School Counselor Evaluation Rubric Overview

1. School Counselor Evaluation Rubric Overview Linda Brannan, M.Ed, NBCT K-12 Student Support Services Consultant NC Department of Public Instruction Linda.brannan@dpi.nc.gov

2. School Counselor Evaluation Rubric Shifts Process Ratings Standards Uniqueness

3. Lightening Round Team Work21st Century School Counselor • Leadership • Advocacy • Collaboration • Data Driven Decision Making (D3M)

4. Shift Happens… Then…. “Guidance Counselor” • Vocational Ed Counseling • Mental Health Counseling • Random Student Support Services • Go-to person for other non-counseling related duties

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

6. 21st 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

8. “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.” Vision of NC School CounselorsNC State Board of Education, 2008

9. Framework for NC School Counseling

11. 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

13. 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 sharesuccessful strategies, programs you/team developed on a wide-scale basis such as district, state or nationally *******************************************************************************Not evidenced – professional area to work on developing

14. 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

15. 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

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

17. 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

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

19. 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

20. 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

21. Uniqueness • Observations • School Counseling Activities • Professional Growth Plan • School Counseling Code of Ethics

22. What is an ObservableActivity? • Sample Support Staff Observation Ideas Created by participants in the Validation Study Training in Raleigh on November 30, 2012 and Asheville on December 6, 2012 • Brainstorm other activities that are observable • Discuss with your group and place on the document to continue sharing with colleagues.

23. Group Work: Deeper Dive into the new School Counseling Standards • Divide into groups (1 group/standard; may develop subgroups to address elements) • Decide what the standard is about and not about • Identify key ideas from the standard/elements • List ideas of evidences that demonstrate this standard/elements • Identify where your standard falls according to ASCA National Model four quadrants

24. Group Work: Deeper Dive Group Work Each group will share the key ideas and features of the assigned standard Each group will teach others: • Ways to assess school counselors • Resources to use when working with a school counselor to implement this rubric (based upon the standard, elements, descriptors of the rubric)

25. Group Work:Share Ideas & Best Practices • Complete a poster or electronic presentation • Choose a speaker for the group • Share time

26. Annual Evaluation Process • Processes • Timeline

27. Training Annual Evaluation Process 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.

28. Training Annual Evaluation Process 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.

29. Training Annual Evaluation Process 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.

30. Training Annual Evaluation Process 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..

31. 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)

32. Training Annual Evaluation Process 6. The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.

33. Training Annual Evaluation Process 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.

34. Training Annual Evaluation Process 8. School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.

35. Where Do I Begin? Where are we going? • Use the ASCA National Model • Review and learn the Guidance Essential Standards • Start implementation planning in curriculum areas where there are natural alignments? • Review your school’s data • What are the areas of need indicated by the data? Gaps? Use SIP! • How do the needs align with the SIP goals? Where are we now? How do we close the gap?

36. Where are we going? • Review all information with your administrator • Develop a comprehensive program to include in the annual agreement • Analyze Outcome Results, Program Data & Publicize Results • Align program to meet SC Evaluation Program Planning • Assure other curriculum areas understand the Guidance Essential Standards • Work with teachers through PLC’s/PLT’s • Include Direct and Indirect Services to Students • Align with SIP goals of the school & district Where are we now? How do we close the gap?

37. Questions? Linda Brannan linda.brannan@dpi.nc.gov

38. NCDPI Contact Linda Brannan School Counseling Consultant linda.brannan@dpi.nc.gov 919-807-3438 NC Department of Public Instruction Division of K-12 Curriculum and Instruction