1. School Social Workers Evaluation Process Training 2012-2013
Chris Minard / DeLea
Slides 1 – 4 = 10 minutes
Welcome to today’s training session: School Social Workers Evaluation Process Training. We have divided everyone into groups and as a group you will learn about the standards, do group activities and share with the entire group, so that everyone will receive information on all five of the School Social Worker Standards and the Evaluation Process.
The School Social Worker Standards were passed by the State Board of Education in 2009, and are a prerequisite for the Evaluation Instrument.
As you know, North Carolina was one of the lucky recipients to receive Race to the Top funding. Dr. June Atkinson and Dr. Rebecca Garland are strong advocates for all of our school support teams and constantly, link the value of school support to academic achievement.
So…with a portion of the Race to the Top funding – they approved the development of new Evaluation Instruments for eight teams for our Prek-12 grades.
They are:
Instructional Technology
Occupational Therapists
Physical Therapists
School Counselors
School Nurses
School Psychologists
School Social Workers
Speech-language Pathologists
North Carolina is the first state to develop Evaluation Instruments for all of the Support Teams – thus, a milestone for all of us who are involved with education in our state, and for each profession individually. Another first in the nation – is that all of the new Evaluation Instruments are aligned with the Teachers and School Administrators Evaluation Instruments.

2. Learning Objectives http://ncees.ncdpi.wikispaces.net
Review the Evaluation Process steps
Review Framework for 21st Century Learning
Understand the North Carolina Professional Standards and Elements
Understand the Evaluation Process for School Social workers
Understand the Vision for School Social Work
Chris Minard / DeLea / Heather
The learning objectives for today are as follows:
We will review the Evaluation Process steps in an overview since you will learn more in depth about this process this afternoon in the Process Training.
We will review the Framework for 21st Century Learning and how this relates to everyone in education
We will review the North Carolina Professional Standards and elements, and today in your groups you will explore in-depth one standard and it’s elements and then share with the group your findings.
We will review the Evaluation Process for School Social Workers, and in your groups you will explore in-depth the scoring rubric for your one standards and then share with the group your findings.
And last today, we will review the Vision for School Social Work to help you better understand your role as School Social Workers
At this time we will introduce the wiki training page. The URL for the Wiki Training Page is at the bottom of the screen:
As we review the Evaluation Process please post your questions to the Parking Lot on our training page.
(Heather / DeLea will demonstrate how to use the Parking Lot)
Don’t read below:
(Review the training page with participants and demonstrate how to use the Parking Lot)

3. Evaluation Process Chris Minard / DeLea Component 1: Training
Training and Orientation
Within 2 weeks on the job
The plan and a schedule
Self -Assessment
SW rates performance
Reflects through-out the year
Pre-Observation Conference
SW and evaluator meet
SW provides plans
Prep for observation
Chris Minard / DeLea
Component 1: Training
Before participating in the evaluation process, all School Social Workers, principals, and designated evaluators must complete training on the evaluation process which we are providing today.
Component 2: Orientation
Within two weeks of a School Social Worker’s first day of work in any school year, the principal or a designee (evaluator) will provide the School Social Worker with a copy of, or directions for, obtaining access to a copy of:
The Rubric for Evaluating North Carolina School Social Workers;
B. The School Social Workers Evaluation Process User’s Guide; and
C. A schedule for completing all the components of the evaluation process.
Copies may be provided by electronic means.
Component 3: Self-Assessment
Using the Rubric for Evaluating North Carolina School Social Workers, the School Social Worker shall rate his or her own performance at the beginning of the year and reflect on his or her performance throughout the year.
Component 4: Pre-Observation Conference
Before the first formal observation, the evaluator shall meet with the School Social Worker:
Discuss the social worker’s self-assessment based on the Rubric , the School Social Worker’s most recent professional growth plan, and the lesson(s) to be observed.
The School Social Worker will provide the evaluator with a written description of the lesson(s). The goal of this conference is to prepare the evaluator for the observation.
Pre-Observation conferences are not required for subsequent observations.
It is so important to both understand and convey that this Evaluation Instrument was designed solely as a Professional Growth Model.

4. Evaluation Process Summary Evaluation Conference
Observation
At least one a year
SW engaged w/ students or families
Observer notes adherence to standards
Post-Observation Conference
within 10 days of Observation
Discuss and document strengths and weaknesses
Summary Evaluation Conference
End of the school year
Discuss the varied components
Rate, discuss, and sign
Professional Growth
Develop a professional growth plan
Discuss with evaluator and seek agreement
Chris Minard / DeLea
Component 5: Observations
School Social Workers shall be evaluated annually.
Evaluator shall conduct at least one observation, lasting 45 min – or the entire session - of the school social worker engaged in a session with students and/or families.
During observations, the evaluator shall note the School Social Worker’s performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina School Social Workers.
Component 6: Post-Observation Conference
The evaluator shall conduct a post-observation conference no later than ten (10) school days after each formal observation.
During the post-observation conference, the evaluator and School Social Worker shall discuss and document on the Rubric the strengths and weaknesses of the School Social Worker’s performance during the observed session.
Component 7: Summary Evaluation Conference and Scoring the School Social Worker Summary Rating Form
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 Social Worker.
During the summary evaluation conference, the principal and School Social Worker shall discuss:
the evaluator’s assessment of the School Social Worker’s performance over the course of the school year.
the School Social Worker’s self-assessment
the most recent Professional Growth Plan
the components of the North Carolina School Social Worker Evaluation Process completed during the year, observations, artifacts submitted or collected during the evaluation process, and other evidence of the School Social Worker’s performance.
At the conclusion of the evaluation process, the evaluator shall:
Give a rating for each Element in the Rubric;
Provide a written comment on any Element marked “Not Demonstrated”;
Give an overall rating of each Standard;
Provide the School Social Worker with the opportunity to add comments to the School Social Worker Summary Rating Form;
Review the completed School Social Worker Summary Rating Form with the School Social Worker; and
Secure the School Social Worker’s signature on the Record of School Social Worker Evaluation Activities and School Social Worker Summary Rating Form.
Component 8: Professional Growth Plans
School Social Workers shall develop a Professional Growth Plan designed to serve as a guide for improving their performance during the subsequent school year.
At a minimum, such a plan shall:
outline the standards and elements which need to be improved
goals to be accomplished
activities to be completed
a timeline for completing all activities and/or achieving goals.
The Professional Growth Plan should be discussed with and approved by the evaluator as the final step in the evaluation process.
Now Heather / DeLea will review the Framework for 21st Century Learning

5. Framework for 21st Century Learning
DeLea Payne / Heather
Slide 5 = 5 minutes
The Partnership for 21st Century Skills has developed a vision for 21st century student success in the new global economy.
The rainbow shows the elements that describe the “21st century student outcomes”. These are the skills, knowledge, and expertise students should master to succeed in work and life in the 21st century.
(Pick what you want to read from below)
Green - Core Subjects and 21st Century Themes
Global Awareness
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Gold - Learning and Innovation Skills
Thinking and Learning Skills
Critical Thinking and Problem Solving Skills
Communication
Information and Media Literacy Skills
Creativity and Innovation Skills
Collaboration Skills
Contextual Learning Skills
Information Communications Technology (ICT) Literacy
Purple - Information, Media, and Technology Skills
Where do students find information?
Is the information creditable?
How are students using media – internet, TV, radio?
How are students using social media?
What technology skills are we building in students?
Red - Life and Career Skills
Leadership Flexibility and Adaptability
Ethics Initiative and Self-Direction
Accountability Social and Cross Cultural Skills
Adaptability Productivity and Accountability
Personal Productivity Leadership and Responsibility
Personal Responsibility
People Skills
Self Direction
Social Responsibility
21st Century Support Systems
Developing this comprehensive framework for 21st century learning requires more than identifying specific skills that students need, the content knowledge we want students to acquire, technology and media expertise, and civic, financial and entrepreneurial literacies.
The innovative support system created below the rainbow was created to help students master all the multidimensional abilities required of them in the 21st century. The Partnership for 21st century skills has identified five critical support systems that ensure student mastery of 21st century skills:
21st Century Standards
Engage students with the real world data, tools and experts they will encounter in college, on the job, and in life.
Assessment of 21st Century Skills
Support a balance of assessments, development of portfolios of student work that demonstrate mastery of 21st century skills, and provide effective formative and summative classroom assessments.
21st Century Curriculum and Instruction
Teach 21st century skills discretely in context of core subjects and across content areas. Also enable innovative learning methods that integrate the use of supportive technologies, inquiry, and problem-based approaches to learning.
Are you including higher order thinking skills when teaching and working with students and families?
21st Century Professional Development
Do you seize opportunities to integrate 21st century skills, tools and teaching strategies into your practice?
Are we including 21st century technologies during all professional development with students, colleagues and families?
21st Century Learning Environments
Support professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice.
Have you built a 21st century learning environment within your workplace; are you modeling 21st century technologies with your colleagues?
Are you modeling 21st century technologies with your colleagues?
Today we have included several technologies for you to use during the training session and hopefully, you will consider using some of the technologies when you provide training, working with students and families.
For more information, visit the Partnership’s Web site at Used with permission.
Now Heather Stewart will talk to you about the five standards and the elements.
For more information, visit the Partnership’s Web site at

6. The Standards: School Social Workers
Demonstrate Leadership.
Standard 1
Promote a respectful environment for diverse populations.
Standard 2
Apply the skills and knowledge of their profession.
Standard 3
Support student learning.
Standard 4
Actively reflect on their practice.
Standard 5
Heather / DeLea
Slides 6 – 18 = 25 minutes
The Standards
There are five standards for school social workers. They are to:
Demonstrate Leadership
Promote a respectful environment for diverse populations
Apply the skills and knowledge of their profession
Support student learning, and
Actively reflect on their practice.
These five standards represent the key ideas and components of the work that school social workers do.
As we review the standards, think about them in terms of what you already do in your work.
Also think in terms of Curriculum, Assessment, Professional Development, and Instructional Practices.
As we know, based on research, the work that school social workers do around behavior, special services, and family and community relations directly effects student achievement.
We want to consider how following the School Social Worker Standards directly impacts student achievement by supporting curriculum decisions, assessment practices, professional development for the district, school, teachers, or community, and how the work influences instructional decision making.

7. School Social Workers Demonstrate Leadership
Standard One
School Social Workers Demonstrate Leadership
Heather / DeLea
STANDARD 1: School Social Workers Demonstrate Leadership.
Do not read
School social workers demonstrate leadership by promoting and enhancing the overall academic mission by providing services that strengthen home, school, and community partnerships.
School social workers use their professional training, depth of knowledge, and experience to work with individuals and teams to facilitate partnerships that support the school and district mission.
The School social worker contributes significantly to the development of a healthy, safe, and caring school environment by advancing the understanding of the social, emotional, psychological, and academic needs of students.
School social workers initiate the development of community, district, and school resources to address unmet needs that affect academic achievement and alleviate barriers to learning in the twenty-first century.
School social workers are knowledgeable of relevant laws, policies, and procedures and provide staff development and training regarding these areas to educate and encourage compliance.

8. Standard One Elements A
School Social Workers demonstrate leadership in the school B
School Social Workers enhance the social work profession C
School social workers advocate for students, families, schools, and communities D
School Social Workers demonstrate high ethical standards
Heather / DeLea
STANDARD 1: School Social Workers Demonstrate Leadership.
Key Ideas
Standard 1 is about Leadership
We want to think in terms of how we are leaders in the school and profession
We want to plan how to show leadership with curriculum, assessment, professional development, and instructional practices
Think in terms of how being a leader impacts students directly and student achievement
Here are a few questions you may want to consider:
How might we bring relevant research to the table when discussing new materials for kids?
What professional development is needed for teachers?
What new instructional practices will be introduced that will have a positive impact on the students that I work with?
How do we ensure that families and community members are also a part of the process and communicated with on a regular basis?
And finally, how do I share the work that I am doing in my school with other school social workers so that I may benefit from their expertise?

9. Standard Two
School Social Workers promote a respectful environment for diverse populations
Heather / DeLea
STANDARD 2: School Social Workers promote a respectful environment for diverse populations.
Don’t Read
School social workers promote a positive school environment in which individual differences are respected. School social workers educate school personnel on the correlation between a positive school climate and student achievement. School social workers understand and respect the impact of how student learning is influenced by culture, community, family, and individual experiences. School social workers recognize the need to educate the school staff on emerging issues within the home, school, and community. The school social worker understands the ways in which similar behaviors may have different meanings to people in different cultures.

10. Standard Two Elements A B C
School Social Workers promote an environment in which each student has a positive, nurturing relationship with caring adults. B
School Social Workers embrace diversity in the school, home, community, and world. C
School Social Workers treat students as individuals
Heather / DeLea
STANDARD 2: School Social Workers promote a respectful environment for diverse populations.
Key Points
Standard 2 is about diversity and differentiation
You might plan professional development that would provide training to staff about positive behavior supports. You might share information about diverse school populations and how it impacts student achievement.
They key is to think about how you influence PD and decisions related to these groups of students
The key ideas to consider are what you already do and to begin to think about how you might use the structures and systems in place in your school or district to provide more support.
Consider the need to plan professional development that would provide training to staff about positive behavior supports.
You might share information about diverse school populations and how it impacts student achievement.
Maybe teachers need to see modeled instructional practices that promote improved performance for students with special needs like small group instruction, multiple forms of representation, engagement, and behavior reinforcements.

11. Standard Two Elements D E
School Social Workers promote services that benefit students with special needs. E
School Social Workers work collaboratively with families and significant adults in the lives of students
Heather / DeLea
You might work with school, district, and community leaders to identify which services and programs are more effective by analyzing data and making inferences.
Standard 2 directly relates to the work that you already do. The big idea is to consider how this work impacts increased academic student performance.

12. Standard Three
School Social Workers apply the skills and knowledge of their profession within educational settings
Heather / DeLea
STANDARD 3: School Social Workers apply the skills and knowledge of their profession within educational settings.
Don’t Read
School social workers utilize theories and skills necessary to enhance the interconnectedness of home, school, community, and student success. School social workers consult and collaborate through multidisciplinary teams to improve service delivery. School social workers encourage and model relationships that are critical to a rigorous and relevant education. School social workers provide proven and promising interventions that address barriers to academic achievement. School social workers align their services with the North Carolina Standard Course of Study and national best practices.

13. Standard Three Elements
School Social Workers deliver comprehensive services unique to their specialty area. B
School Social Workers possess effective communication skills. C
School Social Workers recognize the interconnectedness of academic, social, emotional, and psychological development and societal challenges. D
School Social Workers facilitate student acquisition of twenty-first century skills.
Heather / DeLea
Key Ideas for Standard 3
Deliver services, how you communicate with the school structures – PLCs, staff meetings, school improvement teams
Work with the school staff to share how behavior and social/emotional needs is directly related to student achievement
With the addition of 21st century skills, we want to make connections with the work that we do to how students develop 21st century skills
Here are some thoughts for you to consider:
In standard 3 we think in terms of student achievement.
How a student feels, their developmental level, and their social/emotional needs influences how well they do academically.
How do we support the instructional strategies teachers use that create an environment for collaboration – what do they need to know about students with special needs?
What might be new is the idea of facilitating student learning around 21st century skills.
What professional development do you think you could provide in this area?

14. School Social Workers support student learning
Standard Four
School Social Workers support student learning
Heather / DeLea
STANDARD 4: School Social Workers support student learning.
Don’t’ Read
The school social worker understands how the students’ social, emotional, psychological, and environmental factors influence academic performance and achievement. School social workers understand the need for early intervention and prevention when addressing these factors. School social workers collaborate with parents to aid their understanding of their role as an active participant in the student’s education performance. School social workers develop intervention plans that address student needs and promote academic success.

15. Standard Four Elements
School Social Workers use a variety of strength-based methods. B
School Social Workers help students develop critical thinking and problem-solving skills. C
School Social Workers support students as they develop leadership qualities.
Heather / DeLea
Key Ideas
These are observable behaviors
Standard 4 shows how you provide an environment for staff, students, parents, and community members that increases students’ affective skills and improves students’ academic skills.
Notice that you support how students develop their own leadership qualities
The big idea under Standard 4 is that most of the elements are ‘observable’. This is the work that you do.
Delivering services and working with students is the foundation of your work.

16. School Social Workers actively reflect on their practice
Standard Five
School Social Workers actively reflect on their practice
Heather / DeLea
STANDARD 5: School Social Workers actively reflect on their practice.
Don’t Read
School social workers are accountable for managing and providing services that strengthen home, school, and community partnerships in support of student learning. School social workers use formal and informal assessments to collect, analyze, and evaluate strategies for effective service delivery. School social workers utilize collaborative relationships with colleagues, families, and communities to reflect and improve their practice.

17. Standard Five Elements
School Social Workers analyze student learning. B
School Social Workers link professional growth to their professional goals. C
School Social Workers function effectively in a complex, dynamic environment.
Heather / DeLea
Standard 5 is about reflection.
How do we know that we make an impact on student learning?
How do we know that we influence curriculum, assessment practices, professional development, and instructional practices to meet the needs of all learners?
How do we know that when we have participated in professional development that it has impacted our practices?
Standard 5 is about using data to inform us about how effective we are in our work.

18. Standards Activity Divide into five groups
Decide what the standard is about including the elements
What is the standard not about?
Key ideas from the standard
Heather / DeLea
Slides 18 = 10 minutes of the past 25 minutes
(Pass out notepads and pens to each group OR chart paper and markers)
Activity
Divide into five groups
Each group discusses their standard
Decide what is the standard about – include elements
What is the standard not about
Key ideas from the standard
Share with the group

19. Review the Rating Scale
Distinguished
Accomplished
Proficient
Developing
DeLea / Heather
Slide 19 = 1 minute
Review the Analogy
Sometimes analogies help us better understand the ratings. Today, let’s look at how the ratings would apply to baking cakes.
Developing
Let’s look at the developing cake baker. You follow the recipe, but your cooking techniques aren’t always successful.
Proficient
As a proficient cake baker, you follow the recipe and you’ve mastered the basic cooking techniques.
Accomplished
As an accomplished cake baker, you have a greater understanding of baking and on most occasions you are able to successfully incorporate additional ingredients and/or flavorings that improve the taste, appearance, and overall quality of your cakes.
Distinguished
As a distinguished cake baker, you have an in-depth understanding of baking cakes. You know the essential ingredients that must be included in all cakes and by using your knowledge, you are able to begin with the recipe, combining the essential ingredients and other add-ins to tailor your cakes to meet the tastes of each client. You can also teach others the basics of cake baking.
Cake images
Image Credits:

20. Scenarios Activity Review the standard and elements
Rate yourself for this standard
Read the scenario
Rate the person in the scenario
DeLea OR Heather
Slide 20, 21, 22 = 15 minutes
(Katrina & Frankie OR Antonio & Lisa will move around each group listening and adding to the group conversations)
Activity
First I would like for each of you to review your standard and elements within that standard
Second I would like for each of you to take a few minutes to rate yourself on this standard.
Read each scenario to the group and as a group discuss which element applies to the scenario
As a group rate the person in each scenario. There should be one developing, one proficient, one accomplished, and one distinguished.
Group Sharing
Have each group share one of their scenarios during group sharing.

21. Scenarios Activity How does one move up the continuum?
Developing to Proficient
Proficient to Accomplished
Accomplished to Distinguished
DeLea OR Heather
(Katrina & Frankie OR Antonio & Lisa will move around each group listening and adding to the group conversations)
Activity
If a person is not performing at a distinguished level for a standard, what suggestions could you give to help the person progress up the continuum?
Share examples with the group
DeLea OR Heather
Discuss what the “and” means (go the lowest box where all the descriptors have been checked and that’s the summary rating)

22. Artifact Suggestions Daily Plans Professional Development Student Data
Student Dropout Rate
School Improvement Plan
School Improvement Team
Lisa / Antonio OR Katrina / Frankie
Setup
Have six sheets of chart paper posted with a bulleted list
Read
What is an Artifact?
Am artifact is a product resulting from a School Social Worker’s work.
Artifacts are natural by-products of a School Social Worker’s work and are not created for the purpose of satisfying evaluation requirements.
Artifacts are used when the evaluator and School Social Worker disagree on the final rating.
Artifacts may also be used as exemplars of their work.
Daily Plans
Integrating 21st century skills & coverage of NC Standard Course of Study.
Professional Development
Research based, data focus , enhancing practice and reflection
Student Achievement Data
Student achievement/testing data (
Student Dropout Data
Data about grade 9–12 students who drop out of high school (
School Improvement Plan
Evidence in your involvement w/ developing and implementation strategies for improving student performance.
School Improvement Team
Evidence of your involvement in collaborative, multidisciplinary team work
Additional artifacts may be provided

23. Reflective Questions What additional information do I need?
What are the responsibilities of my administrator or supervisor?
What are my responsibilities?
How can I create my own independent learning community to continue to grow as a professional?
Heather / DeLea
Slides 23, 24, 25 = 15 minute
Think / Pair / Share
Final questions for you to think about:
What additional information do you need to better understand the standards and the evaluation process?
What are the responsibilities of the administrator/supervisor who will do my observation and complete my Summary Rating Form
What are my responsibilities as a school social worker to prepare for my observation, to communicate with my administrator/supervisor and provide artifacts of my work.
How can I create my own independent learning community to continue to grow as a professional?

24. NCEES Wiki Site
NCEES Wiki Site Support Staff Page School Social Workers Training Page Workers+Evaluation+Process+Training
DeLea Payne / Heather
On the screen we have included the URL to the NCEES wiki site where you can find information about the North Carolina Educator Evaluation System. The last page of your handout also has these URLs so you can write them down easier.
The second URL listed is for the Support Staff page within the NCEES wiki site. Within this page you will find resources for the other support staff: Instructional Technology Facilitators, Media Coordinators, School Counselors, School Psychologists, School Social Workers and Speech-Language Pathologists.
The last URL is for the School Social Workers Training page that was used today. Here you can find additional resources about the evaluation process.
The PowerPoint used for today’s training has already been uploaded to the Support Staff page and the School Social Workers Training page.

25. Please take a few moments to complete this online survey.
Live survey link:
Please take a few moments to complete this online survey.
DeLea / Heather
Before we end today’s training session we ask that you complete an evaluation survey for today’s session. The URL shown on the screen is also listed on the back page of the handout you used today. You do you need to type the http before the www in the URL listed on the screen.
If you brought your laptop to today’s session please take a few minutes to complete the survey before you leave today. We ask that you respond by providing meaningful feedback that will enable us to better support you.
Thank you for your participation in today’s training session. 

26. Closing Remarks Chris Minard Chris.Minard@dpi.nc.gov
DeLea Payne
Heather Stewart
Antonio Blow
Lisa Burris
Frankie Hedrick
Katrina Nesmith
DeLea / Heather / Chris
Slide 26 = 5 minutes
Our addresses are listed here – please feel free to contact anyone if you have questions – we are very happy to help you!
Closing Remarks
We have now completed 3 trainings – the Central Region had over 100 present, The Northeast Region had approx 30, & you all have over 70. So this is a huge benefit for all of you.
The idea came for a presentation of the Evaluation Instrument came in a brainstorming session after the state training – we thought – why not go to each of the 6 regional workshop meetings and help as many as we can -
Antonio, Lisa, Heather and I OR Katrina, Frankie and I appreciate your participation and for fostering the training at your regional meetings – this is absolutely great for all of our School Social Workers.
Frankie Hedrick and Katrina Nesmith are helping with the regional trainings in the western part of the state.
We are here to serve YOU – this will enhance your professional growth – please remember – this is not a collective professional growth instrument – it is an individual professional growth instrument – please document every professional activity that you do and add it to your growth folder.
Does anyone know what the graduation rate was during the school year?? What is it now???? And the State Superintendent feels very strongly that our school support team members have been instrumental in raising our graduation rate to an all-time high of 80.4%!
There is one more State Training which will be held on March 19, in Cary, NC. All HR Directors and those individuals from LEAs participating in the validation study who have not already been trained are invited.
Thank you