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. 1-2. Counselor s schedule is posted and meets Comprehensive Guidance criteria. 1-3. Counselor acts as a resource to teachers and administrators for prevention materials, curriculum and presentations and attends district level Student Services meeting. 1-4. Counselor manages classroom effectively when implementing guidance curriculum. 1-5. Counselor uses clear communication and effective questioning and discussion techniques in order to engage all students. 1-6. Counselor displays an understanding of students skills, knowledge (including those with special needs) and interests, and is responsive in the classroom to this information. 1-7. Counselor organizes the implementation of prevention curriculum with appropriate classroom teacher(s).
Standard 2. Individual Planning Minimally Highly Notes: 2-1. Counselor serves as a resource in the IEP, 504 or SEP process. 2-2. Counselor makes phone calls, sends district letters, provides incentives, and makes home visits when needed as action oriented strategies to resolve attendance/truancy issues. 2-3. Counselor provides documentation of interventions and represents school at pre-court hearings. 2-4. Counselor has developed a method of follow-up with students who have been referred. 2-5. 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. 3-2. Counselor implements individual or small group counseling as needed to appropriate students. 3-3. Counselor follows FERPA guidelines in receiving parental permission for individual or small group counseling. 3-4. Counselor utilizes techniques that are developmentally appropriate to both topic and student needs when engaging in individual or small group counseling. 3-5. Counselor is aware of and adheres to District Crisis Intervention policy. 3-6. Counselor has developed and maintained appropriate/effective referral sources both within the district and the community for students needs. 3-7. Counselor creates a climate of open communication with parents to encourage parent/community involvement. 3-8. Counselor collaborates well with the district program specialist or other assigned school members to meet the needs of the student. 3-9. Counselor knows how to be discrete in handling confidential information and in dealing with difficult situations.
Minimally Highly Notes: Standard 4. System Support 4-1. Counselor regularly attends faculty meetings, and inservice training. 4-2. Counselor utilizes identified student needs from both formal and informal needs assessments when designing guidance program activities. 4-3. Counselor is willing to serve on SIC/SSC committee when requested and will serve on SSC committee as per written agreement. 4-4. Counselor willingly serves on both building level and district level committees as appropriate. 4-5. Counselor manages time, people and materials well. 4-6. Counselor is available and willing to participate in activities that enhance the school climate. 4-7. Counselor works well with other school personnel in the best interest of both students and the school district. 4-8. 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. 5-2. Counselor is aware of current developments in the counseling profession, including technological advances. 5-3. Counselor carries out responsibilities as established by job description in a prompt and accurate manner. 5-4. Counselor uses available technology for both management of responsibilities and as a counseling tool. 5-5. Counselor manages time, people and materials well. 5-6. Counselor arranges flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc. 5-7. Counselor modifies performance based upon constructive feedback.
Standard 6. Leadership and Collaboration Minimally Highly Notes: 6-1. Counselor creates a climate of open communication with students, parents, educational staff, and school community members. 6-2. Counselor arranges flexible schedule to accommodate meetings with parents/guardians, serve on committees, etc. 6-3. Counselor is well organized as demonstrated by using calendar schedule and or weekly log. 6-4. Counselor utilizes identified teacher and parent needs to determine program direction and effectiveness. 6-5. Counselor is respectful and friendly when interacting with students. 6-6. Counselor makes self available to all students. 6-7. Counselor cooperates well with school administration, teachers, support staff, and school community members. 6-8. Counselor cooperates with parents in the best interest of the student. 6-9. Counselor initiates communication with parents whenever appropriate. 6-10. Counselor deals with expressions of conflict in a constructive manner. 6-11. Counselor knows how to be discrete in handling confidential information and in dealing with difficult situations. 6-12. 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. 7-2. Counselor maintains confidentiality when appropriate. 7-3. Counselor demonstrates respect for the diverse values of students, school staff, and the community. 7-4. Counselor promotes cultural diversity and inclusiveness in both school policy and interpersonal relationships.
Professional Learning Goals Goal #1 Standard/Performance Expectation/Student Learning Goal: Action Steps and Write detailed action steps and the data you will use to determine whether each benchmark is met. Include PD plans. Action Step 1: Benchmarks and Set benchmarks to check your progress throughout the year (minimum 3). Also include data you will use to ensure your progress is adequate at each benchmark. Goal Status Date: Full Attainment Considerable Attainment Partial Attainment Minimal/No Attainment Evidence of Attainment: Provide evidence that shows progress or attainment of the goal: Action Step 2: Setting SMART Goals (by Doran, Miller and Cunningham) Example: Between March 15 and May 1, I will be able to run 1 mile nonstop. Professional Learning Activities: -College Courses and/or State Approved In-Service S = Specific and Strategic 1 mile -Workshops/Conferences/District Courses/Staff Development M = Measurable miles -Service in Professional Activities in an Educational Organization A = Action Oriented run -Education Research and Innovation R = Rigorous, Realistic, and Results-Focused running distance -Other Professional Development Activities T = Timed and Tracked 6 weeks
Professional Learning Goals Goal #2 Standard/Performance Expectation/Student Learning Goal: Action Steps and Write detailed action steps and the data you will use to determine whether each benchmark is met. Include PD plans. Action Step 1: Benchmarks and Set benchmarks to check your progress throughout the year (minimum 3). Also include data you will use to ensure your progress is adequate at each benchmark. Goal Status Date: Full Attainment Considerable Attainment Partial Attainment Minimal/No Attainment Evidence of Attainment: Provide evidence that shows progress or attainment of the goal: Action Step 2: Setting SMART Goals (by Doran, Miller and Cunningham) Example: Between March 15 and May 1, I will be able to run 1 mile nonstop. Professional Learning Activities: -College Courses and/or State Approved In-Service S = Specific and Strategic 1 mile -Workshops/Conferences/District Courses/Staff Development M = Measurable miles -Service in Professional Activities in an Educational Organization A = Action Oriented run -Education Research and Innovation R = Rigorous, Realistic, and Results-Focused running distance -Other Professional Development Activities T = Timed and Tracked 6 weeks