School Counselor Evaluation RubricEvaluating with Fidelity Linda Brannan, M.Ed, NBCT K-12 Student Support Services Consultant NC Department of Public Instruction

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Process Ratings Standards Uniqueness Review of School Counselor Evaluation

Annual Evaluation Process Processes Timeline

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 1. Before participating in the evaluation process, all school counselors, principals, and peer evaluators should be trained by their district, through self-study, or by other experienced trainers on the evaluation process.

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 2. Within two weeks of a school counselor’s first day of work in any school year, the superintendent or principal will provide the school counselor with the Rubric for Evaluating North Carolina School Counselors and a schedule for completing all the components of the evaluation process.

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 3. Using the Rubric for Evaluating North Carolina School Counselors, the school counselor shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 4. Before the first observation, the evaluator shall meet with the school counselor to discuss the school counselor’s self-assessment based on the Rubric for Evaluating North Carolina School Counselor, the school counselor’s most recent professional growth plan, and the session(s) to be observed..

Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 5. The evaluator shall conduct at least one observation of a counseling activity, meeting with students and/or parents, or other meeting or session being led by the school counselor. (For probationary counselors and in the renewal year, 3 observations will be conducted)

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 6. The evaluator shall conduct a post- observation conference no later than ten (10) school days after each formal observation.

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 7. Prior to the end of the school year and in accordance with LEA timelines, the evaluator shall conduct a summary evaluation conference with the school counselor.

Annual Evaluation Process Orientation Self-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 8. School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.

21 st Century School Counselor Leadership Advocacy Collaboration Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.

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

New Question How are students different as a result of the school counseling program?

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.”

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

Performance Appraisal Ratings (Growth Model) 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 evidenced – professional area to work on developing

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

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

D. Recognize students are diverse and adapt their services accordingly E. Work collaboratively with the families and significant adults in the lives of students Standard 2 – School counselors promote a respectful environment for a diverse population of students (cont)

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

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 Standard 3 – School counselors understand and facilitate the implementation of a comprehensive school counseling program (con’t)

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

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

Uniqueness Observations School Counseling Activities Professional Growth Plan School Counseling Code of Ethics

What is an Observable Activity? 3 Observations per year Brainstorm activities that are observable Discuss with your group put on chart paper to post. Phone photos & Gallery walk to get ideas from the charts.

Think Tank Group Work: Deeper Dive into the new School Counseling Standards Divide into groups (1 group/standard) Think how SC use data and evidenced-based practices to meet elements/standards Complete the Google Doc for the assigned Standard on the Day 2 link Report out to the larger group

Self Assessment & Program Assessment SC Evaluation Self Assessment - identifies strengths and areas for improvement to aid in personal goal setting – use rubric leads to PGP SC Program Assessment – identifies strengths and areas for improvement to meet student needs indicated by data/SIP – Action Plans leads to Outcome Results

Comprehensive SC Plan & Agreement

Where Do I Begin? Use the ASCA National Model as a tool Review and learn the Guidance Essential Standards Review your school’s data What are the areas of need indicated by the data? Gaps? Use SIP! What data review do I need to do to develop action plans? How do the action plans align with the SIP goals?

Review all information with your administrator/evaluator Develop a comprehensive program to include in the annual agreement Analyze - Outcomes, Program Data & Publicize Results Reflect & Assess Growth Determine PGP needs Program Planning Assure other curriculum areas understand the NC Guidance Essential Standards Work with teachers through PLC’s/PLT’s Spend 80% of time in all areas of delivery of comprehensive SC Program to all students Align with SIP goals of the school & district

Training Evaluation Click the link below to complete an evaluation survey of this 2-day training. unselingFallRESA unselingFallRESA

Questions? Linda Brannan

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