLC, teachers, students,.) and implements assessment strategies based on innovative techniques and strategies. Measurement Tools Measurement tools are not included in the SMART goal(s) documentation. Utilizes measurements that are chosen and used without consideration of quality or relevance. Uses measurement tools that are appropriate to best practice in order to measure student outcomes. Uses measurement tools that reflect research based evidence of best practice. Collaboratively creates (with School Counselors, PLC, students, Measurement and evaluation strategies that effectively monitor student progress. Standard c: Documents and studies progress toward achieving the SMART goal(s). Document Neither documents nor communicates progress toward SMART goal(s). Inconsistently gathers and communicates progress of students or school counseling program toward SMART goal(s). Documents and communicates progress toward the SMART goal(s) with appropriate participants. Encourages students to own the plan of improvement and helps to document progress towards achieving the goal. Seeks and provides continuous feedback on documentation of student progress toward achieving SMART goal(s). Empowers students in the documentation processand builds shared ownership when documenting student/school counseling program toward established goal.

22 Standard d: Uses SMART goal data to adjust, adopt, or abandon specific elements of the SMART goal(s) to better support student academic progress. Decision-making SMART goal-related data is not used to adjust, adopt, or abandon strategies and measurements. References SMART goal related data to adjust, adopt, or abandon strategies and measurements. Decisions to adjust, adopt or abandon strategies and measurements cited in Standard B of this Domain are made based on basic or isolated interaction with student, teacher, parent or other stakeholder and analysis of student progress in area of need. Decisions to adjust, adopt or abandon strategies and measurements cited in Standard B of this Domain are made based on continual interaction with student, teacher, parent or other stakeholder and analysis of student progress in area of need Decisions are informed by the work of others (School Counselors, PLC, students, etc.), they transcend work related to SMART goal(s) and work is evident in other areas of student growth and development. Standard e: (School Guidance Curriculum): The counselor supports student learning and academic achievement by guiding and educating individuals, groups of students, and their parents, about setting appropriate scholastic goals and future college/career options. Counseling Consultation Does Not Meet Expectation Does not facilitate goal setting with students. Often neglects updating of 4-year career/educational plan. Fails to initiate communication with teachers about student achievement concerns. Only facilitates goal setting with some students. Often neglects updating of 4-year career/educational plan. Often does not communicate with teachers about student achievement concerns. Talks with students about their academic/career goals. Assists students in updating their 4-year career/educational plan (grades 8-12). Communicates with teachers about student achievement and possible obstacles to student achievement Promotes academic success of every student through regular conversations about how to set and reach achievement goals. Helps the student form a plan to reach that goal. Seeks out teachers and other professionals to identify academic obstacles and problem solve surpassing those obstacles. Is knowledgeable of the individual differences of students and helps student s select appropriately high achievement goals. Assists students in developing a plan to reach that goal and generates ways to support that student s goals. Is an advocate for programmatic change to eliminate barriers to student success. Initiates meetings with parents, teachers, and other professionals to identify barriers that may be hindering student success and collaborates with all

23 Direct Instruction Data Analysis Fails to schedule classroom guidance lessons. Rarely participates in parent meetings and programs. Does not use student data for individual academic and career planning. Classroom lessons lack curriculum direction and information. Participates in some parent meetings and programs. Rarely uses student date for individual student academic and career planning. Teaches classroom lessons about curriculum options. Participates in parent meetings or programs to educate parents about educational options for their children. References student data (grades, sol scores, standardized test scores) for individual academic and career planning. Develops and teaches classroom lessons and/or small group lessons following curriculum mapping. Initiates parent programs or meetings to educate parents about educational options for their children. May collaborate with classroom staff to implement an interdisciplinary model. Analyzes and interprets assessment data grades, standardized test scores) for individual academic and career planning. If necessary, consults with other school personnel (i.e. school psychologists) to verify data results. invested parties, and, if necessary, to construct a multi-dimensional approach to overcoming those obstacles. Participates in divisionwide curriculum planning for development of age appropriate classroom and/or small group lessons about academic/career/college options for students, as well as programs for parent education and promotion of family and community involvement in academic success for all students. Engages in research and collects data for additional information on student achievement. Uses data to help set school improvement goals that will support student academic and career planning and success.