School Counselor Evaluation: Washington State Framework Andra Kelley-Batstone & Danise Ackelson OSPI Webinar Series: Part 2 of 3 November 2017 Welcome Speaker Intro: -School Counselor for 11 years, currently at OHS -WSCA Board Member since 2008, currently Committee Chair & President Elect in July 2015 -Seattle Pacific University Adjunct Faculty, Professional Certificate Supervisor -Seattle Pacific University principal certificate student

OSPI/WSCA 3-Part School Counselor Webinar Series October 26: State K-12 Comprehensive School Counseling and Guidance Model Implementation Today - November 15: School Counseling Evaluation Framework December 7: Introduction to the WA Model and ASCA Model for School Counseling Program Development Utilize up-to-date resources Share information and tools Defining the role of a school counselor Comprehensive school counseling program development Register at: http://www.k12.wa.us/SecondaryEducation/CareerCollegeReadiness/Training.aspx OSPI/WSCA Webinar series Today, October 26: State K-12 Comprehensive School Counseling and Guidance Model Implementation November 15: School Counseling Evaluation Framework December 7: Introduction to the ASCA Model for School Counseling Program Development Registration information is on the screen. 11/8/2018

Comprehensive K-12 School Counseling & Guidance Program Model Elementary, Middle & High School http://www.k12.wa.us/SecondaryEducation/GuidanceCounseling/default.aspx Academic Achievement: Evidence-Based School Counseling Career and College Readiness: Personalized Planning for ALL students Social Emotional Support: Student Support Resources School Counselors are unique leaders in elementary, middle, and high schools, because they work with the whole child in the realms of academic, career and college, and social emotional support. The Office of Superintendent of Public Instruction and WA School Counselor Association continue to partner to help make your work less stressful and uncomplicated by creating and providing information, resources, and professional development. We have a questions box, so if you think of things you want to ask about on today’s webinar, please type in your questions, and we will pause to answer or few or email the answer back to you. 11/8/2018

Learning Targets Washington State School Counselor Evaluation update Washington State School Counselor Professional Standards Link to TPEP Evaluation Process Overview Resources

T RATIONALE Role definition Consistent expectations Adequate time and resources Evidence based practice Impact on student growth T

WSCA Evaluation Development Committee 2014-2016 Committee Members (37 of 67): Partners/Contributors: Larry Lashway, Consultant Andra KB (Chair), Olympia HS Dr. Diana Gruman, Western WA. U. Mike Hubert, Consultant Dr. Mary Schroeder, Prosser HS Heather Durkin, Green Acres Elem (Central Valley SD) Annie Parker, Walter Strom MS Melissa Pettey, Spokane Public Schools Dr. Gene Sharratt, WSAC Danise Ackelson, OSPI Leslie Huff, PESB Gary Kipp, AWSP Scott Seaman, AWSP Nita Hill & Amy Brackenberry, WSCA Todd Johnson, ESD113 Rich Staley, ESD113 Lucinda, WEA - First inquiry June 2014 at OSPI Summer Institute resulted in 67 interested, resulted in 37 members, 10-15 active feedback contributors -

2014-present Grass roots leadership initiated by desire for meaningful, relevant professional feedback and personal growth towards implementation of evidence based school counseling programs Consultation with AWSP, OSPI TPEP Steering Committee, and WEA for reflection on TPEP for teachers and administrators Collaboration with OSPI, PESB, AWSP, WSAC, WSCA Board & Membership to develop an Evaluation Framework specific to the role of school counseling while acknowledging the unique characteristics of the position as opposed to classroom teachers. Philosophy & rationale- modeled after TPEP for administrators to account for diverse nuances of the position between districts and levels. Resources research and development: framework/templates/forms Draft bill language for legislative sponsorship Professional development - Consultation with WSAC, OSPI, PESB, ESD113, and AWSP to determine direction and develop draft document Sept 2016 work with WEA to draft bill language for legislative sponsorship; Contentious feelings among teachers about TPEP experience and WEA legislative priorities set on other goals resulted in no bill - OSPI & WSCA decided to proceed with providing access to draft tools and resources for those interested in unofficial field testing

What do school counselors do? What is your elevator speech response to this question? Do you feel those around you understand how you impact, support, develop student growth and development? Does your evaluator have a clear understanding your role and how to support you professionally?

Confusion about the role of a variety of ESA and Student Support Services positions resulted in PESB and stakeholders from multiple agencies creating this visual to visualize the different nuances and opportunities to collaborate in our positions

Professional Evaluation clarifies our role: Standards are based on duties specific to school counselors Supports evidence based practice Aligned with ASCA National Model Increases understanding of the professional role by both evaluator and evaluatee Provides relevant and meaningful feedback Guide for professional development needs Increases accountability Supports professional growth Common language improves collaboration Why have school counselors asked for a statewide evaluation specifically designed for school counselors?

School Counselor Evaluation Framework The school counselor evaluation Framework is guided by the Washington State School Counselor Professional Standards. The school counselor evaluation process is closely aligned with the principal and teacher evaluation process. Focus on professional growth using evidence-based practice and specific criterion reflecting supporting the implementation of comprehensive school counseling programs.

(Standards & Elements) Criteria (Standards & Elements) Process (Steps & Timeline) Tools (Forms & Resources)

School Counselor Evaluation CRITERIA Washington State School Counselor Standards ASCA School Counselor Competencies National Board for Professional School Counselor Standards

WA State School Counselor Professional Standards (WAC 181-78A-270) PESB.WA.GOV (for educators/ESA/ProCert/SchoolCounselors/Standards&Benchmarks) School Counseling Program: Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. Student Learning and Assessments: Certified school counselors use their knowledge of pedagogy, child development, individual differences, learning barriers, and Washington state learning requirements to support student learning. They work effectively with other educators to monitor and improve student success. Counseling Theories and Technique: Certified school counselors use a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social and career needs of all students. Equity, Fairness, and Diversity: Certified school counselors understand cultural contexts in a multicultural society, demonstrate fairness, equity, and sensitivity to every student, and advocate for equitable access to instructional programs and activities. School Climate and Collaboration: Certified school counselors collaborate with colleagues, families, and community members to establish and foster a safe, inclusive, and nurturing learning environment for students, staff, and families. Professional Identity and Ethical Practice: Certified school counselors engage in continuous professional growth and development and advocate for appropriate school counselor identity and roles. They adhere to ethical practices and to the Washington state and federal policies, laws, and legislation relevant to school counseling. Note PESB format (all standards noted as number 5 a,b,c,d,e,f) WSCA and Evaluation Development Committee have proposed adding two additional standards: -Career & College Readiness and -Closing the Opportunity Gap

Standards (6 total) / Benchmarks (24 total) STANDARD 1: SCHOOL COUNSELING PROGRAM Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school Benchmark 1A: Implements a comprehensive school counseling program aligned with the mission of the school. Benchmark 1B: Works with stakeholders to define, use, and communicate measurable career, personal/social, and academic benchmarks and outcomes. Benchmark 1C: Works with stakeholders to use a variety of data to inform decision-making and demonstrate accountability. Benchmark 1D: Seeks and adapts informational resources and technology to the individual and system needs in delivery and evaluation of a comprehensive program. Standards = evaluation criterion Benchmarks = elements that will have a continuum of professional performance

Evidence for Evaluation   STANDARD 1: SCHOOL COUNSELING PROGRAM Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. BENCHMARKS: RUBRIC Basic (Residency) Proficient (Professional) Distinguished (Career) 1A Implements a comprehensive school counseling program aligned with the mission of the school. Design and lead a comprehensive school counseling program with the mission of the school. Leads in the continuous improvement of a sustainable and evolving comprehensive school counseling program aligned with the mission of the school. Current continuum developed by school counselor educators and PESB in 2012 for use in ESA Professional Certification process for school counselors. Similar to TPEP, levels of performance are differentiated with key words describing the action/outcomes of professional practice Levels 2-4 already vetted. Level 1 is unsatisfactory and can be defined as NOT Level 2-4. However, this level has not been officially drafted by the Evaluation Committee or other entity.

Standard 1: School Counseling Program Samples of Evidence Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. Comprehensive Program Implementation: SC Program Mission Statement--aligned with the mission of the school Program Audit—with assessment of program strengths, areas of improvement, & long and short range goals. School Counselor curriculum scope/sequence plan for the year Annual program calendar Time task analysis using EZanalyze and reflection Program Evaluation & Intervention Data Samples of Evidence: Monitor student achievement needs/gaps (e.g. Identify why you are monitoring the data, kinds of data, plan and timeline for review, needs identified, and counselor/program response) Identify student, parent, staff needs (e.g. Simple needs assessment - could be grade level, focus group, classroom, etc.) and school wide climate needs, Measurement of program objectives and outcomes that target needs (e.g.: process, perception, outcome data) and program accountability and reporting results (e.g.: Results Report) Understanding of any rubric should be constructed with collaborative dialogue between the evaluator and evaluatee. Evidence of each element would be proposed by the content specialist- you, the school counselor. You explain how the activity, artifact, outcome is evidence of meeting the professional practice described at a given level of performance for each element.

Teacher Principal Evaluation Project (TPEP) Teachers Principals High expectations for student achievement Instruction (effective, research-based practice to meet the needs of all students) Differentiation Content Knowledge (clear and intentional focus on content & curriculum) Learning Environment (fostering and managing safe, positive learning environment) Assessment (using multiple data elements to inform prevention/intervention and assess growth) Families & Community (communication & collaboration) Professional Practice (collaborative & collegial) Creating a school culture that promotes ongoing improvement Ensuring school safety Planning with data Aligning curriculum Improving instruction Managing resources Engaging Communities Closing the achievement gap How will they get it? How will my evaluator know what the criterion means and how to do this work? A- the process is aligned with TPEP, so the process is not new A- the sample forms and tools are actually modeled after the administrative forms from AWSP, so evaluators using the AWSP framework will be very familiar with the forms. A- the learning process of understanding and rating levels of performance for each criteria and elements under each criteria develops over time from meeting with you and dialogue surrounding your self-evaluation and development of professional goals A- it is worth the extra effort on your part to take the lead on this work for the benefit of improved understanding of the professional standards for school counselors, meaningful professional feedback, and relevant support and suggestions for improvement.

Areas of overlap in TPEP Areas school counselors are already key elements for school wide success in these areas Allows collaboration on common goals and connectedness with professional practice on campus Gary Kipp, AWSP Executive Director video: http://tpep-wa.org/the-model/criteria-and-definitions/

Culture Data Content Instruction Community Common Themes Principals Teachers School Counselors Culture 1. Creating a Culture 2. Ensuring School Safety 5. Learning Environment 8. Professional Practice School Counseling Program Counseling Theories & Techniques Equity, Advocacy, & Diversity School Climate & Collaboration Professional Identity & Ethical Practice Data 3. Planning with Data 4. Aligning Curriculum 3. Differentiation 6. Assessment Student Learning & Assessment 4. Equity, Advocacy, & Diversity 5. School Climate & Collaboration Content 4. Content Knowledge Instruction 5. Improving Instruction 6. Managing Resources 8. Closing the Gap 1. Expectations 2. Instruction Community 7. Engaging Communities 7. Families & Community Evaluation Committee’s determination of how much our professional standards support and overlap both teachers and principals amplifying our essential role in school improvement

School Counselor Evaluation PROCESS Self-Assessment (where are you at?) Pre-Conference with evaluator Goal Setting (where are you going?) Feedback / Reflection Professional Development Progress check-in Summative Conference

School Counselor Evaluation TOOLS Resources: Washington State SC Standards and Rubric Self-Assessment & Goal Development Examples of evidence Professional Growth Plan for Cert Renewal Consult with evaluator to learn about additional benefits of PGP for evaluation Evaluation forms are available on the WSCA website after submitting a short survey so WSCA can track interest to share with legislators and WEA. The WSCA website link is below: http://www.wa-schoolcounselor.org/content.asp?contentid=180

Professional Growth Plan cont. ProCert completers have insight Self-Assessment identifies areas for growth: pick 2 max Be SMART in developing your goals What is the problem of practice? What does the data show? What action are you going to take (driven by evidence based practice)? How will you know your work was effective? Reflection! Next Steps: continue, modify, drop

Certification and Clock Hours UPDATE to 100 clock hours Certification and Clock Hours Stay informed about ESA requirements: House Bill 1341 OSPI Certification Support: http://www.k12.wa.us/certification/ESAMain. aspx Professional Growth Plan document is an good alternative if you are in a district seeking improvement for school counselor evaluation, but doesn’t have capacity for field testing or union allowance of new evaluation form. PGP forms are available for use to any ESA or Certificated staff. PGP = 25 clock hours per year Continuing cert= 100 clock hours every 5 years for certification renewal

OSPI School Counseling and K-12 Supports http://www.k12.wa.us/SecondaryEducation/GuidanceCounseling/default.aspx For more information, contact: Danise Ackelson, Program Supervisor 360-725-4967 Danise.Ackelson@k12.wa.us

Grass Roots Leadership Next Steps WSCA is shifting from focus on legislative support for school counselor evaluation to required implementation of comprehensive school counseling programs. The required implementation of comprehensive program which would contribute to several “rationale” components outlined earlier in the ppt in regards to understanding of the role of school counselors. -Continue your involvement in professional development -Develop your 1 minute elevator speech about your role as a school counselor and share frequently -Professional membership -OSPI List Serv -ASCA National Model Implementation Guide