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. Minimally/ Highly Notes: 1-7. Counselor organizes the implementation of prevention curriculum with appropriate classroom teacher(s). Standard 2. Individual Planning
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. 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. 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. Minimally/ Highly Notes: 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 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.