School Counselor Evaluation Rubric Evaluating with Fidelity Standard I: Leadership, Advocacy & Collaboration NCDPI Webinar Series 10/2/13.

School Counselor Evaluation Rubric

Evaluating with FidelityStandard I: Leadership, Advocacy & Collaboration

NCDPI Webinar Series 10/2/13

Linda Brannan, Educational ConsultantK-12 Student Support [email protected]

Presenters

Rebecca AtkinsSchool CounselorOrange County Schools, [email protected]

School Counseling Wikispace

http://schoolcounseling.ncdpi.wikispaces.net

Where is the School Counselor Evaluation found?

• 2013-14 NCEES Student Support Wikispace

http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

• 2014-15 HomeBase through True North Logic

NCEES Wikispace – Click Student Support Services

School Counselor Evaluation Users’ Guide

Users’ Guide is found on the NCEES Student Support Services Wikispace

http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

School Counselor Evaluation User’s Guide

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

New Question

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

The performance evaluation rubric is based on the 2008NC 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

21st Century School Counselor

Leadership

Advocacy

Collaboration

Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.

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

Key descriptors in the Elements of Standard 1

• Leadership

• Data-driven decision making

• Advocacy

• Collaboration

• High ethical standards

Leadership… Advocacy… Collaboration… Data…• Start where you are, just don’t stay there!

• What are you already doing in these areas?

• Use the evaluation rubric to assess where you are currently.

Leadership

• The School Counselor’s role in leadership is to look for patterns in the school and implement strategies to increase emotional, behavioral, and academic excellence.

What that looks like

– Collaboration with staff

– Professional Development within the school, district, state

– SST process (you don’t have to be the coordinator to lead!)

– Special programs within the school

How to support Leadership

• Through the National Model!

– Annual Agreement

– Closing the Gap plans and results reports

• SIP planning activities/documents

• PLC notes – especially for grade level/subject area PLCs

Cameron Park Closing the Gap Action Plan Year: 2013-2014

Target Group: 4th and 5th Grade Students with 15 or more absences in the 2012-2013 school year. Data that drove this decision: High Number of absences school wide.

Counselor

Intended Effects on

Academics, Behaviors or Attendance

ASCA Domain/

Standard and Student

Competency Type of Activity to be Delivered in What

Manner? Resources

Needed

Projected Number of Students Impacted (Process

data)

Evaluation Method How

will you measure results?

(Perception and results

data)

Project start/

Project end Atkins 80% of

students will have 9 or fewer absences in the 2013-2014 school year.

A:A3 Achieve School Success A:B2 Plan to Achieve Goals A:C1 Relate School to Life Experiences PS:C1 Acquire Personal Safety Skills

Small group intervention using research-based Resiliency Program. 8 sessions for all students.

Space/time

17 Perception:

Parent/Guardian Resiliency

Survey

Results: Decrease in absences

September-December

Principal Signature Date Prepared By

Advocacy

• When looking for patterns in the school, we may see areas of improvement.

• We advocate for:

– Students

– Families

– A comprehensive counseling program

What that looks like

• Working with staff to:

– Decrease number of retentions

– Increase enrollment of under-represented populations in AIG or AP courses

• Working with principal to:

– Allow more direct service in the counselor’s schedule

How to Support Advocacy

• Through the National Model!

– Annual Agreement

– Closing the Gap plans and results reports

– Advisory Council

– Share data with all stakeholders

Collaboration

• School counselors affect change by collaborating with stakeholders.

• Almost nothing we do would work in a vacuum!

What that looks like

• Visibility!

• Attendance in PLCs, Parent Book Club

• Collaboration through Professional Development

• Co-teaching with a common core foundation

How to Support Collaboration

• Through the National Model

– Curriculum Action Plans & Results

– Annual Agreement

• PLC/Professional Development minutes or notes

Using Data to Drive Decisions

• What data is available to you?

• What data is a focus within your school?

– How can you affect change within this area?

• What patterns do you see within your school’s data

• National Model Tool: School Data Profile

School Counseling Plan & Annual Agreement Form

School Counseling Wikispace

http://schoolcounseling.ncdpi.wikispaces.net

School Counseling Evaluation

http://schoolcounseling.ncdpi.wikispaces.net/School+Counselor+Evaluation+Instrument

Where is the School Counselor Evaluation found?

• 2013-14 NCEES Student Support Wikispace

http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

• 2014-15 HomeBase through True North Logic

Where are we going?

Where are we going?

Where are we now?

Where are we now?

How do we close the gap?

How do we close the gap?

Where Do I Begin?

• Know the Professional Standards

• Review and understand the new SC Evaluation Rubric

• Complete the Self-Assessment and PDP/PGP forms on the NCEES Wikispace

• Review your school’s data and SIP to identify needs

• What are the specific areas of need indicated by the data? Gaps?

• Align SC Program goals with the SIP goals?

Where are we going?

Where are we going?

Where are we now?

Where are we now?

How do we close the gap?

How do we close the gap?

Where Do I Begin?

• Use the ASCA National Model as a resource/tool

• Know the NC Guidance Essential Standards (NCGES)

• Implement NCGES by planning with PLCs/Curriculum Content areas

• Choose content areas where there are initial natural alignments (CTE, Healthful Living, Soc. Studies)

Where are we going?

Where are we going?

Where are we now?

Where are we now?

How do we close the gap?

How do we close the gap?

• Develop a comprehensive program plan and include in the annual agreement

• Review all information with your administrator

• Analyze Outcome Results, Program Data & Publicize Results (20%) to Stakeholders

• Reflect & Assess Growth

• Determine future PGP needs

Program Planning• Collaborate to assure other

curriculum areas understand the Guidance Essential Standards

• Work with teachers through PLC’s/PLT’s

• Include Delivery (Direct and Indirect )

Services to Students (80%)

• Align with SIP goals of the school & district

Questions?

Linda Brannan [email protected]

Rebecca Atkins [email protected]