Prfessinal Grwth And Evaluatin Handbk Fr Cunselrs A Cmprehensive System f Grwth and Evaluatin designed t Supprt Best Practices in Schl Cunseling Updated April 5, 2013
This Dcument, based n the InTASC standards, was created by the fllwing prfessinals t serves as the framewrk fr supprting Cunselrs and Child Develpment Specialists in the Pendletn Schl District. Thrugh mentring, meaningful, aligned prfessinal develpment, and a fcus n cllabratin, prfessinal practices in cncert with effective supervisin and evaluatin prcedures will yield increased student achievement. Fr the purpses f this dcument, cunselr will refer t bth licensed cunselrs and elementary child develpment specialists. Thank yu, fr yur wrk and supprt f the Cunselrs and Child Develpment Specialsists f the Pendletn Schl District: Chris Bettineski Cunselr/Head Teacher, Hawthrne Jr/Sr High Schl Larry Brizendine Cunselr, Sunridge Middle Schl Shannn Cllins Child Develpment Specialist, Lincln Primary & West Hills Intermediate Karen Demianew Cunselr, Pendletn High Schl Barbara Larsn Cunselr, Pendletn High Schl Tricia Mney Assistant Superintendent Athena Nelsn 3rd Grade, Washingtn Elementary David Nrtn Child Develpment Specialist, Washingtn Elementary Lisa Rberts Child Develpment Specialist, Sherwd Heights Elementary Patti Thrne Child Develpment Specialist, McKay Creek Elementary Aimee VanNice Principal, McKay Creek Elementary Greg Whitten Cunselr, Pendletn High Schl
Table f Cntents Multiple Measures 4 Evaluatin Timeline 5 Perfrmance Evaluatin Cycle 6 Gal Setting 6 Observatins. 7 Plan f Assistance fr Imprvement 8 Evaluatin Standards and Rubric: Teacher Evaluatin Standards 10-11 Scring Rubric 12-20 Aligned Prfessinal Develpment 21-22 FORMS: Frmal Pre-Observatin Reprt.. 24 Reflectin Sheet. 25 Teacher Self-Assessment. 26-27 Frmative Evaluatin/Classrm Observatin. 28-29 Summative Evaluatin Frm. 30-31 Gal Setting Prcess Frm & Resurces.. 32-35 Plan f Assistance fr Imprvement Frm.. 36 Dcumentatin f Prfessinal Develpment Frm.. 37 Glssary f Terms. 38-39
4 Multiple Measures f Cunselr Practice The Pendletn Schl District s evaluatin system will include multiple measures t evaluate cunselr perfrmance and effectiveness. Due t the cmplex nature f cunseling, a single measure des nt prvide sufficient evidence t evaluate perfrmance. When cmbined, the multiple measures prvide a bdy f evidence that infrms the cunselr s evaluatin resulting in a mre accurate and valid judgment abut perfrmance and prfessinal grwth needs. As illustrated belw, the multiple measures f the PSD Evaluatin Framewrk (Dmains I IV) als prvide infrmatin as t the cunselr s cntributin t student grwth. Each f the Dmains listed abve can be further brken dwn int research-based perfrmance standards that define best practice in cunseling. Ptential evidence f thse standards is listed within the perfrmance rubric.
5 A Timeline fr the Evaluatin Prcess and Imprvement f Instructin Guide August/ September Octber Prbatinary Cunselrs Sign Jb Descriptin Meeting with building administratr t discuss Evaluatin and Supervisin Prcess Mini-bservatins and frmal bservatins begin** Cmplete Self-Assessment Mini- and/r frmal bservatins** *Gal Cnference/Submit written gals by Nvember 1 st. Cntract Cunselrs Sign Jb Descriptin Overview f Evaluatin and Supervisin Prcess Mini-bservatins begin Cmplete Self-Assessment Mini-bservatins *Gal Cnference/Submit written gals by Nvember 1 st. Nvember Mini- and/r frmal bservatins** Mini-bservatins Meeting with building administratr t discuss gal prgress December Mini- and/r frmal bservatins** Mini-bservatins January February March April Mini- and/r frmal bservatins** Mid-Year Gals Cnference *2 frmal bservatins by February 15 th *3 mini-bservatins by February 15 th Meeting with building administratr t discuss cntract renewal/nnrenewal Bard actin n renewal/extensin *Ntificatin f Emplyment March 15 *3 rd Frmal Observatin fr 1 st year cunselrs by March 15 Mini-Observatins** Check prgress n gals Mini- and frmal bservatins** Mini-bservatins Mid-Year Gals Cnference *3 mini-bservatins by February 15 th. Bard actin n renewal/extensin *Ntificatin f Emplyment March 15 Check prgress n gals Mini-bservatins May/June *5 mini-bservatins by May 15 th Mini- and frmal bservatins** Cmplete Self-Assessment Final gals assessment cncluded (planning new gals) *Summative Evaluatin - prir t last wrk day fr cunselrs *5 mini-bservatins by May 15 th Cmplete Self-Assessment Final gals assessment cncluded (planning new gals) *Summative Evaluatin - prir t last wrk day fr cunselrs A prgram f Assistance fr Imprvement may be initiated at any pint f Evaluatin/Supervisin prcess. * Indicates deadline **Prbatinary cunselrs will receive face t face feedback frm their supervisr at least nce per mnth.
PERFORMANCE EVALUATION CYCLE All cunselrs in the Pendletn Schl District will be evaluated annually. Each perfrmance evaluatin cycle will include self-assessment, gal setting, bservatins and a written evaluatin. The written evaluatin will assess cunselr perfrmance using the fllwing scale: Perfrmance Definitins f Perfrmance as Applied t Standards f Prfessinal Implicatins fr Levels Unsatisfactry Basic Prficient Exemplary Practice Des nt meet standards; perfrms belw the expectatins fr gd perfrmance under this standard; requires direct interventin and supprt t imprve practice Making sufficient prgress tward meeting this standard; meets expectatins fr gd perfrmance mst f the time and shws cntinuus imprvement; expected imprvement thrugh fcused prfessinal learning and grwth plan Cnsistently meets expectatins fr gd perfrmance under this standard; demnstrates effective practices and impact n student learning; cntinues t imprve prfessinal practice thrugh nging prfessinal learning Cnsistently exceeds expectatins fr gd perfrmance under this standard; demnstrates highly effective practices and impact n student learning; cntinued expansin f expertise thrugh prfessinal learning and leadership pprtunities 6 Prfessinal Grwth Prgram f Assistance fr Imprvement (PAI) Targeted Gal Setting Leadership Opprtunities Leadership Opprtunities GOAL SETTING Cunselrs will establish at least tw student learning gals and identify strategies and measures that will be used t determine gal attainment (see table belw). They als specify what evidence will be prvided t dcument prgress n each gal: a) Cunselrs wh are respnsible fr student learning in tested subjects and grades (i.e., ELA and mathematics in grades 3-8, 11) will use state assessments as ne measure (Categry 1) and will als select ne r mre additinal measures frm Categry 2 r 3 that prvide additinal evidence f students grwth and prficiency/mastery f the standards, and evidence f deeper learning and 21 st century skills. b) Cunselrs in nn-tested (state test) subjects and grades will use measures that are valid representatins f student learning standards frm at least tw f the fllwing three categries, based n what is mst apprpriate fr the curriculum and students they teach. Types f Measures fr Student Learning and Grwth fr Cunselr Evaluatins Categry Types f Measures (aligned Examples include, but are nt limited t: t standards) 1 State r natinal standardized tests Oregn Assessment f Knwledge and Skills (OAKS), SMARTER Balanced (when adpted), English Language Prficiency Assessment (ELPA), Extended Assessments 2 Cmmn natinal, internatinal, reginal, districtdevelped measures 3 Schl-based r District-wide measures ACT, PLAN, EXPLORE, AP, IB, DIBELS, C-PAS, ther natinal measures; r cmmn assessments apprved by the district r state as valid, reliable and able t be scred cmparably acrss schls r classrms Student perfrmances, prtflis, prducts, prjects, wrk samples, tests, attendance data, student discipline data, credits earned Frm the Oregn Framewrk fr Teacher and Administratr Evaluatin and Supprt Systems, July 2012
7 MINI-OBSERVATION Mini-bservatins will take place thrughut the schl year fr ALL cunselrs. These bservatins will be apprximately 10 minutes in length and will take place at different times f the day. They may ccur by the supervisr drpping in as well as by cunselr invitatin. Feedback will be given t the cunselr after each mini-bservatin and will be given in written frm using a variety f tls that are hused in Talent-Ed. In additin, there will be a minimum f at least three (3) face-t-face pprtunities fr feedback in the year. Mini-bservatins can ccur during any phase f the cunselr s duties in the classrm; while supervising students in the hallway r playgrund; in meetings with parents r staff, etc. **A minimum f three (3) mini-bservatins is required fr all teachers by February 15 th, with a minimum f five (5) by May 15 th. FORMAL OBSERVATION PROCESS I. Pre-Cnference* The supervisr and cunselr meet t discuss items f mutual interest cncerning the bservatin. The data cllectin t be used during the bservatin will be identified and mutually understd by the supervisr and cunselr. * May be waived by mutual cnsent f cunselr and supervisr. II. Observatin During the classrm bservatin, the supervisr will cllect specific data based n the fllwing 3 Dmains and 11 Standards where applicable. I. Planning and Preparatin 1. Knwledge f Cntent 2. Knwledge f Students 3. Prgram Gal Setting II. The Envirnment 4. Climate f Respect and Learning 5. Prcedures and Physical Envirnment 6. Managing Student Behavir III. Delivery f Service 7. Lessn Delivery 8. Feedback t Students 9. Assessment fr Learning The length f bservatin will be n less than a chesive prtin f an instructinal perid r meeting. III. Reflectin Sheet This frmat is intended t be available t use and be cmpleted by the cunselr being bserved. The pst-bservatin cnference will fcus n the data cllected by the administratr and the input frm the cunselr regarding the items n the Reflectin Sheet. IV. Reflectin Cnference As sn as is practical after the bservatin, a cnference will be scheduled. The supervisr and cunselr will discuss the data. Frm this evidence, areas f reinfrcement and /r imprvement culd be established. The date and time f the next bservatin may be set. A written bservatin reprt will be cmpleted. V. Frequency 1 st year cunselrs 2 by February 15 th with a ttal f 3 by March 15 th 2 nd and 3 rd year cunselrs 2 by February 15 th
8 PLAN OF ASSISTANCE FOR IMPROVEMENT The Plan f Assistance fr Imprvement is a frmal prcess f supervisin designed t fcus n imprvement needed because f perfrmance belw district standard(s) in ne r mre areas. The cnference between the staff member and the supervisr will be scheduled t discuss the Plan f Assistance fr Imprvement, which is t include: 1. A descriptin f the deficiency(ies) which need(s) t be changed (in a staff member s cnduct r perfrmance), citing specific criterin f the jb descriptin and perfrmance standards. 2. A descriptin f the supervisr s expectatins f hw the cunselr is t remedy the deficiency. 3. Assistance fr achieving the desired expectatin t meet the desired level f perfrmance including criteria fr measurement, assessment techniques and resurces t be used. 4. Peer assistance will be used where reasnable and practicable. The district supprts the utilizatin f peer assistance whenever practicable and reasnable t aid cunselrs t better meet the needs f students. Peer assistance is vluntary and thereby n witness r dcument related t the peer assistance r the recrd f peer assistance shall be admissible in any prceeding that may ccur as a result f the Prgram f Assistance fr Imprvement. 5. The date by which the plan must be cmpleted. During the Plan f Assistance fr Imprvement, fllw-up bservatins will ccur within a specified time. Unless the plan has been revised and the bservatin schedule altered, the staff member will, when the specified time fr cmpletin is reached, be ntified that ne f three actins will be taken: 1. Return t the regular evaluatin prgram because f satisfactry imprvement. 2. Cntinuatin and extensin f current Plan f Assistance fr Imprvement. 3. Cntinued recmmendatin fr cntract nn-extensin. 4. Dismissal r nn-renewal.
9 Pendletn Schl District Standards f Prfessinal Practice and Scring Rubric
10 Pendletn Schl Cunselr Perfrmance Standards Dmain I: Planning & Preparatin Standard 1: Knwledge f Cntent 1.1 Shws an effective cmmand f cmprehensive cunseling and guidance standards and framewrk t guide student achievement. 1.2 Uses effective cunseling interventins and supprts t cmmunicate cunseling knwledge. 1.3 Takes an active rle in adpting new cunseling and guidance standards and framewrk. Standard 2: Knwledge f Students 2.1 Builds upn students knwledge and experience. 2.2 Uses schl, district, and cmmunity resurces t supprt and advcate fr student needs. 2.3 Recgnizes and addresses students academic, career, persnal, and scial develpment. Standard 3: Prgram Gal Setting 3.1 Selects apprpriate prgram gals based upn natinal, state and lcal standards. 3.2 Selects gals that are measurable and states them in terms f student achievement. 3.3 Selects gals apprpriate fr students. Dmain II: The Envirnment Standard 4: Climate f Respect and Learning 4.1 Creates an envirnment that prmtes equity, respect and psitive interpersnal interactins. 4.2 Interacts with students apprpriately t develpmental and cultural nrms. 4.3 Has high expectatins fr student success, quality wrk and student achievement. Standard 5: Prcedures and Physical Envirnment 5.1 Emplys schl-wide prcedures that prmte student learning and facilitates psitive interactins cnsistent with district prgrams. 5.2 Prmtes a safe and accessible schl envirnment fr all students. 5.3 Facilitates smth transitins with little lss f instructinal time. 5.4 Ensures all students have access t materials, technlgy and necessary resurces. Standard 6: Managing Student Behavir 6.1 Clearly cmmunicates and enfrces schl-wide expectatins. 6.2 Addresses inapprpriate behavir cnsistently and apprpriately. 6.3 Practively addresses student behavir. Dmain III: Delivery f Service Standard 7: Lessn Delivery 7.1 Exhibits clear lessn delivery t reflect age-apprpriate and effective teaching strategies. 7.2 Activate students prir knwledge. 7.3 Differentiates t meet the needs f diverse learners. 7.4 Uses a variety f questining and discussin techniques t elicit student reflectin and prblem-slving. Standard 8: Feedback t Students 8.1 Demnstrates the ability t listen t students and respnd apprpriately. 8.2 Prvides cnstructive feedback that facilitates learning and academic grwth. 8.3 Prvides cnstructive feedback that is cnsistent, nging, timely and in a variety f frms. Standard 9: Assessment fr Learning 9.1 Uses data t guide individual and grup instructin, including fllw-up when necessary. 9.2 Uses data t guide students in taking wnership f their academic and/r behavir needs. Dmain IV: Prfessinal Respnsibilities Standard 10: Prfessinal Grwth 10.1 Actively participates in prfessinal develpment pprtunities relevant t his r her cunseling assignment. 10.2 Actively engages in meaningful gal setting. 10.3 Pursues prfessinal grwth thrugh reflectin, self-assessment, learning and knwledge f best practices. Standard 11: Recrd Keeping and Cmmunicatin 11.1 Maintains accurate recrds accrding t district and building prtcl. 11.2 Knws and adheres t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards. 11.3 Maintains apprpriate cnfidentiality. 11.4 Cmmunicates effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr. 11.5 Facilitates meetings effectively. 11.6 Effectively and apprpriately cllabrates with clleagues and ther prfessinals.
Standard 12: Cmmitment t Initiatives 12.1 Supprts building and district pririties. 12.2 Knws and actively participates in building and district initiatives. Dmain V: Student Learning and Grwth Standard 13: Student Grwth n Frmative/Summative Assessments 13.1 Is aware f student academic grwth. 13.2. Can shw prf f student grwth. Standard 14: Student Grwth Measured by Perfrmance n Standardized Assessments 14.1 Administers/utilizes apprpriate standardized assessments adhering t prfessinal guidelines. 14.2. Designs and facilitates academic supprts t prepare students fr standardized assessments. Standard 15: Student Grwth n Perfrmance Assessments 15.1 Maintains apprpriate recrds t dcument student grwth. 11
12 DOMAIN I: PLANNING AND PREPARATION Standard 1: Knwledge f Cntent Des the cunselr shw an effective cmmand f cmprehensive cunseling and guidance standards and framewrk t guide student achievement? use effective cunseling interventins and supprts t cmmunicate cunseling knwledge? take an active rle in adpting new cunseling and guidance standards and framewrk? Standard 2: Knwledge f Students Des the cunselr build upn students knwledge and experience? use schl, district, and cmmunity resurces t supprt and advcate fr student needs? recgnize and address students academic, career, persnal, and scial develpment? Standard 3: Prgram Gal Setting Des the cunselr select apprpriate prgram gals based upn natinal, state and lcal standards? select gals that are measurable and state them in terms f student achievement? select gals apprpriate fr students? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr des nt have a cmmand f the subject. Adequate cunseling interventin and supprts are seldm used t cmmunicate cunseling knwledge related t natinal, state, r district standards. The cunselr is ineffective at guiding student achievement. The cunselr has a satisfactry cmmand f the subject. Adequate interventin and supprts are used t cmmunicate cunseling knwledge and are smetimes related t natinal, state, r district standards. The cunselr is aware f sme cunseling knwledge and uses that knwledge t guide student achievement. The cunselr has a strng cmmand f the subject. Interventin and supprts are used t cmmunicate cunseling knwledge and can easily be related t natinal, state, r district standards and framewrk. The cunselr has strng cunseling knwledge and uses that knwledge t guide student achievement. High levels f intrinsic mtivatin mark authentic cunseling. Extensive interventin and supprts are used t cmmunicate cunseling knwledge. The interventin and supprts can easily be related t natinal, state, r district standards and framewrk. The cunselr has deep cunseling knwledge and uses that knwledge t guide student achievement. The cunselr des nt build upn students prir knwledge r experience. The cunselr is unaware f a students cultural backgrund, and puts frth little effrt t understand student academic, career, persnal, and scial develpment. The cunselr rarely accesses schl, district, and cmmunity resurces t meet student needs. The cunselr seldm accesses schl, district, and cmmunity resurces t meet student needs. The cunselr has minimal knwledge f state cntent standards. Gals that are develped are nt stated in terms f student achievement, and are difficult t measure. Few gals are designed fr students with different academic, career, persnal, and scial develpment. The cunselr builds upn students prir knwledge and experiences. The cunselr is smetimes aware f the cultural differences in a student s backgrund, and smetimes puts frth effrt t understand student academic, career, persnal, and scial develpment. The cunselr uses this knwledge but, rarely adjusts r accmmdates t meet individual student needs. The cunselr ccasinally accesses schl, district, and cmmunity resurces t meet student needs. The cunselr has adequate knwledge f state cntent standards. Gals that are develped are partially stated in terms f student achievement, and are ccasinally difficult t measure. Sme gals are designed fr students with different academic, career, persnal, and scial develpment. The cunselr builds upn students prir knwledge and experiences and is aware f the cultural differences f the majrity f the students. The cunselr puts frth effrt t understand student academic, career, persnal, and scial develpment and makes individual adjustments based upn this knwledge. The cunselr ften accesses schl, district, and cmmunity resurces t meet student needs. The cunselr has definite knwledge f state cntent standards. Gals are stated in terms f student achievement. Students are encuraged t be a part f the gal setting prcess. The cunselr mnitrs gals they have set and adjusts them based upn student academic, career, persnal, and scial develpment. The cunselr builds upn students prir knwledge and experiences and is acutely aware f the cultural differences f all students. The cunselr puts frth great effrt t understand student academic, career, persnal, and scial develpment and frequently makes individual adjustments based upn this knwledge. The cunselr accesses schl, district, and cmmunity resurces t meet student needs. The cunselr has an expert knwledge f state cntent standards. Gals are stated in terms f student achievement and can be measured. The cunselr is able t set gals fr students with different academic, career, persnal, and scial develpment and use thse gals t guide cunseling practices. The cunselr cnsistently mnitrs gals they have set and adjusts them based upn student achievement.
13 Pssible evidence t lk fr: Deep knwledge f cntent is cmmunicated in a variety f frms (resurces made available t students, parents, and staff, lessn plans, data cllectin tls, etc.). The cunselr has a strng cmmand f subject matter and pssesses deep cntent knwledge. The cunselr is always learning new things abut the cntent. The cunselr is always learning new things abut the natinal, state, and district cmprehensive cunseling and guidance standards and framewrk. The cunselr has set learning gals fr students that can be measured. Standards and gals are cmmunicated with stakehlders.
14 DOMAIN II: THE ENVIRONMENT Standard 4: Climate f Respect and Learning Des the cunselr create an envirnment that prmtes equity, respect and psitive interpersnal interactins? Interact with students apprpriately t develpmental and cultural nrms? have high expectatins fr student success, quality wrk and student achievement? Standard 5: Prcedures and Physical Envirnment Des the cunselr emply schl-wide prcedures that prmte student learning and facilitate psitive interactin cnsistent with district prgrams? prmte a safe and accessible schl envirnment fr all students? ensure all students have access t materials, technlgy and necessary resurces? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr has nt been able t create an envirnment that prmtes equity, respect, and psitive interactins. Inapprpriate interactins between students are cmmn. The cunselr des nt have high expectatins fr student success, quality wrk, r achievement. Passive, retreating, r rebellius actins mark student behavir. The cunselr has created an envirnment that smetimes supprts equity, respect, and psitive interactins. Student t student interactins are smetimes psitive and apprpriate t cultural nrms. There are expectatins fr student success, quality wrk, and achievement, but thse expectatins nly smetimes result in student engagement and learning. The cunselr has created an envirnment that typically prmtes equity, respect, and psitive interactins. Student t student interactins are frequently psitive and apprpriate t cultural nrms. There are apprpriate expectatins fr student success, quality wrk, and achievement. The cunselr has created an envirnment that strngly prmtes equity, respect and psitive interactins. Student t student interactins are cnsistently psitive and apprpriate t cultural nrms. There are high expectatins fr student success, quality wrk, and achievement. The cunselr des nt have a clear system t manage schlwide prcedures; as a result, student learning is cmprmised. The schl envirnment is nt always safe and accessible fr all. There is significant lss f instructinal time during transitins and students d nt have cnsistent access t the materials they need t be successful. The cunselr has a fairly clear system t manage schl-wide prcedures; as a result, student learning is smetimes supprted. Mst f the time the schl envirnment is safe and accessible fr all. There is sme excess lss f instructinal time during transitins and students d nt usually have access t the materials they need t be successful. The cunselr has develped an effective and efficient system t manage schl-wide prcedures; as a result, student learning is frequently supprted. The schl envirnment is safe and accessible fr all. There is little lss f instructinal time during transitins and students have cnsistent access t materials they need t be successful. The cunselr has develped an extremely effective and efficient system t manage schl-wide prcedures; as a result, student learning is cnsistently supprted. The schl envirnment is safe and accessible fr all. There is minimal lss f instructinal time during transitins and students have high access t the materials they need t be successful.
15 DOMAIN II: THE ENVIRONMENT Standard 6: Managing Student Behavir Des the cunselr clearly cmmunicate and enfrce schl-wide expectatins? address inapprpriate behavir cnsistently and apprpriately? practively address student behavir? Pssible evidence t lk fr: UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr des nt have a clear system f schl-wide expectatins and des nt clearly cmmunicate r enfrce schlwide expectatins. As a result, inapprpriate student behavir ccurs n a regular basis. The cunselr is reactinary usually reacting t negative behavir rather than preventing it in a psitive way. The cunselr has develped schl-wide expectatins that are smetimes effective. Schl-wide expectatins are cmmunicated and enfrced n a regular basis; hwever, student behavir is apprpriate nly sme f the time. The cunselr is smetimes practive, and is nt able t prevent negative behavir thrugh mnitring, pre-teaching, reminders and psitive reinfrcement. Students treat ther students, staff, and cmmunity in psitive and apprpriate ways. The cunselr intervenes when necessary t establish and prmte schl-wide respect and learning. The cunselr demnstrates knwledge f behavir systems and uses them effectively. Students treat equipment, materials, and facilities with respect. Transitins are smth and maximize instructin. The cunselr has a clear and articulated system fr managing all schl-wide prcedures. Students knw, understand, and can explain schl-wide prcedure t thers. The cunselr is familiar with, and uses, effective behavir strategies t maintain psitive behavir in the schl. Students are well-behaved, treat ne anther with respect, and fllw directins. Schl-wide expectatins are psted, regularly taught, re-taught and reinfrced. Students demnstrate awareness f schl expectatins. The cunselr has develped schl-wide expectatins that are frequently effective. Schl-wide expectatins are frequently cmmunicated and enfrced. The cunselr is invlved in supprting psitive behavir. Student behavir is usually apprpriate. The cunselr is frequently practive and able t prevent negative behavir thrugh mnitring, pre-teaching, reminders, and psitive reinfrcement. The cunselr has develped cnsistently effective schl-wide expectatins. Schl-wide expectatins are cnsistently cmmunicated and enfrced. The cunselr is invlved in supprting psitive behavir. Student behavir is almst always apprpriate. The cunselr is cnsistently practive, and is able t prevent negative behavir thrugh mnitring, preteaching, reminders, psitive reinfrcement and a hst f ther strategies.
16 DOMAIN III: DELIVERY OF SERVICE Standard 7: Lessn Delivery Des the cunselr exhibit clear lessn delivery t reflect age-apprpriate and effective teaching strategies? activate students prir knwledge? differentiate t meet the needs f diverse learners? use a variety f questining and discussin techniques t elicit student reflectin and prblemslving? Standard 8: Feedback t Students Des the cunselr demnstrate the ability t listen t students and respnd apprpriately? prvide cnstructive feedback that facilitates learning and academic grwth? prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? Standard 9: Assessment fr Learning Des the cunselr use data t guide student grwth, including fllw-up when necessary? use data t guide students in taking wnership f their academic and/r behavir needs? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr s lessn is unclear r difficult t understand. The cunselr is unaware f the need and imprtance f activating students prir knwledge. There is little evidence f student reflectin and prblem-slving. The cunselr ccasinally uses effective questining techniques and rarely differentiates instructin t meet the needs f students. Students are ccasinally engaged in learning. Smetimes the cunselr s lessn is clear and easy t understand. The cunselr smetimes applies strategies t access students prir knwledge. There is sme evidence f student reflectin and prblem-slving. The cunselr uses questining techniques, and smetimes differentiates instructin t meet the needs f students. Students are engaged in learning sme f the time. The cunselr s lessn is clear and easy t understand. The cunselr frequently activates students prir knwledge. Student reflectin and prblemslving frequently ccur. The cunselr frequently uses effective questining techniques and differentiates instructin t meet the need f students. Active engagement and student wnership are evident in the classrm. The cunselr s lessn is clear and easy t understand. The cunselr cnsistently activates students prir knwledge. Student reflectin and prblem-slving cnsistently ccur. The cunselr cnsistently uses a variety f questining techniques and strategies, t differentiate instructin t meet the needs f all students. High levels f active engagement and student wnership are cnsistently evident in the classrm. Cunselr feedback prvided t students is nt respectful, nt cnstructive, and/r des nt mtivate students t imprve their academic and/r behavir perfrmance. Apprpriate feedback techniques are nt used. Data is nt used t guide student grwth. The cunselr is unfamiliar with hw data can be used t guide instructin; as a result, the instructin delivered is frequently irrelevant. Cunselr feedback prvided t students is smetimes respectful, and/r mtivates students t imprve their academic and/r behavir perfrmance. Apprpriate feedback techniques are smetimes used. Data is smetimes used t guide student grwth. The cunselr is nt sure when t use data, and therefre, des nt accurately knw the students academic and/r behavir needs. Cunselr feedback prvided t students is usually respectful, cnstructive and mtivates students t imprve their academic and/r behavir perfrmance. Apprpriate feedback techniques are usually used. Data is used t guide student grwth; as a result the instructin is relevant and engaging fr mst students. Students are smewhat familiar with their wn academic and/r behavir data and have wnership ver their learning. The cunselr effectively uses data t accurately address the academic and/r behavir needs f mst students. Cunselr feedback prvided t students is cnsistently respectful, cnstructive and mtivates students t imprve their academic and/r behavir perfrmance. Apprpriate feedback techniques are used. Data is used t guide student grwth; as a result the instructin is relevant and engaging fr all students. Students are familiar with their data and have wnership ver their academic and/r behavir perfrmance. The cunselr has an effective and clear system fr using data and accurately addresses the academic and/r behavir needs f all students.
17 Pssible evidence t lk fr: Students are actively engaged in learning. The cunselr is rganized, knws the required learning targets, and effectively cmmunicates bjectives t students. Students are able t cmmunicate learning targets and bjectives are clear t the students. The cunselr uses questining strategies when addressing academic/behavir needs f students. Cmmunicatin is differentiated t meet the needs f all students. Students are nt afraid t make mistakes r ask questins. There is an attitude f cntinuus prgress and trusting relatinship between the cunselr and students. Students are willing t take risks in their learning. Students are mtivated t imprve. The cunselr sets high expectatins thrugh meaningful feedback and encurages students t meet thse high expectatins by prviding the necessary supprt. The cunselr can prduce evidence f systems designed t facilitate frequent, cnsistent, specific feedback. Cunselr designs questins with the purpse f determining student understanding s that they can prvide meaningful feedback. Frequency, specificity, and cnsistency f feedback. The cunselr maintains recrds f student perfrmance.
18 DOMAIN IV: PROFESSIONAL RESPONSIBILITIES Standard 10: Prfessinal Grwth Des the cunselr actively participate in prfessinal develpment pprtunities relevant t his r her cunseling assignment? actively engage in meaningful gal setting? pursue prfessinal grwth thrugh reflectin, selfassessment, learning and knwledge f best practices? Standard 11: Recrd Keeping and Cmmunicatin Des the cunselr maintain accurate recrds accrding t district and building prtcl? knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? maintain apprpriate cnfidentiality? cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? facilitate meetings effectively? effectively and apprpriately cllabrate with clleagues and ther prfessinals? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr des nt take advantage f prfessinal develpment pprtunities when they arise. The cunselr des nt engage in meaningful gal setting. The cunselr has little knwledge abut best practices. The cunselr smetimes takes advantage f prfessinal develpment pprtunities when they arise. The cunselr smetimes engages in meaningful gal setting. The cunselr is smewhat knwledgeable abut best practices. The cunselr frequently takes advantage f prfessinal develpment pprtunities when they arise. The cunselr engages in meaningful gal setting. The cunselr is knwledgeable abut best practices. The cunselr cnsistently takes advantage f prfessinal develpment pprtunities when they arise. In additin, the cunselr demnstrates leadership by taking n varius leadership rles relevant t the prfessin. The cunselr engages in meaningful gal setting. The cunselr is extremely knwledgeable abut best practices. The cunselr struggles t fllw directins and carry ut assigned duties. The cunselr needs cnstant reminders t turn in paperwrk and cmplete required reprts. The cunselr s recrdkeeping is nt accurate r cmplete, and has truble explaining it t thers. The cunselr is frequently nt available t thers and des nt return phne cmmunicatins cnsistently. At times the teacher des nt respnd in a prfessinal manner. The cunselr des nt effectively cmmunicate with stakehlders. The cunselr des nt effectively cllabrate. The cunselr des nt effectively facilitate necessary meetings. The cunselr carries ut mst duties as assigned, maintains accurate recrds but smetimes needs reminders t cmplete necessary paperwrk r reprts. The cunselr respnds prfessinally mst f the time and is available t thers when needed. The cunselr smetimes returns cmmunicatins in a timely manner. The cunselr smetimes effectively cmmunicates with stakehlders. The cunselr smetimes cllabrates effectively. The cunselr smetimes effectively facilitates necessary meetings. The cunselr carries ut all duties as assigned, maintains accurate and rganized recrds and cmpletes necessary paperwrk r reprts. The cunselr respnds prfessinally in mst situatins and is available t thers when needed. The cunselr returns cmmunicatins in a timely manner. The cunselr frequently initiates cmmunicatin with stakehlders. The cunselr frequently cmmunicates effectively with stakehlders. The cunselr frequently cllabrates effectively. The cunselr frequently effectively facilitates necessary meetings. The cunselr carries ut all duties as assigned, maintains accurate and rganized recrds and cmpletes necessary paperwrk r reprts. The cunselr respnds prfessinally in all situatins and is available t thers when needed. The cunselr returns phne calls and e-mails in a timely manner. The cunselr frequently initiates cmmunicatin with stakehlders. The cunselr cnsistently cmmunicates effectively with stakehlders. The cunselr cnsistently cllabrates effectively. The cunselr cnsistently effectively facilitates necessary meetings.
19 DOMAIN IV: PROFESSIONAL RESPONSIBILITIES Standard 12: Cmmitment t Initiatives Des the cunselr supprt building and district pririties? knw and actively participate in building and district initiatives? Pssible evidence t lk fr: UNSATISFACTORY BASIC PROFICIENT EXEMPLARY The cunselr is nt aware f building r district initiatives and rarely directs effrt tward learning abut the initiatives r altering practices t change in the directin f the building r district. The cunselr des nt implement strategies tward the The cunselr is smetimes aware f building and district initiatives and directs sme effrt tward learning abut the initiatives. The cunselr smetimes alters practice t implement building and district initiatives. The cunselr The cunselr is aware f building and district initiatives and directs significant effrt tward learning abut the initiatives. The cunselr frequently alters practices in rder t change tward the building r district initiatives. The cunselr is aware f building and district initiatives and directs significant effrt tward learning abut the initiatives. Nt nly des the cunselr alter practice in rder t change but is usually a leader in helping thers t embrace the change prcess tward the building building and district initiatives. smetimes demnstrates a The cunselr demnstrates a r district initiatives. The The cunselr has demnstrated by actin and unwillingness t change, learn, r grw as a prfessinal. willingness t change, learn, and grw as a prfessinal. willingness t change, learn, and grw as a prfessinal. cunselr demnstrates a willingness t change, learn, and grw as a prfessinal, but is als able and willing t lead thers. The cunselr can describe best practices. The cunselr pursues prfessinal grwth pprtunities and applies the learning. The cunselr displays the qualities f a learner that include the habits f reading, writing, reflectin, and sharing with thers. The cunselr is seeking t imprve perfrmance thrugh prfessinal grwth pprtunities. The cunselr can be cunted n t cmplete all required duties. The cunselr s recrd-keeping system is clear, rganized, up-t-date, and easy t understand. The cunselr s makes an effrt t be available and returns cmmunicatins in a timely manner. The cunselr s initiates cmmunicatin with stakehlders. The cunselr is an effective facilitatr and is able t develp meetings agendas, adjurn meetings n time, and develps actin steps. The cunselr has a high value fr cllabratin and frequently is invlved in prjects and activities that require cllabratin. The cunselr has a high value fr psitive relatinships and des nt engage in rumrs r gssip. The cunselr is able t inspire thers t adpt and supprt building and district initiatives.
20 DOMAIN V: STUDENT LEARNING AND GROWTH Standard 13: Student Grwth n Frmative/Summative Assessments Des the cunselr track student academic grwth? demnstrate prf f student grwth? Standard 14: Student Grwth Measured by Achievement n Standardized Assessments Des the cunselr administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? design and facilitate academic supprts t prepare students fr standardized assessments? Standard 15: Student Grwth n Perfrmance Assessments Des the cunselr maintain apprpriate recrds t dcument student grwth? UNSATISFACTORY BASIC PROFICIENT EXEMPLARY Less than 70% f students in the cunselr s target grup met the grwth target. At least 70% f students in the cunselr s target grup met the grwth target. At least 80% f students in the cunselr s target grup met the grwth target. At least 90% f students in the cunselr s target grup met the grwth target. Less than 70% f students in the cunselr s target grup met the grwth target. Less than 70% f students in the cunselr s target grup met the grwth target. At least 70% f students in the cunselr s target grup met the grwth target. At least 70% f students in the cunselr s target grup met the grwth target. At least 80% f students in the cunselr s target grup met the grwth target. At least 80% f students in the cunselr s target grup met the grwth target. At least 90% f students in the cunselr s target grup met the grwth target. At least 90% f students in the cunselr s target grup met the grwth target. Pssible evidence t lk fr: Student scres/data frm summative, frmative, pretests, psttests, etc. Examples may include: OAKS*, SMARTER Balanced, ELPA, Extended Assessments ACT, AP, DIBELS, PSAT, SAT, ASVAB, PLC Cmmn Assessment Wrk Sample Attendance data Behavir data
21 Aligned Prfessinal Develpment Plan Levels f Need Fr Prfessinal Develpment District Level: based n data frm all schls assessment and evaluatin utcmes, new curriculum r initiatives, state r federal initiatives Schl Level: based n aggregated classrm data, student and family cntexts, schl-wide data, issues r whle schl initiatives Grade, Subject, Team r Prfessinal Learning Cmmunity Level: based n data indicating needs f a specific subgrup f students r in a specific cntent area Individual Level: based n classrm data, student cntext, evaluatin data, teaching standards, r inductin fr new teachers r fr new assignments. Standards fr Prfessinal Develpment Prfessinal develpment that increases cunselr effectiveness and raises student achievement includes Learning Cmmunities: The Pendletn Schl District (PSD) is cmmitted t maintaining Prfessinal Learning Cmmunities (PLC). Our Prfessinal Learning Cmmunities apply cycles f cntinuus imprvement including: creatin f cmmn assessments, analysis f data t determine student and educatr learning needs, review and implementatin f evidence based strategies. Leadership: PSD has established leadership rles and respnsibilities fr cunselrs with an verall rating f prficient r exemplary. These rles include, but are nt limited t: PLC leaders, mentrs, learning walk leaders, bk study leaders, prfessinal develpment facilitatrs and data-driven decisin making teams wh supprt district initiatives. These teacher leaders will wrk in cllabratin with all levels f the PSD administrative team t develp capacity, advcate and create supprt systems fr prfessinal develpment. Resurces: Prfessinal develpment increases educatr effectiveness thrugh human, fiscal, material, technlgy, and time resurces t achieve student grwth gals. Resurce allcatin is decided thrugh student and educatr learning needs t achieve intended utcmes f written gals. PSD is cmmitted t priritizing the resurces t increase educatr effectiveness. Resurces in PSD include: after-schl meetings, Prfessinal Learning Cmmunities, in-district credits, tuitin reimbursement, mentring, jb imbedded prep times and technlgy resurces, such as, nline student grading and nline teacher evaluatin. PSD uses recmmendatins frm leadership stakehlders t examine, adjust, r change crdinated resurces that affect prfessinal develpment. Data: Evaluatin data and results frm cmmn assessments cllected thrughut the year will be used t assess student grwth gal prgress. Multiple measures will be used t evaluate a cunselr s prfessinal practice, prfessinal respnsibility and impact n student grwth. Prfessinal needs shuld have links t current student data as well as the results f the previus year s evaluatin deficits. Cunselrs will reflect upn this data when cmpleting their selfassessment at the beginning and end f the schl year. Data abut students, educatrs and systems will be used in PSD t drive plans fr prfessinal develpment. The areas f greatest deficit will be identified by a prfessinal develpment leadership team and used t create a district-wide prfessinal develpment plan fr the fllwing year. Data will be cllected n the effectiveness f prfessinal develpment pprtunities thrugh internal and external evaluatins and links t increased educatr effectiveness and raised student achievement.
22 Learning Designs: Integrating theries, research, and human learning mdels int planning and design will increase effectiveness f prfessinal develpment. PSD uses many different types f framewrks t design and facilitate the learning needs f students. These include active engagement, Sheltered Instructin Observatin Prtcl (SIOP), mdeling, frmative & summative assessments, cmmn assessments, data analysis, bk studies, targeted learning walks, use f technlgy, student learning bjectives, and utcme and prject based learning. PSD cunselrs take active rles t chse and cnstruct apprpriate learning designs that will maximize learning and achieve the intended student utcmes. Cunselrs will have nging practice, reflectins, assessment, and feedback frm peers and administratin. Implementatin: Cunselr effectiveness imprves student learning if changes in prfessinal develpment are implemented and supprt is sustained ver a lng perid f time. PSD is cmmitted t supprting embedded prfessinal develpment. Administratin has access t a variety f frmative bservatin tls that are linked directly t aligned prfessinal develpment. Cunselrs may request t be bserved using a specific tl r administratrs may initiate use f a tl based n a teacher s evaluatin. PSD cntinues t supprt prfessinal develpment that is relevant t district initiatives. This adheres t a cmmitment f lng-term change, deeper understanding and expectatins fr implementatin with fidelity. Prfessinal Learning Cmmunities prvide time and sharing f resurces fr: planning lessns with new strategies, sharing experiences abut implementatin, analyzing student wrk, reflecting n utcmes and assessing prgress twards student grwth gals and prfessinal develpment needs. Outcmes: Prfessinal grwth plans are based first and fremst n needs and utcmes linked directly t student grwth gals. Prfessinal develpment will include differentiated instructinal practices t supprt teachers in defining equitable utcmes in rder fr all students t achieve. Standards in the PSD evaluatin handbk require teachers t have a clear understanding f CCSS (Cmmn Cre State Standards) fr student learning. Prfessinal grwth plans and supprt systems will be fcused n a clear understanding and applicatin f such learning standards. Adapted frm Learning Frward Standards fr Prfessinal Learning
23 Frms The frms in this dcument are fr reference nly. Frms fr cunselr use are available in TalentEd.
24 FORMAL PRE-OBSERVATION REPORT Cunselr Supervisr Date Time Schl 1. Objective(s) f cunseling services and relevant standard(s): 2. Prcedure(s): 3. Cunselr s plan t evaluate student academic and/r behavir bjective(s): 4. Specific request fr bservatin (e.g., skills, techniques, student interactins, etc.):
25 REFLECTION SHEET T be cmpleted by cunselr fllwing each frmal bservatin and taken t pst-bservatin cnference. NAME DATE Supervisr SCHOOL 1. As I reflect n the cunseling services prvided, t what extent were the students prductively engaged? Hw d I knw? 2. Did the students learn skills/knwledge t make imprved academic, career, persnal, and/r scial decisins? Hw and when will I knw? 3. Did I alter my gals r my wrk plan as I prvided cunseling service? Why? Hw? 4. If I had the pprtunity t prvide these cunseling services again, t this same grup f students, what wuld I d differently? Why?
26 Cunselr Self-Assessment Frm Cunselr Name: Assignment Schl: Date: Dmain I: Planning & Preparatin U B P E NA Standard 1: Knwledge and Cntent * D I shw an effective cmmand f cmprehensive cunseling and guidance standards and framewrk t guide student achievement? * D I use effective cunseling interventins and supprts t cmmunicate cunseling knwledge? * D I take an active rle in adpting new cunseling and guidance standards and framewrk? Standard 2: Knwledge f Students * D I build upn students knwledge and experience? * D I use schl, district, and cmmunity resurces t supprt and advcate fr student needs? * D I recgnize and address students academic, career, persnal, and scial develpment? Standard 3: Prgram Gal Setting * D I select apprpriate prgram gals based upn natinal, state and lcal standards? * D I select gals that are measurable and state them in terms f student achievement? * D I select gals apprpriate fr students? Cmments: Dmain II: The Envirnment U B P E NA Standard 4: Climate f Respect and Learning * D I create an envirnment that prmtes equity, respect and psitive interpersnal interactins? * D I interact with students apprpriately t develpmental and cultural nrms? * D I have high expectatins fr student success, quality wrk and student achievement? Standard 5: Prcedures and Physical Envirnment * D I emply schl-wide prcedures that prmte student learning and facilitate psitive interactin cnsistent with district prgrams? * D I prmte a safe and accessible schl envirnment fr all students? * D I facilitate smth transitins with little lss f instructinal time? * D I ensure all students have access t materials, technlgy and necessary resurces? Standard 6: Managing Student Behavir * D I clearly cmmunicate and enfrce schl-wide expectatins? * D I address inapprpriate behavir cnsistently and apprpriately? * D I practively address student behavir? Cmments: Dmain III: Delivery f Service U B P E NA Standard 7: Lessn Delivery * D I exhibit clear lessn delivery t reflect age-apprpriate and effective teaching strategies? * D I activate students prir knwledge? * D I differentiate t meet the needs f diverse learners? * D I use a variety f questining and discussin techniques t elicit student reflectin and prblem-slving? Standard 8: Feedback t Students * D I demnstrate the ability t listen t students and respnd apprpriately? * D I prvide cnstructive feedback that facilitates learning and academic grwth? * D I prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? Standard 9: Assessment fr Learning * D I use data t guide individual and grup instructin, including fllw-up when necessary? * D I use data t guide students in taking wnership f their academic and/r behavir needs? Cmments:
27 Dmain IV: Prfessinal Respnsibilities U B P E NA Standard 10: Prfessinal Grwth * D I actively participate in prfessinal develpment pprtunities relevant t my cunseling assignment? * D I actively engage in meaningful gal setting? * D I pursue prfessinal grwth thrugh reflectin, self-assessment, learning and knwledge f best practices? Standard 11: Recrd Keeping and Cmmunicatin * D I maintain accurate recrds accrding t district and building prtcl? * D I knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? * D I maintain apprpriate cnfidentiality? * D I cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? * D I facilitate meetings effectively? * D I effectively and apprpriately cllabrate with clleagues and ther prfessinals? Standard 12: Cmmitment t Initiatives * D I supprt building and district pririties? * D I knw and actively participate in building and district initiatives? Cmments: Dmain V: Student Learning and Grwth U B P E NA Standard 13: Student Grwth n Frmative/Summative Assessments * Am I aware f student academic grwth? * Can I shw prf f student grwth? Standard 14: Student Grwth Measured by Perfrmance n Standardized Assessments * D I administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? * D I design and deliver instructin based n cntent standards t prepare students fr standardized assessments? Standard 15: Student Grwth n Perfrmance Assessments * D I maintain apprpriate recrds t dcument grwth? * D I use an apprpriate prficiency based rubric t assess student grwth? Cmments:
28 Frmative Evaluatin Frm Cunselr Name: Prbatinary: Year Cntract Supervisr: Schl: Assignment Dmain I: Planning & Preparatin U B P E NA Standard 1: Knwledge and Cntent *Des the cunselr shw an effective cmmand f the subject t guide student learning? * Des the cunselr use effective instructinal resurces, including technlgy, t cmmunicate cntent knwledge? * Des the cunselr take an active rle in adpting new cntent standards and framewrks t teaching? Standard 2: Knwledge f Students * Des the cunselr build upn students knwledge and experience? * Des the cunselr use schl and district resurces t supprt and advcate fr student needs? * Des the cunselr recgnize and address students learning styles? Standard 3: Instructinal Gal Setting * Des the cunselr select apprpriate instructinal gals based upn natinal, state and lcal standards? * Des the cunselr select gals that are measurable and state them in terms f student learning? * Des the cunselr select gals apprpriate fr students? Standard 4: Lessn Design * Des the cunselr design cherent instructin that reflects research-based best practices? * Des the cunselr design instructin that prmtes critical thinking and prblem slving? * Des the cunselr ensure that the curriculum is relevant t student needs? * Des the cunselr adhere t the apprved scpe and sequence f the subject matter? Standard 5: Assessment Planning * Is the cunselr familiar with the cntent area and with schl, district and state assessment methds and ptins? * Des the cunselr use assessments that are cngruent with instructinal gals? * Des the cunselr develp and use a variety f frmative and summative assessment tls and infrmatin fr planning instructin, feedback and reflectin? Cmments: Dmain II: Classrm Envirnment U B P E NA Standard 6: Climate f Respect and Learning * Des the cunselr create an envirnment that prmtes equity, respect and psitive interpersnal interactins? * Are the cunselr s interactins with students apprpriate t develpmental and cultural nrms? * Des the cunselr have high expectatins fr student success, quality wrk and student achievement? * Are students actively engaged? Standard 7: Classrm Prcedures and Physical Envirnment *Des the cunselr develp and emply classrm prcedures that prmte student learning and facilitate psitive classrm interactin cnsistent with building and district prgrams? *Dest the cunselr design a safe and accessible classrm envirnment fr all students? * Des the cunselr facilitate smth transitins with little lss f instructinal time? * Des the cunselr ensure all students have access t materials, technlgy and necessary resurces? Standard 8: Managing Student Behavir * Des the cunselr clearly cmmunicate and enfrce classrm and schl expectatins? * Des the cunselr address inapprpriate behavir cnsistently and apprpriately? * Des the cunselr practively address student behavir? Cmments: Dmain III: Instructin U B P E NA Standard 9: Lessn Delivery * Des the cunselr exhibit clear lessn delivery, reflect apprpriate pacing and use a variety f effective teaching strategies? * Des the cunselr activate students prir knwledge?
29 * Des the cunselr differentiated t meet the needs f diverse learners? * Des the cunselr use a variety f questining and discussin techniques t elicit student reflectin and higher rder thinking? Standard 10: Feedback t Students *Des the cunselr demnstrate the ability t listen t students and respnd apprpriately? *Des the cunselr prvide cnstructive feedback that facilitates learning and academic grwth? *Des the cunselr prvide cnstructive feedback that is cnsistent, nging, timely and in a variety f frms? Standard 11: Assessment fr Learning * Des the cunselr use assessment data t prepare fr individual and grup instructin, including re-teaching when necessary? * Des the cunselr use frmative assessments during classrm instructin t facilitate student learning? * Des the cunselr demnstrate the ability t use summative assessments t guide and infrm instructin thrugh the cllectin, maintenance and analysis f classrm, district and state assessments? Cmments: Dmain IV: Prfessinal Respnsibilities U B P E NA Standard 12: Prfessinal Grwth * Des the cunselr actively participate in prfessinal develpment pprtunities relevant t his r her teaching assignment? * Des the cunselr actively engage in meaningful gal setting? * Des the cunselr pursue prfessinal grwth thrugh reflectin, self assessment, learning and knwledge f best practices? Standard 13: Recrd Keeping and Cmmunicatin * Des the cunselr carry ut assigned duties? * Des the cunselr maintain accurate recrds accrding t district and building prtcls? * Des the cunselr knw and adhere t the district jb descriptin and standards f perfrmance including the Cmpetent and Ethical Educatr Standards? * Des the cunselr maintain apprpriate cnfidentiality? * Des the cunselr cmmunicate effectively and respectfully with all stakehlders: students, parents, clleagues and supervisr? * Des the cunselr facilitate meetings effectively? *Des the cunselr effectively and apprpriately cllabrate with clleagues and ther prfessinals? Standard 14: Cmmitment t Instructinal Initiatives * Is the cunselr aware f and des the cunselr supprt building and district instructinal pririties? * Des the cunselr knw and actively participate in building and district instructinal initiatives? Cmments: Dmain V: Student Learning and Grwth U B P E NA Standard 15: Student Grwth n Frmative/Summative Assessments * Is the cunselr aware f student academic grwth? * Can the cunselr shw prf f student grwth? Standard 16: Student Grwth Measured by Perfrmance n Standardized Assessments * Des the cunselr administer/ utilize apprpriate standardized assessments adhering t prfessinal guidelines? * Des the cunselr design and deliver instructin based n cntent standards t prepare students fr standardized assessments? Standard 17: Student Grwth n Perfrmance Assessments * Des the cunselr maintain apprpriate recrds t dcument grwth? * Des the cunselr use an apprpriate prficiency based rubric t assess student grwth? Cunselr Supervisr Date This Evaluatin has been discussed between the supervisr and cunselr.
30 Summative Evaluatin Frm Cunselr Name: Prbatinary: Year Cntract Supervisr: Schl: Assignment Perfrmance Levels Unsatisfactry Basic Prficient Exemplary Summative Rating Definitins f Perfrmance as Applied t Standards f Prfessinal Practice Des nt meet standards; perfrms belw the expectatins fr gd perfrmance under this standard; requires direct interventin and supprt t imprve practice Making sufficient prgress tward meeting this standard; meets expectatins fr gd perfrmance mst f the time and shws cntinuus imprvement; expected imprvement thrugh fcused prfessinal learning and grwth plan Cnsistently meets expectatins fr gd perfrmance under this standard; demnstrates effective practices and impact n student learning; cntinues t imprve prfessinal practice thrugh nging prfessinal learning Cnsistently exceeds expectatins fr gd perfrmance under this standard; demnstrates highly effective practices and impact n student learning; cntinued expansin f expertise thrugh prfessinal learning and leadership pprtunities The Summative Rating is determined by cmpiling the ratings frm each f the five (5) dmains with each rating receiving the fllwing pint values: Unsatisfactry (1); Basic (2); Prficient (3); and Exemplary (4). Scres will be ttaled t reflect the fllwing summative ratings: 9 r belw Unsatisfactry 10 13 Basic 14 17 Prficient 18 20 Exemplary Dmain I: Planning & Preparatin Standard 1: Knwledge and Cntent Standard 2: Knwledge f Students Standard 3: Prgram Gal Setting Dmain I: Planning & Preparatin Rating (transfer t summative sectin) Cmments: U B P E NA Dmain II: The Envirnment Standard 4: Climate f Respect and Learning Standard 5: Prcedures and Physical Envirnment Standard 6: Managing Student Behavir Dmain II: Classrm Envirnment Rating (transfer t summative sectin) Cmments: U B P E NA Standard 7: Lessn Delivery Standard 8: Feedback t Students Dmain III: Delivery f Service U B P E NA
31 Standard 9: Assessment fr Learning Dmain III: Delivery f Service Rating (transfer t summative sectin) Cmments: Dmain IV: Prfessinal Respnsibilities Standard 10: Prfessinal Grwth Standard 11: Recrd Keeping and Cmmunicatin Standard 12: Cmmitment t Initiatives Dmain IV: Prfessinal Respnsibilities Rating (transfer t summative sectin) Cmments: Dmain V: Student Learning & Grwth Prgress n Student Grwth Gal 1: Standard 13: Student Grwth n Frmative/Summative Assessments Standard 14: Student Grwth Measured by Perfrmance n Standardized Assessments Standard 15: Student Grwth n Perfrmance Assessments Prgress n Student Grwth Gal 2: Standard 13: Student Grwth n Frmative/Summative Assessments Standard 14: Student Grwth Measured by Perfrmance n Standardized Assessments Standard 15: Student Grwth n Perfrmance Assessments Dmain V: Student Learning & Grwth Rating (transfer t summative sectin) Cmments: U B P E NA U B P E NA Summative Rating and Additinal Cmments U B P E NA Dmain I: Planning & Preparatin Rating Dmain II: The Envirnment Rating Dmain III: Delivery f Service Rating Dmain IV: Prfessinal Respnsibilities Rating Dmain V: Student Learning & Grwth Rating Summative Rating: Cmments: Recmmendatin: Cntract Extensin Cntract Renewal Other Details: The cunselr has attached cmments t this cnference frm: Yes N Cunselr Supervisr Date This Evaluatin has been discussed between the supervisr and cunselr. Original t Human Resurces Cpy t Supervisr Cpy t Cunselr
32 PENDLETON SCHOOL DISTRICT COUNSELOR GOALS PROCESS TEMPLATE Cunselr Assignment Schl Administratr Initial Cnference Cntent The gal is being written arund which grade/area/level? Cntext What are the characteristics r special circumstances f my students? Baseline Data What are the needs f my students? Attach supprting data. Student Grwth Gal Statement (written in SMART frmat) Strategies fr Imprvement Hw will I help students attain this gal? Prvide specific actins that will lead t gal attainment. Implicatins fr Prfessinal Grwth What prfessinal develpment will help me accmplish my gal? Hw has my self-assessment and evaluatin infrmed my prfessinal develpment needs? Hw might I team with clleagues in prfessinal develpment tward my gal? Hw will my prfessinal develpment impact my student grwth gal? Cunselr Signature: Date: Administratr Signature: Date: Mid-Year Review Cllabrative Mid-Year Data Review What prgress has been made? Attach supprting data. Strategy Mdificatin What adjustments need t be made t my strategies? Implicatins fr Prfessinal Grwth Has my prfessinal grwth t date been relative? Hw has my prfessinal grwth impacted students? Have my prfessinal grwth needs changed? If s, hw? Cunselr Signature: Date: Administratr Signature: Date:
33 Evaluatin Cnference End-f-Year Data What des the end f the year data shw? Attach data. Reflectin n Results Overall, what wrked, r what shuld be refined? Prfessinal Grwth Reflectin Hw can I use the results t supprt my future prfessinal grwth? What additinal prfessinal grwth needs t I have based n my self-assessment? Cunselr Signature: Date: Administratr Signature: Date:
34 Step-by Step SMART Gal Setting Prcess Rigrus, Realistic & Resultsfcused Timed & Tracked The gal is dable but stretches the bunds f what is attainable. The gal is bund by a timeline that is definitive and prgress is mnitred during the prcess.