School Counselor Evaluation Pilot Training
Barb Ashcraft, School Counseling CoordinatorNancy Cline, Coordinator
Office of School ImprovementSeptember 22, 2011
Session ExpectationsSession ExpectationsITL - in text lingo
DNTL ˜ Do not turn on laptop
POV ˜ Phone on vibrate or turn off
NBC ˜ No side “bar” conversations
BPPA ˜ Be polite and pay attention
STTA ˜ Stick to the agenda
BHN ˜ Be here now; try to stay focused though the presenters may be boring; pretend if you have to
Parking Lot and SharingParking Lot and Sharing
• Use your post-its to write questions, concerns, etc.
• Place them in the parking lot
• If you have documents that you would like to share, please give them to Barb during the break
School Counseling is Changing
Before…• Random Acts of Guidance• Spending 80% of time
… with 20% of students• Working in silos• Lack of planning and
documentation• Gatekeepers• Everything to everyone
School Counseling is Changing
Before…• Everything to everyone• Counselor Centered instead of
Program focused
School Counseling is Changing
Now…A Planned Program
Closing the gap in achievement
Supporting all students being Career/college ready
Classroom lessons for all students
ASCA National Model (Policy 2315)
WV School Counselor Performance Standards
ASCA’S National Model®
WVDE Policy 2315West Virginia School Counselor
Performance Standards
… provide a research-based framework for school counselors to enhance
success for ALL students7
ASCA National Model/Policy 2315
8
9
Groups, Mentoring, Student Helpers, Clubs, Crisis Interventions, Short-term counseling
Groups, Tutoring, Peer Helpers, etc.
Classroom Guidance Lessons, School Assemblies, Student Advisement Programs, Programs, Academic Plans, Intrepreting test results
Classroom Guidance Lessons, Student Advisement Programs, School Assemblies, etc.
IEP, 504 Therapy – Outside or SBMH Centers
Use of TimeDelivery System
ComponentElementary School
% of TimeMiddle School
% of TimeHigh School
% of Time
Guidance Curriculum
35%-40% 25%-35% 15%-25%
Individual Student Planning
5%-10% 15%-25% 25%-35%
Responsive Services 30%-40% 30%-40% 25%-35%
System Support 10%-15% 10%-15% 15%-20%
Use of Time
Review of WVDE Counseling Log
Daily ScheduleTime Activity
7:30 Anger Management Group
8:30 Office – Responsive Services
9:30 Program Planning and Management (my office)
10:15 Classroom Guidance Lesson – Conflict resolution skills – Hughes 302
11:30 LUNCH
12:00 Study Skills Group
1:00 Classroom Guidance Lesson – Conflict resolution skills – Smith 117
2:00 Classroom Guidance Lesson – Conflict resolution skills – Acorn 202
3:00 Consultation – Parent and Mrs. Jones (my office)
3:30 SAT meeting – Jimmy Weathers – B Building Conference Room
4:15 Counseling Log
12
Sample Calendar
13
Annual CalendarMonth Programs and Activities
July
August
September
October
November
December
January
February
March
April
May
June
Desegregated other Standards…
• American School Counselor Association (ASCA)
• Utah, Texas, Missouri, New York, Oklahoma, South Dakota, Kansas School Counseling Standards
• Charlotte Danielson• CACREP (Council for Accreditation of
Counseling and Related Educational Programs)
• National Technology Standards (ISTE)• WV Educator and Leadership Standards• National Career Development Standards• NBPTS School Counseling Standards
West Virginia Professional School Counselor Standards
Provide:• an expanded vision of the integral nature of the
school counselor within the school and the community;
• the parameters for the essential knowledge, skills and dispositions that WV school counselors are to possess,
• a discussion document that communicates the essential functions of the school counselor;
• the framework for a school counselor performance assessment (evaluation system); and
• a road map for continuous improvement.
West Virginia Professional School Counselor Standards
Provide:• A common language that describes what a
counselor needs to know and be able to do
• A basis for West Virginia higher education school counselor preparation programs
• A foundation for a school counselor evaluation system
• Guide for professional development
Pedigree of West Virginia Professional Counselor Standards• Developed by
• West Virginia school counselors• Key stake holders (principals, central office
leaders, RESA, WVBE, and WVDE)
• Reviewed by National Experts (Dr. Pat Henderson, Norm Gysbers, Center for School Counseling Outcome Research, and others)
• Made ready for WVBE Policy 5100 in conjunction with• Individuals from the Office of Professional
Preparation
A Picture of the WV Professional School Counselor Standards
Standard 1: Program Planning, Design and Management
Standard 2: Program Delivery
Standard 3: Data Driven Accountability and Program Evaluation
Standard 4: Leadership and Advocacy
Standard 5: Professional Growth and Responsibilities
Architecture of West Virginia Professional Counselor Standards
• Standard – Broad statements/constructs
• Function – Describes the important functional or procedural parts of the standard
• Indicator – Further delineate the functions into observable measures
http://wvde.state.wv.us/counselors/WVSchoolCounselorPerformanceStandards.html
Architecture of West Virginia Professional Counselor Standards
• Indicator Rubrics – Performance descriptions of the indicator statement
• Levels of Performance
• Distinguished
• Accomplished
• Emerging
• Unsatisfactory
Sample Rubric
Key Facts• A set of well defined rubrics guide
counselors to align practices• The evaluation system is a growth
model• The counselor takes the lead role in
assessing his/her practices and establishing growth goals
• All educators are evaluated annually• Self assessment is evidenced based
Scavenger Hunt
Rubrics Review
Checking for Understanding
What do the levels really mean?
Distinguished:describes professional counselors who are responsible for their
own learning, lead continuous improvement of the school counseling program, have a systemic approach to collaboration and communication, and share best practices with colleagues. Being a distinguished counselor remains a goal for all counselors, regardless of how challenging it may be in any particular set of circumstances.
Distinguished counselors: • are master counselors and make contributions to the school
counseling profession, both in and outside their school • exhibit continuous reflection and self-renewal • follow a comprehensive, integrated curriculum approach in a
comprehensive, developmental program • operate their program at a qualitatively different level from those
of other counselors
Accomplished:describes professional counselors who have achieved
mastery within a critical element. This level of performance is expected for most experienced counselors.
Accomplished counselors: • clearly understand the concepts underlying each critical
element component and implement well, are experienced, capable counselors who regard themselves and are regarded by others as performing at this level.
• thoroughly know their role, they know their students, and have a broad repertoire of strategies and activities to use with students in a standards-based program.
• continuously seek to expand and improve their practice.
Emerging:describes counselors who may be new to the field or experienced
counselors who are weaker in a particular area and need to set improvement goals to move to a more accomplished level of performance.
Emerging counselors: • appear to understand the concepts underlying each element and
attempt to implement the components. • exhibit sporadic, intermittent, or otherwise not entirely successful
implementation. • are characteristic of counselors new to the profession or
experienced counselors who have not made the paradigm shift required by the ASCA Model® and WVBOE Policy 2315.
• are minimally competent counselors; improvement is likely to occur with experience, professional development, planning, and mentoring; and while all students may not be receiving the guidance, counseling, and programs they need no actual harm is being done to students.
Unsatisfactory:describes counselors with unacceptable job performance in
indicated area(s) and may be doing harm to students.
Unsatisfactory counselors: • do not yet appear to understand the concepts underlying the
critical element component. • can grow and develop in this area. • usually perform at a level that is below the licensing standard of
“do no harm.” • have reached a time for a supervisor to intervene • represent a first priority for coaching or mentoring • need to develop a support and or improvement plan in areas
identified as unsatisfactory as prioritized by counselor and administrator
How does your thinking aligned with the defined levels for each level?
Parking Lot
Identifying Evidence
Helpful SitesPilot Wikihttp://
wvdeschoolcounselorevaluationpilot.wikispaces.com/
School Counseling Website – Documentation Handbookhttp://wvde.state.wv.us/counselors/Counselorhandbook.html
Student Needs Assessmentshttp://wvde.state.wv.us/forms/counseling-assessment/
http://wvde.state.wv.us/forms/counseling-assessment/?level=m
Other Web LINKSSchool Counseling Websitehttp://wvde.state.wv.us/counselors
Protocolshttp://wvde.state.wv.us/counselors/protocols.html LINKS Programhttp://wvde.state.wv.us/counselors/links/LINKS NetWorthhttp://wvde.state.wv.us/counselors/networth-lessons.htmlNetsSmart – aligned with school counseling standardshttp://wvde.state.wv.us/counselors/netsmart/ Group Guidance Lessonshttp://wvde.state.wv.us/counselors/group-lessons.html Guidance Curriculumhttp://wvde.state.wv.us/counselors/guidance-curriculum.html
SMART Goals
Form B2: Goal Setting
Action Plans: Form B.3
Other Important Information
• Professional Conduct• Year End Evaluation• Evaluation of Record• Improvement Plans
Summative Rating
Pilot Agreements
• Participate Fully• Follow all procedures and protocols• Use designed forms• Stick to deadlines• Keep ongoing notes
– Strengths– Challenges
• Cooperate with Research Office
THANK YOU!!
[email protected]@access.k12.wv.us
Please pick up your certificate and turn in your evaluation form
