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Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan.

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Presentation on theme: "Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan."— Presentation transcript:

1 Implementing the NC Guidance Essential Standards NC Professional Standards for School Counseling New NC School Counselor Evaluation Rubric Linda Brannan K-12 Student Support Services Consultant Curriculum & Instruction

2 NCDPI School Counseling Wikispace Click Professional Development on left side bar Then click School Counselors Guidance Essential Standards Training

3 NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

4 Wikispace Activity Find one resource on the Wikispace or LiveBinder that you will either use and/or share with a school counselor in your district List favorite resource on an index card – where to find it Make one/take one 4

5 Today’s Session… NC Guidance Essential Standards Alignment with National Standards Alignment with NC Professional Standards for School Counselors (2008) New School Counselor Evaluation

6 At the end of this session, participants will: Learn about DPI resources and tools to support the initiatives within the RttT Grant Understand the Guidance Essential Standards in order to meet the learning needs of all students Understand how using the ASCA National Model will create opportunities to implement a comprehensive data-driven school counseling program. Preview the new School Counselor Evaluation Instrument Make Connections! (*Data will be covered by your district leaders)

7 “The Connected Counselor” is a

8 Partnership for 21 st Century Skills Crosswalks, Pages 7-9 P21 website:

9 Life and Career SkillsLearning & Innovation Skills Information, Media, and Technology Skills Flexibility & AdaptabilityCreativity & InnovationInformation Literacy Initiative & Self-Direction Critical Thinking & Problem Solving Media Literacy Social & Cross-Cultural Skills Communication & Collaboration ICT Literacy Productivity & Accountability Leadership & Responsibility Core Subjects & 21 st Century Themes Core Subjects: English, reading or language arts; World languages; Arts; Mathematics; Economics; Science; Geography; History; Government and Civics 21 st Century Themes: Global Awareness; Financial, Economic, Business and Entrepreneurial Literacy; Civic Literacy; Health Literacy; Environmental Literacy

10 SBE GUIDING MISSION “The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.”

11 Graffiti Write What does a 21 st Century Counselor Do? Group Brainstorm Write as many ideas as possible on chart paper Post chart paper on the wall

12 Collaborates with all stakeholders Leader in the school Provides input to leadership team and PLCs Program aligns with school/district mission and SIP goals Establishes a data driven school counseling program S.M.A.R.T Goals and Strategies –positively affect student achievement –Reinforce 21 st Century learning across curriculum Advocates for equity and access for all students What does a 21 st Century Counselor Do?

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14 Vision of NC School Counselors NC State Board of Education, 2008 “The demands of twenty-first century education dictate new roles for school counselors. Schools need professional school counselors who are adept at creating systems for change and at building relationships within the school community. Professional School Counselors create nurturing relationships with students that enhance academic achievement and personal success as globally productive citizens in the twenty-first century. Utilizing leadership, advocacy, and collaboration, professional school counselors promote academic achievement and personal success by implementing a comprehensive school counseling program that encompasses areas of academic, career, and personal/social development for all students.”

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16 Consistent Themes A. Leadership B. Advocacy C. Collaboration D. Systemic Change to support Student Achievement

17 The old question was… “What do counselors do?” The new question is… as a result “How are students different as a result of the school counseling program?”

18 From Entitlement… to Performance To a program that: Focuses on outcomes and improved results Measures impact related to goals Attends to goals, objectives, and outcomes Changes and adapts to be more responsive From a program that: Focuses generally on the number of activities Measures the amount of effort & time Attends to the process of doing work Works to maintain the existing system

19 From Entitlement… to Performance From counselors who: Focus on good intentions Talk about how hard they work Few changes to their behavior or approach not data-driven To counselors who: Focus on accomplishments Talk about effectiveness Know their future rests on accomplishments Communicate goals and objective

20 Implications What is the purpose of the school counseling program? What are the desired outcomes or results? What is being done to achieve results? What evidence is there that the objectives have been met? Is the program making a difference?

21 Framework for NC School Counseling

22 NC Guidance Essential Standards

23 NC K-12 Guidance Essential Standards Mission State Board of Education Goal: NC public schools will produce globally competitive students. The Purpose of Standards: To define and communicate the knowledge and skills a student must master to be globally competitive.

24 DuFour What is the role of the SC?

25 What do we want students to learn? (NC Guidance Essential Standards) How will we know if they have learned it? (Data Literacy) How will we respond when they don’t learn it? (Connecting to Serve All Students) How will we respond when they already know it? (Connecting to Serve All Students) DuFour’s Questions for Educator PLCs about Student Learning

26 NC Standard Course of Study Common Core State Standards – English Language Arts (and Literacy in History/Social Studies, Science, and Technical Subjects) – Mathematics NC Essential Standards – Arts Education – Career and Technical Education * – English Language Development* * – Guidance* – Healthful Living (Health & Physical Education) * – Information and Technology* – Science – Social Studies – World Languages

27 Knowledge: Where are we now? Think/Pair/Share Summer Institute sessions District sessions PLC/Department meetings School level meetings on Common Core Literature review Other workshops/NCSCA Conference, etc. Webinars Not much background

28 NC School Counseling Wiki NCDPI School Counseling WikiSpace NCDPI School Counseling LiveBinder

29 NC Guidance Essential Standards Purpose: To define and communicate the knowledge and skills a student must master to be globally competitive.

30 Framework for NC School Counseling

31 Program Focus Program Focus: Student Competencies NC Guidance Essential Standards Alignment with National Standards for Students ASCA Student Competencies “Identify and prioritize the specific attitudes, knowledge and skills students should be able to demonstrate as a result of the school counseling program” ASCA National Model, 3 rd Edition NC Guidance Essential Standards “The ultimate goal for 21 st Century students is to be informed about the knowledge and skills that prepare them to be lifelong learners in a global context ” GES Preamble, 2011 Both are Student Centered

32 Crosswalk of K-12 Guidance Essential Standards ASCA National Competencies for Students Personal-Social Academic Career NC K-12 Guidance Essential Standards for Students Socio-Emotional Cognitive Career Revised Bloom’s Taxonomy Proficiency Levels Readiness/Exploratory/Discovery (RED) Early Emergent/Emergent (EEE) Progressing (P) Early Independent (EI) Independent (I)

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34 Preamble - IMPORTANT Overview, purpose & goals of the standards Organization and Structure Based upon the ASCA Standards for Students and Revised Bloom’s Taxonomy Not grade level but developmentally appropriate based upon proficiency levels of students Expectation that all school staff will be knowledgeable of the standards and ready to implement Guiding Question What do students need to know, understand and be able to do to ensure their success in the future, whether it be the next class, post-secondary study, the military or the world of work? (CCR)

35 Preamble Deep Dive into the Preamble Discuss/Share/Report out by groups – using the Google doc

36 Proficiency Levels Revised Bloom’s Taxonomy link to the Proficiency Levels of the NC Guidance Essential Standards

37 NC Guidance Essential Standards

38 Revised Bloom’s Taxonomy Proficiency Levels Strands Standards Clarifying Objectives by Proficiency Level GES Poster by Proficiency Level

39 Remember Understand Apply Analyze Evaluate Create name tell list describe relate write find predict explain outline discuss restate translate Compare solve show illustrate complete examine use classify examine compare contrast investigate categorize identify explain choose decide recommend assess justify rate prioritize create invent compose plan construct design imagine RBT Verbs R/E/DE/EEPEI I

40 Higher Order Thinking Analyzing, Evaluating, Creating Aligns with Proficiency levels –Early Independent –Independent

41 Analyzing Complete a Decision Making Matrix to help you make an important decision Role Play Construct a graph to illustrate selected information Design a questionnaire to gather information Breaking information down into its component elements

42 Evaluating Activities and Products Write a letter to the editor Prepare and conduct a debate Evaluate the character’s actions in the story Write a persuasive speech arguing for/against…

43 Creating Activities and Products Write about your feelings in relation to… Write a TV show, play, puppet show, or pantomime about… Design a CD, book, or magazine cover for… Sell an idea

44 Lower Level Questioning Remembering, Understanding, Applying Appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content

45 Higher Level Questioning Analyzing, Evaluating, Creating Appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own

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47 Let’s Look at Corduroy Original Lesson: Who is Corduroy? Where is he? How did he get his name? Does anyone know what the material called corduroy looks and feels like? Why did Corduroy go out into the store? Why was it important to find his button? How did the story end?

48 Remodel the Lesson How could we remodel lesson to show higher order thinking and questioning skills related to school counseling. 1.Lesson that shows analyzing 2.Lesson that shows creating 3.Lesson that shows evaluating 4.Question that shows analyzing 5.Question that shows creating 6.Question that shows evaluating

49 Looking at Corduroy Differently Sharing Share questions and lessons Reflection What level of questioning did the original lesson focus on? How was the remodeled lesson and questions different? What is the benefit of the difference to students?

50 Diving Deeper Guidance Essential Standards

51 Understanding the Structure of the Guidance Essential Standards Revised Bloom’s Taxonomy Proficiency Levels

52 Our Guiding Question?

53 Example: Essential Standard Readiness/Explorator/Discovery: RED.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Understand the importance of self-control and responsibility. Activity: Your best friend tells a lie about you to several of your friends. Describe how this makes you feel. Draw a picture showing how this made you feel. List three (3) things you can do in this situation to help you control your emotions.

54 Example: Essential Standard Early Emergent/Emergent: EEE.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Contrast appropriate and inappropriate physical contact. Activity: A student keeps purposefully bumping into you each time that student sees you. This behavior is now making you uncomfortable. List some ways you can approach this student and express how this behavior makes you feel. Demonstrate to me what you consider to be your “personal space”. Role Play how you can approach and talk with student.

55 Example: Essential Standard Progressing: P.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Identify how to set boundaries that maintain personal rights while paying attention to the rights of others. Activity: You have been divided into groups in your class. As a group leader, you made the team assignments, but one member is not joining the group and fulfilling his duties. List some approaches you might use to address this student? Identify how this student’s actions are affecting others in the group. Explain how the student is not demonstrating responsibility to the group? Develop an action plan as a group that would help everyone get involved.

56 Example: Essential Standard Early Independent: EI.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Explain the impact of personal responsibility on others. Activity: You are with two friends when a third friend asks you to steal an item off the lunch line. How would you categorize this behavior (stealing)? What function will your personal values play in your decision making about this request? Analyze how your decision in this matter could affect your future.

57 Example: Essential Standard Independent: I.SE.1 Understand the meaning and importance of personal responsibility. Clarifying Objective: Understand the importance of self-control and responsibility. Activity: Your classmate who is the class representative has a reputation for not being hones and not following through on promises. He asked you to chair a committee to examine the school’s discipline code. You are undecided about how to answer because of reputation. Explain your decision in terms of personal responsibility and leadership. Predict (hypothesize) your classmate’s reaction. How would you justify your decision while maintaining a positive relationship with your classmate?

58 Where are we now? How does what we currently do fit with the new Guidance Essential Standards? Divide into level groups: elementary, middle and high

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60 The Guidance Essential Standards Collaborative Groups 1.List the school counseling activities that are currently being done. How do these align with the objectives listed for each proficiency level. ( What are you already doing that fits?) –What are some of the resources being used? 2.Where are the gaps? –Brainstorm activities you could do to fill the gaps. 3.What curriculum areas might you collaborate with to integrate the Guidance Essential Standards? Where do you begin? –Who are your “peeps” and natural connections?

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62 Fun times Understanding the Standards Beach Ball Activity S – choose a strand/standard and read aloud CO/PL – read aloud a clarifying objective & proficiency level within this standard then state one PL verb for this specific CO A – describe a counseling activity using the proficiency level verb that might help a student understand this standard and clarifying objective

63 I will… Write 3 things you will do when you return to your school to begin the planning for/ or implementing the Guidance Essential Standards? Who do you need to connect with first?

64 21 st Century NC School Counseling Programs are: Data driven Comprehensive, preventive and developmental Provide equity and access to every student Promote student achievement for college and career readiness Evaluate and seek continuous improvement/Accountable to stakeholders

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66 Vision of NC School Counselors NC State Board of Education, 2008 “The demands of twenty-first century education dictate new roles for school counselors. Schools need professional school counselors who are adept at creating systems for change and at building relationships within the school community. Professional School Counselors create nurturing relationships with students that enhance academic achievement and personal success as globally productive citizens in the twenty-first century. Utilizing leadership, advocacy, and collaboration, professional school counselors promote academic achievement and personal success by implementing a comprehensive school counseling program that encompasses areas of academic, career, and personal/social development for all students.”

67 Shifts … Then…. Then…. “Guidance Counselor” Random Student Support Services Go-to person at school for other, non-counseling related duties

68 Role of School Counselor in 21 st Century Learning New role supports 21 st Century learning New role aligns with national standards from ASCA approved by SBE in 2008 Program services and curriculum align to Common Core and NC Essential State Standards Data-driven to support student achievement

69 Now…. 21 st Century School Counselor LeadershipAdvocacyCollaboration Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.

70 Graffiti Write Part II Distinguish roles on the chart –green dots (old role) “Guidance” Counselor –red dots (new role) “School Counselor” Post chart on wall Gallery Walk – observations

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72 The performance evaluation rubric is based on the 2008 NC Professional School Counseling Standards Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Standard 2 – School counselors promote a respectful environment for a diverse population of students. Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program. Standard 4 – School counselors promote learning for all students Standard 5 – School counselors actively reflect on their practice. No Standard 6 or 8

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74 Performance Appraisal Ratings Developing – an awareness or some knowledge Proficient – demonstrating/doing - implementation of standard. You are a good counselor who is able to meet the requirements of your job role on a routine basis Accomplished – mentor other counselors or share components of school counseling program within school/district Distinguished - able to share successful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally ******************************************************************************* Not Demonstrated– professional area to work on developing

75 Standard 1 – School counselors demonstrate leadership, advocacy, and collaboration. Four Elements: A. Demonstrate leadership in their school B. Enhance the counseling profession C. Advocate for schools and students D. Demonstrate high ethical standards

76 Standard 2 – School counselors promote a respectful environment for a diverse population of students Five Elements: A. Promote a respectful environment for diverse population of students B. Embrace diversity in the school community and world C. Treat students as individuals

77 D. Recognize students are diverse and adapt their services accordingly E. Work collaboratively with the families and significant adults in the lives of students

78 Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program Four Elements: A. Align their programs to support student success in the NC Standard Course of Study B. Understand how their professional knowledge and skills support and enhance student success

79 C. Recognize the interconnectedness of the comprehensive school counseling program with academic content areas/disciplines D. Develop comprehensive school counseling programs that are relevant to students

80 Standard 4 – School counselors promote learning for all students Four Elements: A. Know how students learn B. Plan their programs for the academic, career and personal/social development of all students C. Use a variety of delivery methods D. Help students develop critical thinking and problem-solving skills

81 Standard 5 – School counselors actively reflect on their practice. Three Elements: A. Analyze the impact of the school counseling program B. Link professional growth to the needs of their school and their program goals C. Function effectively in a complex dynamic environment

82 Uniqueness Observations School Counseling Activities Professional Growth Plan Observables vs. Nonobservables

83 Timeline – Developed and approved by SBE – Validation/Pilot Study HR Directors contact Training for participants in November/December – Full implementation across all LEAs in NC

84 Reflection What are the benefits of the new school counselor evaluation? Where will there be challenges in your district? Solution-focused Sharing!

85 Pulling it all together….

86 Where are we going? Where are we now? How do we close the gap? Pulling it together… Know & learn the 2008 Professional Standards for School Counseling Review and learn the Guidance Essential Standards (GES) Start GES implementation planning in curriculum areas where there are natural alignments & connections? Review your school’s data What are the areas of need indicated by the data? Gaps? Use SIP! How do the strategies align with the SIP?

87 Where are we going? Where are we now? How do we close the gap? Review all information with your administrator Develop a program to include in the annual agreement Analyze Outcome Results Data & Publicize Use the ASCA National Model as a framework Align program to meet SC Evaluation Program Planning Assure other curriculum areas understand the Guidance Essential Standards Work with teachers through PLC’s/PLT’s Include Direct and Indirect Services to Students Align with SIP goals of the school & district = data! Program Planning Assure other curriculum areas understand the Guidance Essential Standards Work with teachers through PLC’s/PLT’s Include Direct and Indirect Services to Students Align with SIP goals of the school & district = data!

88 School District Work Where are we now? Where is the most pressing work/ our priorities? What are the next steps? Who do we need to collaborate? What are some final products/deliverables we can create to demonstrate our work? How do we communicate our plans/work in our school and district?

89 Questions? Linda Brannan

90 Useful Websites School Counseling Wikispace: NCDPI School Counseling LiveBinders – link to this site from the wikispace NC Falcon: note the Professional Development tab on the left – formative assessmentshttp://www.ncpublicschools.org/acre/falcon/ NC Education: RBT video https://center.ncsu.edu/nc/login/index.php https://center.ncsu.edu/nc/login/index.php American School Counselor Association (ASCA)

91 References & Resources ASCA National Model: Framework for School Counseling (3 rd ed.) (2012)., American School Counselors Association. Alexandria, VA Dahir, C.A. & Stone, C.B. (2012) The transformed school counselor (2 nd ed.). Belmont, CA: Brooks/Cole Dimmitt, C., Carey, J.C. & Hatch, T. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press Ehren, B. EdD, Montgomery, J., PhD, Rudebusch, J., EdD, Whitmire, K., PhD, New Roles in Response to Intervention: Creating Success for Schools and Children, November 2006 RTI Action Network. Retrieved June3, J2ZMCFQEQGgodmTvPaA Shaprio, E. S. Tiered Instruction and Intervention in a Response-to-Intervention Model. Retrieved June 5, Young, A., & Kaffenberger, C. (2009). Making Data Work. Alexandria, VA: American School Counselors Association

92 “The digital tools used during the course of this training have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the training.”

93 NCDPI Contact Linda Brannan School Counseling Consultant NC Department of Public Instruction Division of K-12 Curriculum and Instruction


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