1. School Counselor Evaluation Rubric Evaluating with Fidelity Overview of the Evaluation Process and the School Counselor Evaluation Rubric NCDPI Webinar Series 9/18/13

2. DeLea Payne, Educational Consultant, Special Projects delea.payne@dpi.nc.gov Tara Patterson Professional Development Lead Tara.patterson@dpi.nc.gov Linda Brannan, Educational Consultant K-12 Student Support Services linda.brannan@dpi.nc.gov Presenters

3. School Counseling Wikispace http://schoolcounseling.ncdpi.wikispaces.net

4. NCEES Wikispace – Click Student Support Services

5. Annual Evaluation Process Evaluation Ratings Professional Standards Uniqueness Resources Overview of School Counselor Evaluation

6. Annual Evaluation Process Processes Timeline

7. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 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.

8. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 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.

9. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 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.

10. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 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..

11. OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 5. Probationary – At least 3 formal observations Career – At least 1 formal observation and 2 informal observations Renewal Year – At least 3 formal observations

12. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 6. The evaluator shall conduct a post- observation conference no later than ten (10) school days after each formal observation.

13. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 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.

14. Annual Evaluation Process OrientationSelf-Assessment Pre-Observation Discussion and Review of Annual Goals Observation Post- Observation Discussion Summary Evaluation Conference Professional Growth Plan Training 8. School counselors shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.

16. Performance Appraisal Ratings (Growth Model) Developing – an awareness or some knowledge of the standard. Growing and improving 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 – consistently performs well and reaches beyond the basics of a standard. May mentor other counselors or share components of school counseling program within school/district Distinguished – able to positively influence others beyond the school. Shares successful strategies, programs you/team developed on a wide- scale basis such as district, state or nationally ******************************************************************************* Not Demonstrated – professional area to work on developing

17. 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

18. NCEES Wikispace – Click Student Support Services

20. New Question How are students different as a result of the school counseling program?

21. NCDPI School Counselor Job Description

23. Vision of NC School Counselors NC State Board of Education, 2008 “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.”

25. 21 st Century School Counselor LeadershipAdvocacyCollaboration Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.

26. 21 st 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

27. New Question How are students different as a result of the school counseling program?

28. 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

29. 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

30. 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

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

32. 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

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

34. 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

35. 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

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

37. Observable Activities Sample Activities Evaluators may use to Observe School CounselorsSample Activities Evaluators may use to Observe School Counselors

38. School Counselor Evaluation Users’ Guide Appendices Users’ Guide is found on the NCEES Student Support Services WikispaceNCEES Student Support Services Wikispace http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

39. Appendix A (p.35) ASCA National Model: A Framework for School Counseling Programs Forms and materials Framework for data-driven, comprehensive school counseling program

40. Appendix C (p. 60) Code of Ethics Code of Ethics for NC Educators Ethical Standards for School Counselors (ASCA)

42. Ethics School Counselor Code of Ethics NC Educator Code of Ethics

43. Appendix D (p.78) Using Evaluation Rubric School Counselor Evaluation Rubric Forms Most current forms may be found at: http://ncees.ncdpi.wikispaces.net/Support+Staff+2012-13

44. Where are we going? Where are we now? 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?

45. Where are we going? Where are we now? 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 areas where there are initial natural alignments (CTE, Healthful Living, Soc. Studies)

46. Where are we going? Where are we now? How do we close the gap? Develop a comprehensive program and include in the annual agreement Review all information with your administrator Analyze Outcome Results, Program Data & Publicize Results (20%) 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

47. Questions? Linda Brannan linda.brannan@dpi.nc.govlinda.brannan@dpi.nc.gov Tara Patterson tara.patterson@dpi.nc.govtara.patterson@dpi.nc.gov