1. 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

2. 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:
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

3. Comprehensive K-12 School Counseling & Guidance Program Model Elementary, Middle & High School
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 the answer back to you.
11/8/2018

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

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

7. 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, active feedback contributors -

8. 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

9. 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?

10. 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

11. 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?

12. 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.

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

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

15. 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

16. 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

17. 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 However, this level has not been officially drafted by the Evaluation Committee or other entity.

18. 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.

19. 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.

20. 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:

21. 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

22. 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

23. 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:

24. 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

25. Certification and Clock Hours
UPDATE to 100 clock hours
Certification and Clock Hours
Stay informed about ESA requirements:
House Bill 1341
OSPI Certification Support: 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

26. OSPI School Counseling and K-12 Supports
For more information, contact:
Danise Ackelson, Program Supervisor

27. 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