Presentation on theme: "Implementing the NEW School Counselor Evaluation"— Presentation transcript:
1Implementing the NEW School Counselor Evaluation Barb Brady. Ph.D., School Counseling CoordinatorOffice of Secondary Programs
2Objectives Review Purpose of Evaluation System Review Components of SystemReview Process and TimelinesComplete Program AuditUnderstand & Practice Using RubricsReview and practice developing Standard Element & Student Impact Goals using S.M.A.R.T principlesPractice using goal setting formsAnswer questions/troubleshootUnderstand Support & Corrective action plans
3VISION: West Virginia will have a comprehensive and equitable evaluation system that clearly articulates, measures, rewards, and develops educator effectivenessThe Task Force established this VISION for the new system.Take a moment to reflect on the words.Pick out 1 or 2 words that really resonate with you. Turn to your neighbor and tell them your 2 words and why you chose them.
4Key FactsAll educators, principals, and counselors are evaluated annuallyThe evaluation system is a growth modelThe counselor takes the lead role in assessing his/her practices and program and establishing growth goals.The counselor evaluation is guided by five standards, aligned with the WV School Counseling Model.
5Key FactsA set of well defined rubrics guide counselors’ self reflection to identify strengths and weaknessesSelf Reflection is evidenced basedSchool Counselor evaluation processes and timelines are closely aligned with the principal and teacher evaluations.
6Historical Perspective 2010 Standards AdoptedEvaluation Task ForcesSystem Piloted & RevisedStatewideDemonstration SchoolsIn 2009: The new WV Professional Teaching Standards were adopted by the WV Board of Education. You will find that Standards 1-5 of the Educator Evaluation system are the state-wide teaching standards.In 2010: The US Dept of Education awarded grants to states from the Stimulus and ARRA funds that required a revised educator evaluation systemBeginning in 2010 and continuing through2012: A task force for the new educator evaluation system assembled, and they began work on the new educator evaluation system. The taskforce comprised teachers, counselors, principals, superintendents, teacher organizations, and other key stakeholders. The work of the task force continues.In the School year: The Educator Evaluation system was piloted in twenty-five schools. Passed during the 2012 West Virginia Legislative session , House Bill 4236, sponsored by Governor Tomblin, enacted a system for expanding the new system statewide.school year: There will be 136 Demonstration schools, consisting of the 25 pilot schools, and 111 demonstration schools. Those attending this meeting are representing the demonstration schools.Federal Policy
7WV School Counseling Model Adapted from ASCA’S National Model® WVDE Policy 2315 West Virginia School Counselor Performance StandardsPROVIDEResearch-based framework for school counselors to enhance success for ALL studentsEach of us may have challenges to overcome in our individual settings; however, this policy gives each of us the foundation for developing our ideal counseling program. This may be or not a long process because we are changing the way school counselors work and the way school counselors have been treated in the past. Change is usually not welcomed by others. Therefore, we must be diligent in promoting what school counselors do and are required to do by state and county policy.The state policy requires we spend no more than 25% of our time in planning and managing our programs. This includes administrative and clerical functions necessary to carry out our school counseling program, planning programs, keeping calendars, analyzing data to determine student need, program auditing, etc. The policy requires that 75% of the counselors time be spent delivering direct services to students.
8Standard Elements align with the WV School Counseling Model and Policy 2315 SO this leads up to the ASCA National ModelAs you view the graphic, you will notice there are four areasFOUNDATIONDELIVERY SYSTEMMANAGEMENT SYSTEMACCOUNTABILITYThe visual show that the foundation, a program’s core beliefs, philosophy and mission, dictates both how the program is management and how it is delivered.These two components go hand in hand:Delivery system is the ways in which counselors deliver services.The management system ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student.Both the delivery and management lead to the Accountability component.And accountability leads back to the foundation because results of our program lead to program improvement, which begins once again with the foundation.
9A Picture of the WV Professional School Counselor Standards Standard 1: Program Planning, Design and ManagementStandard 2: Program DeliveryStandard 3: Data Driven Accountability and Program EvaluationStandard 4: Leadership and AdvocacyStandard 5: Professional Growth and ResponsibilitiesBegin in July with the 100+ page document.Wordle’s – were to begin to ensure that the standards were a picture of what we would want a school counselor to know and be able to do.
10Standard Elements align with WV’s Multi-tiered Prevention-based System Tertiary Prevention:SpecializedIndividualizedSystems for Students with High-RiskCommunity/School PartnershipsSecondary Prevention:Specialized GroupsSystems for Students with At Risk BehaviorPrimary Prevention:School/Classroom-Wide for Students, Staff and Families[advisor-advisee and developmental guidance]
11School Counseling Has Changed Changing from…Moving toward….Random Acts of GuidanceCounselor centeredEverything to everyoneSpending 80% of time… with 20% of studentsLack of planning and documentationGatekeepersWorking in silosA Planned ProgramSupporting all students being Career/College readyClassroom lessons/ developmental guidance/individual student planning for all studentsProgram documentation/Use of calendarsClosing the gap in achievement / use of data/ partners in achievementCollaboration/ systemic change agent
12Architecture of West Virginia Professional Counselor Standards Standards (5) – Broad statements/ constructsFunctions(19) – Describes the important functional or procedural parts of the standardIndicators (50) – Further delineate the functions into observable measures and are described by rubrics
13Evaluation Standard Elements Standard 1: Program Planning, Design and ManagementCSE 1.1 – The school counselor assumes a leadership role in planning, designing, and advocating for a balanced, school counseling program aligned with the state model.CSE 1.2 – The school counselor manages and documents the school counseling program according to the WV School Counseling Standards.Standard 2: Program DeliveryCSE 2.1 – The school counselor facilitates the implementation of an integrated comprehensive guidance curriculum .CSE 2.2 – The school counselor manages and documents the school counseling program according to the WV School Counseling Standards.CSE 2.3 – The school counselor facilitates the delivery of a continuum of intervention and responsive services.CSE 2.4 – The school counselor coordinates a seamless, systematic approach to academic, career and personal/social student supports .CSE 2.5 – The school counselor facilitates a coordinated approach to the individual student academic and career planning.Standard 3: Data Driven Accountability and Program EvaluationCSE 3.1 – The school counselor facilitates the implementation of an integrated comprehensive guidance curriculum .
14Evaluation Standard Elements Standard 4: Leadership and AdvocacyCSE 4.1 – The school counselor advocates for the success of all students by promoting equity and access.CSE 4.2 – The school counselor collaborates with various stakeholders.Standard 5: Professional Growth and ResponsibilitiesCSE 5.1 – The school counselor seeks ongoing, relevant professional development.CSE 5.2 – The school counselor demonstrates professional and ethical practices.CSE 5.3 – The school counselor contributes to the growth of the profession.
15Job Description Alignment Are county/school job descriptions aligned with the WV School Counseling Model and WV Performance Descriptors?Model Job descriptions have been created to align with new standards.Appendix A in Model bookletOverarching job descriptionsProgrammatic level – recommendationsInstitutional Ed./ Vocational Technical SchoolsJob descriptions must support counselors being ableto be ‘accomplished’.
18Step 1: Self ReflectionReview Program Audit to examine program completeness and establish at least one annual program growth goal.Complete self-reflection using the 13 standard element rubricsDetermine performance level on each element based on evidence you could present.
19Self Reflection includes assessing program completeness to guide setting annual program growth goals.
20Architecture of West Virginia Professional Counselor Standards Element Rubrics – Performance descriptions of the standard elementLevels of PerformanceDistinguishedAccomplishedEmergingUnsatisfactoryDescriptions of how practice “COULD” look. The actual implementation of the standards and functions is done based on school needs and in a way that is designed by the counselor. The indicators/rubrics are not a cookie-cutter prescription but are some guidelines of what effective practice might look like.
22Self Reflection is guided by examining one’s own performance level in each of the 13 standard elements.Page 17
23West Virginia’s Got Talent! Now we are going to do a quick Activity to test our understanding of the 4 Performance levelsThis is called the “West Virginia’s Got Talent” ActivityTake 2 minutes and self reflect on your performance level on these various talents.Take 1 minute and tell your neighbor how you did. What was your highest rated area and lowest rated area?Anyone her distinguished at everything?
25EvidenceEvidence is provided to support performance level determination.To be distinguished, evidence must be noted in the system.Evidence is particularly critical when there is a disagreement between the assessed performance level between the counselor and the evaluator.Evidence is provided to support performance level determinationTo be distinguished, evidence must be noted in the systemEvaluators record data using the Observation form**NOTE – this is different from the current system because the observation is one piece of evidence. It is no longer “the evaluation” per se
26Sample EvidenceThe use of electronic calendars as counselors plan their activities can easily be downloaded and shared as evidence.Sample evidence are identified within the evaluation system.Remembering to save and organize documentation is key. It should not be extra work.
27Review of WVDE Counseling Log Use of TimeReview of WVDE Counseling Log
28Annual Calendar Month Programs and Activities July August September OctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJune
30Daily Schedule Time Activity 7:30 Anger Management Group 8:30 Office – Responsive Services9:30Program Planning and Management (my office)10:15Classroom Guidance Lesson – Conflict resolution skills – Hughes 30211:30LUNCH12:00Study Skills Group1:00Classroom Guidance Lesson – Conflict resolution skills – Smith 1172:00Classroom Guidance Lesson – Conflict resolution skills – Acorn 2023:00Consultation – Parent and Mrs. Jones (my office)3:30SAT meeting – Jimmy Weathers – B Building Conference Room4:15Counseling Log
31Observations Are optional for counselors May be requested by the principal or counselorsCounselors may also request that a teacher or other stakeholder observe to document major events.Observer only completes the part related to the critical element(s) being observed.Principal must prearrange observation and ensure activity being observed is not of a confidential natureCan be used as performance level evidence.In the old evaluation system some people often confused the Observation to actually be the Evaluation. Observation is not the evaluationObservation should last One class period or minimum of 30 minutesIt should be supported by evidence and conversation
32How much evidence is enough? One of the lessons that we learned from the Pilots was that some schools questioned how much evidence was necessary?If not enough evidence is provided, the system may appear subjective or biasedIf too much evidence is required, the trust-factor is diminished and educators may spend too much time documenting something that is already clear.
33Self ReflectionSelf-reflection provides educators the opportunity to consider personalized plans for continued professional growth and to aspire to the highest levels of achievement. Educators on all progressions complete a self-reflection to assess actual professional practice related to the five professional teaching standards. Which performance level are you most like in each Standard Element?What evidence could you produce to substantiate that rating?
34Step 2: Goal Setting Develop 2 preliminary goals: Standard Element S.M.A.R.T GoalStudent Impact GoalParticipate in Goal Setting Meeting with Principal by Nov. 1Finalize goals and discuss action steps/strategies for goal attainment.
35SMART Goals S - Specific M - Measurable R – Results-oriented The outcome is clear.S - SpecificYou can count it or see it.M - MeasurableYou have what you need to be able to do it.A - AchievableIt is aligned with school/district goals.R – Results-orientedA specific date has been set.T - Timed
36Action Plans: Evaluation Website Once goals are set, counselors will develop action steps to guidegoal attainment, identifying resources needed to achieve goal.
37Student Impact GoalOne goal requires the counselor to work to improve an evidence-based area that impacts student achievement. Goal must relate to academic, career, and personal/social student standards and may includes such areas as:Improving attendanceDecreasing discipline referralsDecreasing retentionsIncreasing the number of documented academic/career plansIncreasing parental engagementImproving graduation ratesDecreasing dropout rates….and so forth
38Goal Alignment Moving away from working in isolation Align school counseling goals with:State goals/initiativesDistrict goals/initiatives/data outcomesSchool goals/initiatives/data outcomes/mission statement
39Context Who and what will you Impact? Academic, Career, Personal/SocialAll StudentsGrade LevelMultiple GradesAt-riskHigh RiskWho we teach is equally important to what we teach. The new evaluation system honors the hard work that teachers do every day in classrooms all across West Virginia so that students learn and enjoy success. So often we are asked what we teach. Perhaps another important questions is who we teach. We as teachers know that classes vary year to year, period to period. Remember to describe the context of the student you actually teach when designing a goal. What may have worked with a particular group of students may not do so with another. Take a moment to share with those at your table what you teach as well as who you taught this year. Pay special attention to the exceptionalities: The special challenges our students face whether an IEP or 504 Plan. In doing so, we remind ourselves of the importance of personalized learning, a key focus of our work. We want to recognize the good work that teachers do to reach and challenge all learners in their classrooms.
40Two Data Points Clear Beginning and End Results by May 1 QuarterSemesterAcademic YearResults by May 1Attendance recordsDiscipline recordsCareer portfoliosPost-secondary/ scholarship logsParent involvement sign-in sheetsNeeds assessment dataBullying incidence reports… and so forthTwo data points are used to demonstrate progress within the Student Learning GoalGoals may span a quarter, semester, or academic year.Assessments used to measure student progress may be standardized assessments, or they may be teacher-created.Results are due by May 1.
41Measures of ProgressWESTEST II data cannot be used as a measure of the student impact goal.
42Online evaluation system (form in evaluation guide) will aid counselors in the development of the student impact goal.
43Step 3: Mid-Year Progress Check OPTIONALPrincipal or counselor may request a face-to-face progress meeting (between Nov. 1 & January 1)Action Plans may be adjusted to meet goalAdditional resources may be requested.Principal may ask for evidence toward goal attainment.
44Student Impact GoalA Student Impact Goal is set in collaboration with principal/school leadership team and should align with an overarching school goal and school’s strategic plan.
45Web Resources: Help with Documentation School Counseling Website – Documentation Handbook Student Needs Assessments Protocols
46Web Resources: Help with Documentation LINKS Program LINKS NetWorth NetsSmart – aligned with school counseling standards Group Guidance Lessons Guidance Curriculum
47Step 4: Year-End Meeting Face-to-Face Meeting between Counselor and Principal (between May 1 – June 1)Counselor presents updated:performance levels based on end-of year self reflection.Program audit to demonstrate program growthAny evidence to validate performance levels (documents online)Principal completes summative assessment
49Standard 6 rubrics provides guidance assist Counselors in and a self assessing and meeting goal.
50Focused Support Plans Rationale Comprehensive system of supportCulture based on trust, support and professional growthActive role for educatorsTime and resourcesThe educator evaluation system offers educators plans to address areas of concern as part of a comprehensive system of support.A school culture based on trust, support and professional growth is foundational for successful implementation.The plans invite educators to participate actively in improving professional practice while acknowledging that significant support is necessary for optimal results.Both the focused support plan and the corrective action plan recognize that time, resources and collaboration with other educators are essential to success.
51Focused Support Plan Essential Components: Identified area of concern with reference to the standard(s) to be addressedExpectations for change9 week timeline for implementationResources for support, including referral to other educatorsThe focused support plan must include these essential components:Identified area of concern with reference to the standard(s) to be addressedWhat are the Expectations for changeDevelop a 9 week timeline for implementationOutline the Resources for support, including referral to other educators
52Focused Support Plan Proactive, preventative Area(s) of concern in one or more performance standardsSupport meets individual needsThe focused support plan is a proactive, preventative measure that supports individual improvement and professional growth.The focused support plan may commence only after a purposeful conversation and when there is documented evidence indicating an AREA OF CONCERN based on one or more of the five performance standards.After that area is identified, the type of support needed would also be identified. Different types of support may be considered to meet individual needs such as: Professional development, Coaching/Instructional support, Mentoring, Peer observation etc.
53Focused Support Plan Nine Weeks Decision Standard met-removed from planAdequate progress– another Focused Support Plan3. Inadequate progress– Corrective Action PlanAt the conclusion of the nine-week focused support plan, if evidence demonstrates that the standard has been met, then the plan is successfully completed.If evidence demonstrates that adequate progress has been made, the focused support plan will continue for a second nine-week period.If there is inadequate progress on the standard related to the area of concern, an evaluation will be completed and a corrective action plan will be initiated.
54Corrective Action Plan Essential components:Identified area of unsatisfactory performance with reference to the standard(s) to be addressedExpectations for changeTimeline for implementationResources for support, including referral to other educatorsHere are the Essential components of a Corrective Action Plan:Identified area of unsatisfactory performance with reference to the standard(s) to be addressedExpectations for changeTimeline for implementationResources for support, including referral to other educators
55Corrective Action Plan 18 weeksUnsatisfactory performance shown in a completed evaluationInadequate progress on focused support planCertain instances may require immediate actionDeterminativeThe corrective action plan is typically initiated when a focused support plan shows there was inadequate progress and when an evaluation is completed that shows unsatisfactory performance based on one or more of the five performance standards.However, certain instances of misconduct as specified in W.Va. Code §18A-2-8 may require immediate action and/or a corrective action plan.The corrective action plan spans 18 weeks and may commence at any time during the school year.The corrective action plan is determinative and may not be repeated.Evidence of adequate progress must be demonstrated by the conclusion of the 18-week corrective action plan. If evidence does not demonstrate that adequate progress has been made at the conclusion of the 18-week period, termination for unsatisfactory performance shall ensue.
56Professional Conduct Standard is not calculated into summative evaluation because educators don’t need “extra credit” for meeting basic job requirementsAreas of concern may be addressed through a planThese are the things that we do every day as professionals“Meets Standard” is the expectation for everyone
57Online Evaluation System During the school year all school counselors in WV will convert to the new school counseling evaluation system which consist of following components:Self-reflection (using evaluation rubrics and Program Audit)Initial Goal Setting Meeting NotesMid-year Meeting Notes (if applicable)Standard Element Goal Setting FormStudent Impact Goal Setting FormEvidenceObservations (if applicable)Year-End Evaluation and Summative Rating
58The next few slides provide a step-by-step walk through of the process of completing the school counselor evaluation on the online system.
59In order for counselors and principals to access the counselor information on the online evaluation system in each school, each counselor must have and use a WVEIS WOW ID. #. It is important for counselors/principals to work with your RESA WVEIS Contact to ensure that you locate or acquire your WVEIS WOW ID number, if you have not already done so. PLEASE NOTE: There is a clear difference between the employee id and user id. The user id is assigned for employee access to WVEIS WOW. The employee id is used for all other work and payroll identification. This is not the WVEIS WOW ID. Counselors use a different ID for logging into WVEIS WOW. When counselors sign-in to WOW if prompted to do enter an ID, they have not yet been assigned a WOW ID. If counselors are not prompted for the employee id when accessing WVEIS WOW it is because they have already provided previously. If counselors do not know their ID or do not have one, contact your County WVEIS Contact to locate or create your ID.
60Go to screen http://WVEIS. k12. wv. us Go to screen . Click on “sign-on to WVEIS on the Web”.
61Enter Employee ID. It you don’t know your employee ID, check your paystub or contact your WVEIS County contact.
62After logging in you will land here After logging in you will land here. Click on Menus in the upper left corner to proceed.
65To complete self-reflection, counselor will click on Add self reflection. To add goals, counselor will click on Add a Goal. To add evidence, counselor will click on add evidence.Counselor Jump Screen
66To complete the self-reflection, counselor will click on each standard element, review the performance criteria to the rite and then click on the level as self assessed.Distinguished Accomplished Emerging UnsatisfactorySelf Reflection
67When principal is ready to complete evaluation, principal will click on Evaluation 2014 under Evaluations Counselors. Principal will then click on ‘Add an Evaluation”.
68Principals will land on this screen and will evaluate the counselor on each standard element and the two goals using a process similar to the teacher evaluation. The principal and counselor will refer to the standard element rubrics, any evidence, and the Program Audit during the end of the year meeting when the summative rating is recorded. The process can be completed in one setting or during multiple settings. If the principal leaves this screen before the evaluation the evaluation is complete, hit save in order to commit the data to the database. Once the evaluation is complete and ready for the counselor review, the principal must finalize the evaluation by clicking on the check box.
69This screen allows the counselor to review the evaluation, provide an addendum and to accept the evaluation. Once the counselor accepts the evaluation he/she can print the evaluation. However, the final summative rating score will not be available until school growth scores are tabulated.
70Additional Resources WVDE Evaluation Support Page Goal and Work Plan SamplesPilot Wiki
71Please pick up your attendance certificate. THANK YOU!!Please pick up your attendance certificate.