1 Rhode Island School Counselor Evaluation Jean Greco, Patricia Nailor and Karl Squier RISCA Spring Conference Rhode Island Convention Center April 11, 2013

2 Purpose of Presentation  Update school counselors on status of Rhode Island Support Professional Evaluation System  Discuss requirements and the types of evidence that will demonstrate your proficiency  Provide examples of how you can begin to prepare

3 There are many ways to look at the school counselor evaluation system

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10  Improve school counselor practice and the effectiveness of the school counseling program  Determine our strengths and areas in which we need to improve  Identify professional development opportunities that can help reinforce our strengths and strengthen our weaknesses OR we can see it as a process to …

11 Two Evaluation Models  RIDE Model  Innovation Model  Your district is already using one of these models for teacher and administrator evaluations and will use the same model for support personnel when it is completed

12 Support Personnel Include:  School Counselors  Social Workers  School Psychologists  Librarians  Reading Specialists  Speech Language Pathologists  School Nurse Teachers

13 RIDE Model Overview  Professional Growth Plan  Evaluation Conferences  Ongoing reflection and planning Evaluation CriteriaSupport System

14 Overview: Professional Practice  Unique to the Support Professionals Model  Built upon the standards for all support professionals  Holistic scoring at the end of the year based on a preponderance of evidence  Consists of 8 com ponents

15 Overview: Professional Foundations  Holistic scoring at the end of the year based on a preponderance of evidence  Consists of 6 components

16 Overview: Student Learning  Follows the same process as teachers and building administrators (eg approval process, number of objectives, and scoring)  Support professionals may select appropriate student learning measures based on their role and conversation with their evaluator  Have the additional option of the Student Outcome Objective

17 Implementation Timeline Winter 2012/13Spring 2013Summer SY SY MODEL DEVELOPMENT FIELD TESTTRAININGGRADUAL IMPLEMENTA- TION TRAINING & FULL IMPLEMENTA- TION Ongoing support professionals workgroup meetings Finalize model Design training Design and set up field test Conduct field test Communication with support professionals workgroup Train evaluators for gradual implementation All support professionals will participate in the process Collect data and continue the model refinement process Finalize model for full implementation Train field Support implementation

18 Evaluation is Based on School Counselor Role and Responsibilities School counselors help students develop the knowledge, skills, attitudes, beliefs and habits of mind that enable them to profit maximally from their instructional opportunities and experiences

19 Support Professional Evaluation Includes Evidence of  Quality of program planning  Quality of delivery of service  Consultation and collaboration  Student learning  Professional responsibilities  Content of knowledge of area of professional specialization  Support of district initiatives

20 Important Types of Evidence that Meet Multiple Criteria  Ocean State School Counselor Accountability Report (OSSCAR)  Counselor-Principal Plan  Documentation of Targeted Interventions  Personal Statements  Portfolio

21 OSSCAR  Ocean State School Counseling Accountability Report (formerly SPARCri)  Uses data to demonstrate the impact of the school counseling program on student achievement and school climate  Provides compelling evidence of the value of school counselors  Contains evidence of counselor performance that meets multiple criteria

22 Counselor-Principal Plan  A plan developed by the counselor and principal that identifies expected results for the year, action steps to be taken and measures to determine when the results have been achieved  Multiple opportunities to collaborate with others in the school  Targets specific areas that need to be addressed in order to fully serve students and their families

23 Documentation of Targeted Interventions  Action research project that uses data to identify a problem, develop a plan to address it, and analyze its outcomes and next steps  Development and delivery of a counseling curriculum activity, along with analysis of its impact  Small group interventions addressing specific problems (e.g., bullying)

24 Personal Statement  Descriptive narrative on one’s contribution to student success and school improvement  Can focus on how one has respect for others, collaborates with colleagues, contributes to school and district-wide improvement efforts  Provides an opportunity to articulate one’s personal vision for excellence as a school counselor

25 Portfolio  A collection of artifacts that demonstrates counselor participation in and contribution to student achievement and school community  Can be used as a repository for artifacts that support the OSSCAR, counselor-principal plans, personal statements and targeted interventions  Can be used to organize information for reports and presentations

26 Reflective Exercise Close your eyes What have I done that made a difference in my students’ lives? How can I demonstrate it?

27 RISCA Will Provide  Updates on development of RIDE and Innovation support personnel evaluation system via: RISCA ListServe RISCA Website RISCA Newsletter RISCA sponsored professional development workshops

28 Our Advice to You KEEP CALM AND CARRY ON

29  The evaluation process will be meaningful and help Rhode Island School Counselors improve their practice, their program and their schools  Input and feedback from school counseling practitioners are critical to this process  We encourage you to let us know your thoughts throughout the development process  Contact us at Join the Dialog

30 Contact Information  Jean Greco, RISCA Executive Director  Patricia Nailor  Karl Squier  RISCA Website