1. School Counseling Managers PROFESSIONAL SCHOOL COUNSELORS’ TEM FRAMEWORK AND RUBRIC 4.0

2. Today, We will…..  Review the evaluation process and TEM 4.0 model for School Counselor evaluations  Look for ways to show evidence with this rubric TEM 4.0

3.  Based on the Tennessee State Model and National Standards from the American School Counselor Association (ASCA). www.tn.gov/education/health_safety/docs/tncomschcons mdl.pdf http://www.ascanationalmodel.org/ SCHOOL COUNSELING PROGRAMS

4. * Four Components of Counseling Services Academic Development/Supportive Classroom Personal/Social and Emotional Development Career and College Readiness Professional Development and Leadership Development SCHOOL COUNSELING PROGRAM

5. The TEM Counseling Rubric... creates a common language that defines excellence in counseling. provides guidance in designing and implementing quality counseling support in each school for all students. ensures an alignment of resources, priorities, and counseling supports. Keep in mind that the rubric... considers the School Counselor an impactful force in achievement. defines the actions of effective counseling (both affective and academic). TEM COUNSELING STANDARDS AND RUBRIC

6. Has 5 standards with indicators for each standard. Is meant to “paint a picture” of a counselor’s practice. It is not meant to be a check list. Is easiest to process if you start with Level 3 - Meets Expectations. Attempts to strike the delicate balance between objectivity and subjectivity. Contains notes vs. footnotes. OVERVIEW OF THE RUBRIC

7.  Self-Assessment  Pre-Conference  Observation  Self-Score  Post Conference  Professionalism- ongoing  Summative THE OBSERVATION PROCESS All announced. Data driven programs with evaluations of services. The number and type of observations you receive is based on the Counselor’s “track.”

8. The “Observation” has 2parts:  Live Viewing of a Counseling Activity Individual or Small Group Session, Classroom Guidance Lesson, PD Presentation, Meeting  Portfolio of Artifacts for each Standard - Notebook, box, etc. **3 minimum per standard, per observation-consider one per bullet for a “5” rating, unless it may overlap. **Portfolio should reflect effective School Counseling Practices & Services organized by each standard EVALUATIONS-OBSERVATIONS Observations are all blended, meaning that each observation entails a review of artifacts and an actual (live) observation. An actual observation of a standard chosen by the observer or the educator if the observer chooses. All observations are all announced. Submit a minimum 3 artifacts for each standard per observation You must submit new artifacts for each observation. Artifacts may overlap (when appropriate) to cover 2 or more standards, and the educator must note where artifacts for multiple standards apply. Artifacts can be related to artifacts previously submitted but cannot be the exact artifacts resubmitted. Maintain all artifacts in the portfolio after each observation to show consistency of practice. Principals may: Solicit support from Counseling Managers for observations after the first observation.

9. 3-5 artifacts per STANDARD is required per observation. You must submit new artifacts for each observation. Artifacts may overlap (when appropriate) to cover 2 or more standards, and the educator must note where artifacts for multiple standards apply. Maintain all artifacts in the portfolio after each observation to show consistency of practice. Artifacts can be no more than 1 year old. Artifacts Examples: Data, Program Audits, Surveys ARTIFACTS Use current, “live” artifact samples with dates.

10.  Standard 1: Planning and Evaluation of a Data Driven Counseling Program  Standard 2: Delivery of Services for Guidance Curriculum, Individual Planning, and Responsive Counseling  Standard 3: Establishes Positive and Purposeful Student and Family Relationships  Standard 4: Leadership and Communication  Standard 5: Student Progress Monitoring TEM 4.0 PROFESSIONAL SCHOOL COUNSELING STANDARDS

11. EVALUATION

12. Planning and Evaluation of a Data-Driven Counseling Program 3 Meeting Expectations The following best describes what is observed:  Counselor regularly uses accurate, timely, and detailed data from multiple data sources to plan, execute, and evaluate, a counseling program that aligns with the American School Counseling Association Standards.  Goals and objectives are consistent with state and local program requirements, stakeholder needs, and take into account all program components.  Counselor uses feedback from stakeholders to monitor and adjust the counseling program and services. 4/5 Above Expectations/ Significantly Above Expectations For Level 4, all evidence at Level 3 is present, as well as one of the following: For Level 5, all evidence at Level 3 is present, as well as all of the following:  Counselor consistently uses feedback and/or evaluations from stakeholders to monitor and adjust the counseling program and services.  Counselor conducts an annual comprehensive evaluation of the programs and services delivered throughout the year and shows plans to adjust services based on this evaluation. STANDARD 1

13.  Survey data  Interest Inventories (Kudar, TCIDS)  Needs Assessments  Parents, Teachers, and Students  Student grades/failure lists  At-risk student list  Test data (TCAP, Explore, PLAN, ACT, ASVAB)  Student discipline  School report card  Scholarship Report, FAFSA Completion  Evaluations of program from stakeholders WHAT ARE SOME EXAMPLES OF DATA?

14. DO SOMETHING WITH SURVEY DATA Tally or Graph data or survey results. This is a great way to show that you are meeting stakeholder needs in your programs/services.

15. How do you use data to plan work products? Small Groups School Wide Programs (e.g. Red Ribbon Week, Career Day, College Night, College APP Week) Assemblies Classroom Lessons or Class Meetings Parent Workshop Meetings Behavior Incentive/Contracts Academic Counseling Professional Development for Faculty Grade Level Meeting, Individual Counseling Session Peer Training

16. Counseling Program based on:  TN State Standards  ASCA Standards  NEED ASSESSMENT and Survey data from ALL STAKEHOLDERS  SIP goals  Achievement Gap  Discipline  Attendance  Grades  Counseling Data/Verification Reports  Feedback includes evaluations of all your services and program  Annual Agreement  Annual Evaluation is the PROGRAM AUDIT. **New counselors may use a Mid-Year Assessment with Teachers. How do you plan the counseling program for the year? What guidelines or standards do you use for your counseling program? How do you use data to plan your services? How do you use evaluations and feedback to monitor your services and programs? STANDARD 1 THINKING BOX Planning indicators should be evaluated based on a YEARLY PROGRAM. Planning and Evaluation of a Data- driven Counseling Program Artifacts

17. Delivery of Services for Guidance Curriculum, Individual Planning, and Responsive Counseling 3 Meeting Expectations The following best describes what is observed:  Counselor develops and implements a high-quality guidance curriculum that is based on state and national standards and some stakeholder needs.  Counselor always provides timely responses for all counseling services.  Counselor consistently provides consultation services with stakeholders concerning student’s development in academic, career, and personal/social areas.  Counselor always demonstrates multicultural, ethical and professional competencies in planning, organizing, implementing and evaluating the comprehensive school counseling program. 4/5 Above Expectations/ Significantly Above Expectations For Level 4, all evidence at Level 3 is present, as well as one or more of the following: For Level 5, all evidence at Level 3 is present, as well as all of the following:  Counselor knows, understands, and incorporates a variety of multimedia and technology resources in the delivery of school counseling programs and services.  Counselor develops services that are personally meaningful and relevant to all stakeholders.  Counselor understands and uses a variety of methods for helping students monitor and direct their own learning in academic, career, and personal/social development. STANDARD 2

18. Logbook Emails Student group files Referral forms Need assessment data and plans related to that data Behavioral contracts Academic Counseling Goal setting counseling Course Scheduling EXAMPLES: STANDARD 2 Delivery of Services for Guidance Curriculum, Individual Planning, and Responsive Counseling Artifacts Classroom Guidance Lessons (Academic, Personal/Social, and Careers) Individual and Group Counseling Logs Consultations with Faculty and Parents Evaluation of Services, Timely responses Needs Assessment Data/Results used to Plan Services Various Multimedia and Technology Resources used to Deliver Services Responsive Services (Logs of System Supports) Various Methods used to Assist Students’ Monitor and Direct own Learning Competencies Demonstrated to Plan, Organize, Implement, and Evaluate the Comprehensive School Program (Professional, Multicultural, and Ethical)

19. Know the Demographics of your School Not just ethnicity, but diversity MULTICULTURALISM AND DIVERSITY What are some other types of diversity? Learning Styles -Visual, Kinesthetic, Auditory Learning Disability -ADHD, ADD, OCD, ODD Social Class – Poverty Level, Working Class, Middle Class, Upper Class Ethnic Origin – Nationality, Culture, Language Physical - wheelchair, functional skills Presentations on Diversity Multicultural Awareness for Staff Achievement Gap Data

20. MOTIVATING AND REWARDING STUDENTS  What is personally meaningful and relevant to my students? Grades in coursework, social, clubs, college, ACT, friends, sports, career, interest inventories  How do I reinforce and reward effort? -Praise, recognition ceremonies, “care calls, emails, or postcards,” and teacher “goodies”

21. Establishes Positive and Purposeful Student and Family Relationships 3 Meeting Expectations The following best describes what is observed:  Counselor treats stakeholders in a fair and consistent manner.  Counselor consistently demonstrates positive verbal and non-verbal behaviors toward stakeholders in their efforts, progress, excellence, and achievement in academic and personal/social behaviors.  Counselor establishes a referral system for stakeholders that includes verbal, written, and technology based methods. 4/5 Above Expectations/ Significantly Above Expectations For Level 4, all evidence at Level 3 is present, as well as one of the following: For Level 5, all evidence at Level 3 is present, as well as all of the following:  Counselor helps connect students and families with any external resources that they may need and provides follow up of these services.  Counselor provides accurate and up-to-date information and training to students and families regarding information pertinent to students’ success. STANDARD 3

22.  Student Evaluations of Counseling Services  Communications to Parents  Parent Surveys of Counseling Services  Counselor Referral System (Verbal, Written, and Technology-based)  Counselor Participation in School Programs  External Resources Provided  Communications of Status Reports or Updates  Counselors Newsletters or Web-pages  Trainings Provided to Students and Families STANDARD 3 USE SURVEYS!! If you ask, they will tell ! Establishes Positive and Purposeful Student and Family Relationships Artifacts

23. Leadership and Communication 3 Meeting Expectations The following best describes what is observed:  Counselor provides meaningful communication with school staff in the planning and execution of the counseling program.  Counselor supports school staff in meeting student needs or in reporting status and progress of students.  Counselor shows leadership by maintaining meaningful relationships with external support agencies.  Counselor consistently improves professional skills and knowledge.  Counselor maintains records documents for counseling services. 4/5 Above Expectations/ Significantly Above Expectations For Level 4, all evidence at Level 3 is present, as well as one or more of the following: For Level 5, all evidence at Level 3 is present, as well as all of the following:  Counselor provides professional development opportunities for stakeholders and uses feedback to monitor and adjust these services.  Counselor provides mentoring, networking, or shared best practices to fellow school counselors.  Counselor participates in school leadership roles to meet the academic, career, and person/social need of all students.  Counselor provides services that link the school to the community, enhances student success, and increases public awareness of school counseling. STANDARD 4

24.  Logs or Communications of Collaborations of Program Planning  External Support Agencies Relationships  Communications of Status Reports or Updates  Evidence of Numerous School Leadership Roles  Records documents for Counseling Services  PD Logs or Certificates  Professional Development Provided to Stakeholders  Mentoring, Networking, or Sharing of Best Practices with Fellow School Counselors  Maintaining records and documents  Services Provided to Link the School and the Community STANDARD 4 Logbooks Student Files Evaluations Email/Phone Conferences Pre/Post Tests Discipline rates Behavior/Academic Counseling EXAMPLES: Leadership and Communication Artifacts

25. Student Progress Monitoring 3 Meeting Expectations The following best describes what is observed:  Counselor consistently supports the academic, behavioral, and/or social/emotional progress of students by monitoring and reviewing data for the purposes of identifying students in need of interventions and monitoring student success.  Counselor consistently documents counseling services such as individual planning, small group sessions and/or parent consultations for students in need of interventions.  Counselor consistently makes referrals as necessary to ensure success for all students.  Counselor consistently promotes high academic and behavioral expectations, in an effective manner, for all stakeholders. 4/5 Above Expectations/ Significantly Above Expectations For Level 4, all evidence at Level 3 is present, as well as one or more of the following: For Level 5, all evidence at Level 3 is present, as well as all of the following:  Counselor consistently and effectively develops strategies to implement individual student needs, such as strategies for appraisal, advisement, goal setting, decision-making, social skills, transition, and post-secondary planning.  Counselor helps students establish goals, and develops and uses planning skills in collaboration with stakeholders.  Counselor uses appropriate academic and behavioral data to develop and aid in closing-the-gap action plans and determines appropriate students for the target group or interventions, as it relates to counseling services. STANDARD 5

26.  Log of Report Card Reviews and Student Conferences  Reviews of Promotion/Retention, Attendance, Discipline, Test Data, Transcripts  Logs of Counseling Services (Individual Planning, Small Group Sessions, & Parent Consultation)  Documents Advisement, Goal Setting, Transition, 4-year Focused Plans of Study, Post-Secondary Planning and Options for Students, TN Promise, HOPE, or Scholarship attainment FAFSA Completion, College & Career Readiness  Referrals made to Ensure Students’ Success  Review and Use of Students’ Academic and Behavioral and Social/Emotional Data for target groups or interventions STANDARD 5 Always have an objective for ANY activity or service provide to stakeholders and an evaluative tool to measure understanding. It shows the expectation as well. Student Progress Monitoring Artifacts

27. Evidence of Professionalism (work ethic) will be collected over time. PROFESSIONALISM COMPONENT Character Peer Relationships Attendance Excellence Competency Conduct Leadership Workplace Etiquette Attitude Be on time Dress like a professional Be prepared Attend school programs Go to meetings Promote the school in the community

28. QUESTIONS/COMMENTS Please contact: Lou Gettings @ Gettingsla@scsk12.org or 416-4369 Rhonda Hill, Ed.D. @ Hillre@scsk12.org or 416-6348 Sherenda Moss, Ed.D. @ Mosssi@scsk12.org or 416-4376