1. Cobb County School District
Professional Keys Effectiveness System Training for Administrators and School Counselors
Cobb County School District

2. Yesterday's Services Today's Program
Guidance Counselor
School Counselor
Reactive
Proactive & Data-Driven
Few Students
ALL Students
Impact measured via feelings
and perception
Impact measured via
outcome data
Ancillary role to school
improvement process
Essential role in the school improvement process
Working in isolation
School Leaders
GSCA Advocacy Committee (2010)

3. School Counseling Pyramid

4. ASCA National Model – Guideline for Comprehensive School Counseling Program
Four Systems align with Counselor Standards on Rubric

5. Counselor Rubric Format 5 Standards- 2 Parts for Each Standard Examples Provided

6. Level Ratings
Level IV
Level III
Level II
Level I
3 points
2 points
1 point
0 points
Level III is the Expected Standard of Performance for School Counselors.

7. Performance Standard 1: Professional Knowledge, Planning and Goal Setting (Define & Management)
The professional school counselor demonstrates an understanding of a comprehensive school counseling program by providing relevant learning experiences in the three domains: Academic achievement, career development and social/emotional growth. Additionally, the school counselor plans a goal-driven, comprehensive school counseling program using curriculum and standards, resources, and data to address the needs of all students. ***The Level III and IV school counselor collaborates with school administration to develop and adhere to an Annual Administrative Conference. In the absence of an Annual Administrative Conference, the highest rating is Level II.
Examples:
Academic - Study skills, goal setting, time management, graduation requirements
Career – career interest inventories, career exploration, development of soft skills (being on time, being respectful, getting along with others)
Social/emotional – resolving conflict, dealing with emotions, bullying

8. Standard I: Professional Knowledge, Planning, and Goal Setting
Level III School Counselor:
Identifies the standards in the three domains that are addressed via the comprehensive school counseling program (Classroom/Group Mindsets & Behaviors Action Plan and Closing the Gap Action Plan *)
Facilitates activities and interventions within the three domains of academic, career, and social/emotional development
Develops lesson plans that incorporate counseling standards in the three domains
Displays an understanding of the intellectual, social/emotional, and physical development of the age group
Collaborates with administration to develop and adhere to an Annual Administrative Conference (Annual Administrative Conference*)
Analyzes and uses student data, curriculum and resources to develop the school counseling program, effectively incorporating standards
Develops annual and weekly calendars, which include classroom lessons, small groups, and interventions, and is able to adapt plans when needed (Calendars/Lesson Plans*)
Plans for activities and interventions to meet the needs of all students
Uses an annual program assessment to make changes in the school counseling program for the following year (School Counseling Program Assessment*)

9. Standard I: Professional Knowledge, Planning, and Goal Setting
Level IV School Counselor: Above and Beyond
Delivers professional development to local school
Serves as a consultant regarding the development of a comprehensive school counseling program for counselors in their school or district
Presents at the local, state and/or national levels
Demonstrates leadership in local, district, state or national committees or organizations
Contributes to professional literature
Supervises a school counseling practicum or intern student
Establishes annual goals that are SMART goals (Annual Student Outcome Goal Plan*)
Aligns annual program goals with the school strategic plan
Utilizes evidence-based resources in program planning
Designs counseling Classroom and Group Mindsets & Behaviors action plans and Closing-the-Gap action plans (Action Plans*)
Incorporates feedback from the advisory council in the development of the comprehensive school counseling program (Advisory Council Minutes*)

10. Annual Administrative Conference
Includes:
Annual Student Outcome Goals
Use of Time
Professional Development

11. Performance Standard 2: Teamwork, Collaboration and Relationships (Define & Deliver)
The professional school counselor promotes a safe, positive learning environment which is inclusive of ALL students and advocates for student needs in order to reach their educational goals. Additionally, the school counselor creates a student-centered environment which promotes post-secondary planning and the development of soft skills.

12. Standard 2: Teamwork, Collaboration and Relationships
Level III School Counselor:
Reflects the mission, vision and beliefs of the school counseling program (Mission, Vision, and Belief statements)
Ensures every student receives the benefit of the school counseling program by designing and delivering content curriculum to all students (Action Plans*)
Participates on leadership or school improvement team
Facilitates access to appropriate educational learning experiences for all students to reach their educational goals
Advocates for support services for student subgroups to close achievement gaps
Engages all students in college and career readiness activities via classroom lessons or small group activities (BRIDGE Law Documentation & Observation Form*)
Delivers social/emotional instruction that addresses the development of soft skills (Observation Form*)
Encourages students to explore new ideas and visualize post-secondary goals

13. Standard 2: Teamwork, Collaboration and Relationships
Level IV School Counselor: Above and Beyond
Participates on the School Strategic Plan committee to ensure alignment of the school counseling program goals (Agenda/Minutes)
Participates in school and district leadership opportunities
Advocates for systemic change, social justice and removal of barriers to achievement
Plans and delivers innovative activities tailored to enhance realistic individualized post- secondary goal setting
Collaborates with community and school personnel for innovative delivery of college and career readiness activities

14. Performance Standard 3: Accountability, Productivity and Results (Assess/Manage)
The professional school counselor uses a variety of sources to review and analyze student/school data in order to plan appropriate counseling instruction, interventions and programs. Additionally, the school counselor uses appropriate data to evaluate the effectiveness of counseling instruction, interventions, and programs in order to assess and further develop the future school counseling program. ***The Level III and IV school counselor annually produces a written Results Report that demonstrates the use of participation, mindsets & behaviors, and outcome data in the assessment and evaluation of classroom instruction, small group instruction, or closing-the- gap intervention(s). In the absence of a written Results Report, the highest rating is Level II.

15. Standard 3: Accountability, Productivity, and Results
Level III School Counselor:
Collects student/school data through a variety of sources (Student information reports on behavior, attendance and achievement/Needs Assessment/Pre-Post Surveys/School Data Summary*)
Examine student/school data in order to plan counseling instruction, interventions and programs
Measures participation, mindsets & behaviors, and outcome data that will be used to guide the comprehensive school counseling program
Evaluates participation, mindsets & behaviors, and outcome data to determine the effectiveness of the school counseling instruction, programs and interventions
Uses participation, mindsets & behaviors, and outcome data to support decision making in further developing future instruction, interventions and programs

16. School Counseling Program Data Collection
Participation (Numbers Impacted)
Mindsets & Behaviors (What did they learn?)
Outcome (Achievement, Attendance, or Discipline)

17. Standard 3: Accountability, Productivity, and Results
Level IV School Counselor: Above and Beyond
Aligns program goals and interventions with student/school data
Demonstrates expertise and provides leadership in the analyses of student/school data
Discerns when school/student needs go beyond the scope of a comprehensive school counseling program and collaborates with other stakeholders to influence schoolwide change
Uses data to demonstrate the value of the school counseling program by sharing program results with stakeholders
Leads others at the local, district, state or national level in the effective use of data
Uses data effectively to create systemic change in policy, practice or procedure to promote student performance

18. Performance Standard 4: Problem Solving and Resource Management (Deliver)
The school counselor promotes student learning by implementing a comprehensive school counseling program by spending 80% of time in school counseling instruction, appraisal and advisement, counseling, and indirect student services, and 20% in program planning and school support. Additionally, the school counselor coordinates appraisal and advisement and counseling designed to meet student needs on an individual and/or small group basis.

19. Standard 4: Problem Solving and Resource Management
Level III School Counselor:
Teaches developmentally appropriate classroom and small group lessons in the three domains and are linked to the standards (Lesson Plans*)
Facilitates individual student planning through appraisal and advisement
Delivers indirect student services through such strategies as referrals, consultation and collaboration
Spends 80% of time in direct and indirect student services and 20% in program planning and school support (Use-of-Time Calculator*/Weekly Calendar*/Daily Report/Annual Calendar*/Annual Administrative Conference*)
Provides opportunities to assist all students with setting academic, career, and social/emotional goals through individual counseling, small groups, or other advisement activities (Action Plan*/Calendar*/Use-of-Time Calculator*/Annual Administrative Conference*)
Conducts small groups to address students’ identified needs (School Data Summary*/Data/Action Plans*)
Follows local school and district protocols for crisis response
Provides support and assistance for students as they navigate critical and emergency situations (Referrals)

20. Recommended Use of Time
Direct Services to Students (Face to Face Interactions with Students)
Instruction
Provides developmental curriculum content in a systematic way to all students
80% or more
Appraisal and Advisement
Assists students in the development of educational, career and personal plans
Counseling
Addresses the immediate concerns of students
Indirect Services for Students (Communications on behalf of students)
Referrals, Consultation and Collaboration
Interacts with others to provide support for student achievement
Program Planning and School Support
Foundation, management and accountability of the program and school support
Includes planning and evaluating the school counseling program and school support activities
 20% or less

21. Standard 4: Problem Solving and Resource Management
Level IV School Counselor: Above and Beyond
Makes a positive impact on student achievement and supports the school strategic plan via counseling activities and interventions (Results Report*)
Aligns use of time with the ASCA National Model Recommendations, which may include achieving RAMP status (ASCA Recognition)
Collaborates with and provides professional development to other educators on comprehensive school counseling programs
Shares innovative, evidence-based best practices that facilitate small group and individualized instruction at the local, state and/or national level
Assists students, staff and community in crisis response within the district (Crisis Response Team)

22. Performance Standard 5: Communication and Professionalism (Define, Deliver, & Management)
The professional school counselor exhibits a commitment to professional ethics and the mission, vision and beliefs of the school counseling program and participates in professional growth opportunities. Additionally, the professional school counselor communicates effectively with students, parents/guardians, district and school personnel, and other stakeholders in a way that enhances student learning and improves the comprehensive school counseling program.

23. Standard 5: Communication and Professionalism
Level III School Counselor:
Maintains appropriate confidentiality
Maintains appropriate professional boundaries with students, parents, and staff
Follows code of ethics and legal standards (to include district, state and ASCA guidelines)
Participates in professional development opportunities
Uses verbal and non-verbal communication modalities to foster positive interactions
Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and written communication
Listens and responds with cultural awareness, empathy, and understanding to the voice and opinions of stakeholders
Provides information throughout the year via newsletters, websites, blasts, and other forms of communication
Creates a climate of accessibility for parents and students by demonstrating a collaborative and approachable style
Collaborates with school administration to develop and adhere to an annual agreement (Annual Administrative Conference*)

24. Standard 5: Communication and Professionalism
Level IV School Counselor: Above and Beyond
Maintains the highest degree professionalism
Demonstrates leadership at the local, district, state and/or national levels
Collaborates and networks with colleagues and community to reach educational decisions that enhance student learning and improve the school counseling program (Teacher, Parent or Community Surveys)
Reviews components of the comprehensive school counseling program, including goals and data, with an advisory council and uses feedback to guide program improvements (Advisory Council Minutes*)
Incorporates 21st century technology to communicate with students, staff, parents/guardians, and stakeholders

25. Administrator Timeline
By August 26:
Administrator should have received your school counselors’ Professional Learning Goal.
Annual Administrative Conference Due to District Office August 26.
Mission
Goals
Action Plans
Annual calendar
During the school year:
Observation
Spring:
Evaluation Meeting
Results Reports
PKES Summative Assessment with Counselor Rubric

26. The Observation

27. The Observation Continued
The school counselor demonstrates an understanding of the subject content.
The school counselor has a clear learning objective.
The school counselor uses developmentally appropriate materials, technology and/or other resources effectively to promote learning.
The school counselor recognizes individual student differences by providing appropriate content to support each student’s learning.
The school counselor checks for understanding and learning by encouraging engagement, monitoring and choosing appropriate evaluations.
The school counselor engages in practices that support a positive, productive learning environment that encourages respect for all.
The school counselor demonstrates high expectation for all students by maximizing instructional time and encouraging students to take responsibility for their own behavior and learning.
The school counselor demonstrates professionalism and displays an inviting presence.
The school counselor communicates effectively in ways that promote learning.
Always
Often
Sometimes
Never
Comments:

28. PKES Instructions and Helpful Tips
The PKES Evaluation should be based on the overall performance of the school counselor within the school counseling program and not one single observation.
School counselors who function within school counseling teams often divide duties and responsibilities and a school counselor’s should not be penalized on the evaluation if his/her duty assignments are not the same as another school counselor.
At the beginning of the school year, the administrator should hold a pre-conference with the school counselor to review the evaluation and to discuss expectations for the year. Once the evaluation is completed, the administrator should hold a post-conference with the school counselor to discuss performance for the year.

29. PKES Instructions and Helpful Tips
Counseling teams should not all receive the same PKES evaluations. They do different work throughout the school year, and need to be evaluated as individuals.
Most school counselors should not receive a level 4 in every category. This would indicate that they are going “above and beyond” and demonstrating leadership on a district, state, and national level in every standard.
Just like teachers, school counselors should be able to provide you with documentation for their evaluation. You are welcome to ask them for supporting evidence.
The District Office will be providing additional support for those school counselors who receive less than a 3 in any standard. This support includes the following:
Assigning a mentor
Asking counselors to attend workshops focusing on the targeted standard
Providing additional observations and support

30. Professional Learning Goals Made Easy
Reflect on past performance evaluations, present program needs, and input from the school based professional learning community, and select a Performance Standard for which you would like to improve/grow/strengthen.
Considering the performance indicators/competencies aligned with the specific Performance Standard you selected, develop your Professional Learning Goal.
Identify specific professional learning opportunities that address the goal.
Identify how your evaluator will assess your growth toward your goal. This may include but is not limited to demonstration of newly acquired skill/knowledge, production of artifact that may be shared with school/district professional learning community, presentations to staff, students, parents, or other stakeholders.

31. FORMS
ASCA 2012