1. School Counselor Evaluation Rubric Evaluating with Fidelity
Overview of the Evaluation Process and the School Counselor Evaluation Rubric
Welcome to our first School Counseling Webinar for Evaluating with Fidelity:
OPENING SLIDE---on “Show my Screen” at beginning of session.
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2. School Counseling Wikispace
NCDPI School Counseling Wiki Site
This is an open wiki. Information is available to all. Membership is not required. If you are prompted to join, simply dismiss that pop up.
You may access this webinar and other materials related to the School Counseling by visiting our Wiki at the top URL. Please bookmark the wiki and visit the site frequently to get all the latest updates. This is a public wiki, so you do not have to request membership to access this wiki.
You can also access the recording and the PowerPoint from today’s webinar by visiting SC Wikispace Webinar page at the second URL listed on the screen under the screen shot.
Please bookmark the wiki and visit the site frequently to get all the latest updates. This is a public wiki, so you do not have to request membership to access this wiki.
Please know that all of the webinars and the FAQs from the webinars will be archived on the NCDPI school counseling wikispace at the link on the screen under the Professional Development Tab.

3. Where is the School Counselor Evaluation found?
NCEES Student Support Wikispace
HomeBase through True North Logic
As a reminder, the SC Evaluation and other Student Support Services evaluations may be found on the NCEES Wikispace – Student Support Services page.
In , the plan is for these evaluations to be migrated to the Home Base system where the teachers and administrators evaluations are located.

4. NCEES Wikispace – Click Student Support Services
All of the Student Support Services evaluation information, Users’ Guides and forms may be found on the NCEES Wikispace under the Student Support link on the left side task bar.
We will go there so you may see where these evaluations are located as they are not found in Home Base for this school year.

5. Overview of School Counselor Evaluation
Annual Evaluation Process Evaluation Ratings Professional Standards Uniqueness Resources
This webinar is an overview of the new School Counselor Evaluation. We will cover the items on the slide – read these
Now, I will turn this presentation over to Tara Patterson, who will cover the Annual Evaluation Process and the evaluation ratings.

6. NCEES Wikispace Student Support Services
Pages 17-19

7. Annual Evaluation Process
Processes
Timeline
Good afternoon, I will begin by reviewing the process which mirrors the teacher process.

8. Annual Evaluation Process
Orientation
Self-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.
Before any work can be done, all participants must be trained. For example, representatives may attend our eastern or western session and report back to their district to train those who must participate in the evaluation process. The description does allow for self-study, as well as other creative options, which can be determined by the district.
Annual Evaluation Process

9. Annual Evaluation Process
Orientation
Self-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.
Orientation takes place yearly whereas training takes place once. Orientation must happen within the first two weeks of school. The supervisor or principal provides needed documents, including the school counselor evaluation process, standards, policy, and the evaluation schedule.
Annual Evaluation Process

10. Annual Evaluation Process
Orientation
Self-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.
Every school counselor has the opportunity to complete a self-assessment, assessing herself on every element within the School Counselor Rubric. This can be shared with the supervisor in order to inform goals of Professional Development Plan and discussion in pre-conference. A school counselor is not required to share her self-assessment. Sharing is optional. If a counselor chooses not to share the self-assessment with her evaluator, she may be asked to bring a copy to the pre-observation conference in order to refer to the document while discussing goals and opportunities for growth.
Annual Evaluation Process

11. Annual Evaluation Process
Orientation
Self-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..
The purpose of the pre-conference is to prepare the observer for the observation. The self-assessment, Professional Development Plan, and any other tools, such as classroom guidance lesson plan or a meeting agenda, can be used to help prepare the observer. This process aids in revealing the expectations of the observer and the school counselor being observed. Pre-Conferences are not required for subsequent observations.
Annual Evaluation Process

12. 5. Probationary – At least 3 formal observations
Orientation
Self-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
The Supervisor observes a counseling activity and makes notations on a rubric to record observation. It is imperative that we remember that a school counselor is not being rated during an observation. Ratings do not happen until the Summary Evaluation at the end of the evaluation cycle. It is also important to remember that rules of confidentiality do apply here when supervisors are deciding what activities to observe. A probationary counselor must receive at least 3 formal observations by an administrator (and this person can be a district administrator if the counselor serves more than one school). A career school counselor must receive at least 1 formal observation and 2 informal observations throughout the year except in her renewal year. In her renewal year, a school counselor must receive at least 3 formal observations.
** I will pause for a moment in case there are questions.

13. Annual Evaluation Process
Orientation
Self-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.
The supervisor uses data collected on the rubric during the observation in order to offer feedback to the school counselor. This conference must happen within ten school days after the observation. This conference should be treated as a conversation to aid the observer in clarifying any questions that may have arisen during the observation and to help the counselor gain insight in strengths and opportunities for improvement.
Annual Evaluation Process

14. Annual Evaluation Process
Orientation
Self-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.
Prior to end of school year, the counselor and supervisor meet to summarize performance for the year. Ratings are determined through the summary evaluation process. Evaluators should use all data to inform ratings, including notations made during observations, other informal observation/walkthrough data gathered throughout the year, artifacts offered by the school counselor, etc. During the summary evaluation conference, the school counselor has an additional opportunity to share artifacts and other information to inform the ratings.
Annual Evaluation Process

15. Annual Evaluation Process
Orientation
Self-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.
Goals for the following year are developed based on the summary evaluation and the conference between the evaluator and counselor. Opportunities for growth and areas of focus should be determined so that the school counselor and evaluator have direction when writing the professional development plan in the fall.
**I will pause for a moment in case there are questions.
Annual Evaluation Process

16. School counselors are evaluated on five standards, and as you can see, Standard 1 is School Counselors Demonstrate Leadership, Advocacy, and Collaboration. Under each standard, there are several elements, and school counselors receive a rating for each element on the summary rating form.
The ratings are Developing, Proficient, Accomplished, Distinguished, and Not Demonstrated. Even though ratings are always visible within the rubric, it is important to remember that school counselors are not being rated during an observation. Notations are being made on a rubric during an observation; however, a school counselor only receives ratings at the end of the year on the summary rating form. During an observation, the observer checks the descriptors observed during the observation. An observer may also check descriptors within the rubric based on documentation or data provided by the school counselor during a pre-conference or post-conference.

17. 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
The new ratings cause a paradigm shift in our thinking – Proficient is GREAT! We are doing our job. You will be able to demonstrate the how students are different as a result of the school counseling program.
A school counselor who is developing in a standard has an awareness of the requirements within the standard. She is growing and improving in this area, but she has not yet reached proficiency. This is the person who is trying to learn how to ride a bicycle and falls off a lot. The effort may be there, but the rider needs help and support in order to work toward proficiency.
A school counselor who is proficient is doing the job and meeting expectations. This is the bicycler who is able to go from point A to point B on the bicycle. She may fall off from time to time, but overall, the expectation of bicycling from one place to another is met.
A school counselor who is accomplished consistently performs well and reaches beyond the basic expectations of a standard. This is the bicycler who not only can go from point A to point B on the bicycle, but he makes it look very easy and can do tricks as well. He may be able to stand on the seat or balance on the handlebars while riding the bike.
A school counselor who is distinguished positively influences others beyond his school in order to improve counseling programs throughout the district, state, or even at a national level. Thinking back to our bicycle analogy – this person is able to do everything the accomplished bicycler is able to do, but he also teaches bicycling lessons at night and on the weekends. He is training others in his craft.
Not Demonstrated indicates that a school counselor has no awareness or knowledge of the standard. There is no evidence that the counselor is growing in this area. If an evaluator has a discussion about a need for growth in a particular standard, and the school counselor still does not improve, a Not Demonstrated rating will occur.
**I will pause for a moment in case there are questions.

18. Observable Activities
Sample Activities Evaluators may use to Observe School Counselors
Click to show document
This is also located on the School Counseling Wikispace and we are in the process of placing it on the NCEES site.

19. New Question
How are students different as a result of the school counseling program?
New question – reflects new standards and practices – data driven comprehensive programs that are accountable

20. NCDPI School Counselor Job Description
Adopted in 2006 with a revision in 2008, the School Counselor Job Description was approved by the SBE to align with national school counseling standards that promote student achievement and career and college readiness. The new question is reflected in the duties and roles of the school counselor found in the NCDPI School Counselor Job Description and the NC Professional School Counseling Standards for which the new evaluation instrument is based.
Also the new School Safety Law which includes Section 8.35 “Duties of School Counselors” is directly aligned and supports the NCDPI Job Description for School Counselors.
Feel free to click the hyper link for a copy of the job description on the NC Public Schools website.

21. School Counselor Job Description
Purpose – utilize leadership, advocacy and collaboration to promote student success, provide preventive services, and respond to student needs
Role – develop and deliver a comprehensive school counseling program that addresses academic, career and personal/social development for all students

22. Major Functions Duties & Responsibilities
Development & Management of comprehensive program to support academic success
Delivery of Comprehensive Services
NC Guidance Essential Standards/Curriculum
Individual Student Planning
Preventive & Responsive Services
System Support
Accountability/Growth

23. School Counselor Job Description
Think Tank Time
Review the Job Description
Discuss a few “aha’s” with a colleague

24. As a refresher from our last webinar, the SC Job Description, Professional Standards for School Counseling and the new SC evaluation are all aligned with each other. In addition, the new School Safety law, passed by the General Assembly in July, reinforces that school counselors are to follow the NCDPI Job Description and the NC Professional School Counseling Standards as they develop and implement comprehensive school counseling programs.

25. 21st Century School Counselor
Leadership
Advocacy
Collaboration
Implements a data driven, comprehensive, developmental school counseling program to promote systemic change.
Demonstrates leadership to develop a data driven comprehensive developmental school counseling program to promote student achievement.
School counselors work with conditions that interfere or are barriers to a student's social, emotional, and learning process which aids in maintaining school safety.
A school counselor demonstrates advocacy in that he/she encourages successful academic, career, and personal/social development to ensure every child succeeds. (advocacy)
This is accomplished through a variety of methods such as individual counseling, group counseling, and classroom guidance.
School counselors also work collaboratively with students, teachers, parents, administration, and community members to ensure the most optimum learning environment exists to promote student learning, achievement and have an opportunity to succeed.

26. New Question
How are students different as a result of the school counseling program?
Reminder of the New question – reflects new standards and practices – data driven comprehensive programs that are accountable

27. No Standard 6 or 8 NC Professional School Counseling Standards
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
Let’s look at an overview of the School Counseling Evaluation standards. These mirror the structure of the teacher and administrator standards yet they support and align with the NC School Counselor Professional Standards.
School Counselors are to be leaders in their schools, advocates for all students to positively affect systemic change! How are students different as a result of the comprehensive school counseling program?
This instrument does not possess a standard 6 or 8.

28. Framework for NC School Counseling
Refer to the ASCA Executive Summary and the ASCA Tools/Forms on the Wikispace - The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric.
Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use.
This graphic explains the various components of the ASCA National Model. The diamond logo reflects skills and language within each of the four components of the ASCA National Model and the new NC School Counselor Evaluation Tool
The four components are:
Foundation
Delivery
Management
Accountability
The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric. 28 28

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
Leadership – have not only an individual student view of issues but are able to discern and analyze data to view the trends and patterns of the total school since they collaborate and work with everyone in the school. School Counselors analyze data from multiple sources to determine the impact of the school counseling program on students and the school. In addition, school counselors create data-driven goals and strategies that align with the school improvement plan. Because school counselors have a “total building view”, they may offer valuable information as leaders/members of a school leadership team, a school improvement team, Professional Learning Communities, parent groups, etc.
As leaders, they advocate for the students and the school and demonstrate high ethical standards. School Counselors are called to abide by the NC Code of Ethics for Educators as well as the Code of Ethics for School Counselors. Both of these codes of ethics may be found in the User’s Guide for the School Counselor Evaluation on the NCEES Student Support Services Wikispace.
At the end of each standard section of the rubric is a list of examples of artifacts that may be used to demonstrate the descriptors found in each element.

30. Program Focus/Goals Start with your School Improvement Plan
Use S.M.A.R.T. Goals:
Promote achievement, attendance, behavior, and/or school safety
Are based on school data
Address school-wide data, policies and practices or address closing-the-gap issues
Address student competencies

31. Annual Agreement and Advisory Council
a tool to use with administrator/evaluator to develop/refine the SC Program for the current year – use D3M (data driven decision-making)
Advisory Council:
Group of stakeholders to INFORM your program
This is your moment to SHINE 
NCDPI School Counseling Wiki

33. Example from a School District: Comprehensive School Counseling Plan & Agreement
Example from Brunswick County Schools where they have combined the Plan and the Annual Agreement

34. Think Tank Group Activity
Think Tank Groups
Key items in this Standard from each of the Elements
What are you doing now that fits?

35. 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
Diversity - Similar to teachers and administrators, school counselors promote a safe and respectful environment for a diverse population of students.
School counselors create an environment that is inviting, respectful, supportive, inclusive, and flexible.
School counselors demonstrate knowledge of the history of diverse cultures and their role in shaping global issues. School counselors collaborate with teachers to ensure that the presentation of the North Carolina Standard Course of Study is relevant to a diverse student population by providing resources and assist in developing activities that counteract stereotypes and incorporate histories and contributions of diverse cultures.
School counselors maintain high expectations, including graduation from high school, for students of all backgrounds.

36. D. Recognize students are diverse and adapt their services accordingly
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
School counselors recognize that all students have different needs and collaborate with school and community personnel to help meet their needs. School counselors identify these needs using data, referrals, observation, and other sources of information. School counselors collaborate with others to create a customized plan of action that provides follow-up services to meet students’ varied needs.
School counselors recognize that educating students is a shared responsibility involving the school, parents/guardians, and the community. School counselors improve communication and collaboration among the school, home, and community in order to promote and build trust, understanding, and partnerships with all segments of the school community. School counselors seek solutions to overcome barriers that may stand in the way of effective family and community involvement in the education of students.

37. 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
Develops a comprehensive school counseling program based on data to meet student needs, skills, and interests.
Collaborates with school staff to help them understand how the North Carolina Guidance Essential Standards are related and integrated as part of their content areas/disciplines.

38. 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
School Counselors use data to develop comprehensive school counseling programs that are relevant to student needs which include a variety of delivery options: such as individual counseling, small group counseling, responsive services, classroom guidance, academic and career planning and advising, parent workshops, staff in-service, collaboration with teams, consultation with and referrals to community agencies, etc.
School Counselors use Flexible Schedules for Optimum Performance
Use caution when assigning school counselors to a fixed schedule versus a more flexible schedule that allows for school counselors to plan and respond to student needs based on data-driven decisions and unexpected crises. Often, a fixed schedule prohibits the effective delivery of the comprehensive school counseling program, collaboration with teacher Professional Learning Communities and may hinder the capacity to address student issues that affect school safety. Having a school counselor not be available to address student needs may also result in a potential liability issue should the need escalate into a critical incident for that student or other students such as suicide or injurious aggression. (Ex: School counselors being part of the master schedule/specials rotation to provide duty-free planning for teachers)

39. Guidance Essential Standards Crosswalk

40. 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
Addresses the achievement gap by assessing student strengths and needs.
Provides resources to staff to enhance student strengths and address weaknesses
Plans appropriate programs using academic, behavior, and attendance data including student diversity
Provides a wide range of evidence-based developmentally appropriate prevention, intervention, and responsive services through the delivery methods
Model effective communication skills and uses problem solving, critical thinking and other 21st Century skills to assist students in makinging healthy and responsible choices.

41. Data & Action Plans
School Data Profile reviews all sources of data from your school to develop plans for Academic, Attendance, Behavior
Three types of action plans from D3M:
Curriculum Action Plan – all students - Guidance Essential Standards – collaborative work with PLCs and to fill gaps
Closing-the Gap Action Plan – aligns with SIP - a “must-have” aligns with program goals
Small Group Plan – specific need(s) of a few
Make these plans work for you!! They are tools to inform your sc program and meet the needs of your students exhibited through your data.
Not busy work.

42. Data, Data, Data: Action Plans
Three types of data collected from Process (what happened – what you did for whom)
Perception (what do people think the know….knowledge/skill/behavior was changed/learned)
Outcome (how are students different?)
The power in data is that it informs what you do with kids. You may not collect Process, Perception, Outcome for everything in the real world but we SHOULD be thinking about it.

44. Delivery 80% of time working with or for students
Direct (with students)
Core Curriculum (NC Guidance Essential Standards)
Individual Student Planning
Responsive Services
Indirect (for students)
Referrals
Consultation
Collaboration
(Page 136 for Use of Time)

45. Think Tank Group Activity
Think Tank Groups
Key items in Standards 2, 3, & 4 and from each of the Elements
What are you doing now that fits?

46. 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
School Counselor develops and maintains a written plan of data driven goals and strategies for effective delivery of the school counseling program.
Collaborates with students, staff, parents, and other stakeholders to implement improvements to student academic, career, and personal/social development.
Monitors the impact of professional practice on student academic, career, and personal/ social development and continuously improves by revising practice accordingly.
Shares results school counseling action plans and program with stakeholders
Engages in active reflection about practice.
Stop for questions

47. Growth model - like the DPI School Counselor Evaluation
Accountability
Review and analyze Action Plans and Program Goals:
Data Analysis: Review Curriculum Results, Action Plan Results Use of Time Analysis, School Data
Program Results: Program Goal Results Reports
Evaluation and Improvement – What worked and didn’t work? Continuous Improvement (Growth)
Growth model - like the DPI School Counselor Evaluation
This is your chance to see what worked and what didn’t.
Work SMARTER not HARDER

49. Framework for NC School Counseling
Refer to the ASCA Executive Summary - The professional and student competencies of the American School Counselor Association are the framework for the 2008 NC Professional School Counseling Standards approved by the State Board of Education and the new School Counselor Evaluation Rubric.
Therefore, the ASCA National Model is an excellent resource/tool to help develop and implement a data-driven, comprehensive school counseling program. Briefly go through each component relating it back to the skills (leadership, advocacy and collaboration) the 21st Century school counselor must use.
This graphic explains the various components of the ASCA National Model. The diamond logo reflects skills and language within each of the four components of the ASCA National Model and the new NC School Counselor Evaluation Tool
The four components are:
Foundation
Delivery
Management
Accountability
The themes of leadership, advocacy, collaboration and systemic change surround the model and are infused throughout each of the four components. These themes are also major components and themes throughout the new School Counselor Evaluation Rubric. 49 49

50. 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
Support 21st Century Skills through 21st Century School Counseling programs that promote career and college readiness and include an accountable continuous improvement model vs historical view of “guidance” counseling that offered random services without a true focus on student achievement.

51. Uniqueness Observations School Counseling Code of Ethics
Use Action Plans
Observations-confidentiality; different from teachers’ observation because school counselors serve the total school in a comprehensive program not just one curriculum area. Also, SC must abide by the ethical practices and laws of confidentiality
School Counseling Activities – instead of lessons/lesson plans – school counselors are not teaching staff/ They will not do lessons and lesson plans on a regular basis except when collaborating with teachers to integrate the NC Guidance Essential standards across curriculum areas.
Examples of school counseling activities include: SC program goals, small group counseling sessions, activities to support closing gap goals, etc.
Professional Growth Plan / - counselors will do a PGP just like teachers. Some parts of the PGP may be incorporated into the Annual Agreement referenced in the Evaluation Rubric that they create with their administrators

52. New Legislation: G.S. §115C-316.1
“Duties of School Counselors”
Senate/PDF/S402v7.pdf
“SC shall implement a comprehensive developmental school counseling program in their schools. Counselors shall spend at least 80% of work time in direct student services…”

53. School Counselor Job Description
New legislation reinforces job description
80% of work time in direct support services to students
20% in program support/management including “fair share” duties
local LEAs will develop a plan to transition test coordinator duties

54. Where Do I Begin? Know the Professional Standards
Where are we going?
Where are we now?
How do we close the gap?
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?
To summarize the information from this webinar and start thinking about where to begin. Need to reflect on the following
Where do we want to go?
Where are we now along the process?
How do we close the gaps to get there? 54

55. Where Do I Begin? Use the ASCA National Model as a resource/tool
Where are we going?
Where are we now?
How do we close the gap?
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)
To summarize the information from this webinar and start thinking about where to begin. Need to reflect on the following
Where do we want to go?
Where are we now along the process?
How do we close the gaps to get there? 55

56. Develop a comprehensive program and include in the annual agreement
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 56

57. Questions?
Linda Brannan