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  • School Counselor Evaluation Pilot TrainingBarb Ashcraft, School Counseling CoordinatorNancy Cline, CoordinatorOffice of School ImprovementSeptember 22, 2011

  • Session ExpectationsITL - in text lingoDNTL 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 SharingUse 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 ChangingBeforeRandom Acts of GuidanceSpending 80% of time with 20% of studentsWorking in silosLack of planning and documentationGatekeepersEverything to everyone

  • School Counseling is Changing

    BeforeEverything to everyoneCounselor Centered instead of Program focused

  • School Counseling is ChangingNowA Planned ProgramClosing the gap in achievementSupporting all students being Career/college readyClassroom lessons for all studentsASCA National Model (Policy 2315)WV School Counselor Performance Standards

  • ASCAS National Model WVDE Policy 2315West Virginia School Counselor Performance Standards

    provide a research-based framework for school counselors to enhance success for ALL students

    *

  • ASCA National Model/Policy 2315*

  • *Groups, Mentoring, Student Helpers, Clubs, Crisis Interventions, Short-term counselingGroups, Tutoring, Peer Helpers, etc. Classroom Guidance Lessons, School Assemblies, Student Advisement Programs, Programs, Academic Plans, Intrepreting test resultsClassroom Guidance Lessons, Student Advisement Programs, School Assemblies, etc.

    IEP, 504Therapy Outside or SBMH Centers

  • Use of Time

    Delivery System ComponentElementary School % of TimeMiddle School % of TimeHigh School % of TimeGuidance Curriculum35%-40%25%-35%15%-25%Individual Student Planning5%-10%15%-25%25%-35%Responsive Services30%-40%30%-40%25%-35%System Support10%-15%10%-15%15%-20%

  • Use of TimeReview of WVDE Counseling Log

  • Daily Schedule*

    TimeActivity7:30Anger Management Group8:30Office Responsive Services9:30Program Planning and Management (my office)10:15Classroom Guidance Lesson Conflict resolution skills Hughes 30211:30LUNCH12:00Study Skills Group1:00Classroom Guidance Lesson Conflict resolution skills Smith 1172:00Classroom Guidance Lesson Conflict resolution skills Acorn 2023:00Consultation Parent and Mrs. Jones (my office)3:30SAT meeting Jimmy Weathers B Building Conference Room4:15Counseling Log

  • Sample Calendar*

  • Annual Calendar

    MonthPrograms and ActivitiesJulyAugustSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMay June

  • Desegregated other StandardsAmerican School Counselor Association (ASCA)Utah, Texas, Missouri, New York, Oklahoma, South Dakota, Kansas School Counseling StandardsCharlotte DanielsonCACREP (Council for Accreditation of Counseling and Related Educational Programs)National Technology Standards (ISTE)WV Educator and Leadership StandardsNational Career Development StandardsNBPTS School Counseling Standards

  • West Virginia Professional School Counselor StandardsProvide: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); anda road map for continuous improvement.

  • West Virginia Professional School Counselor StandardsProvide:A common language that describes what a counselor needs to know and be able to doA basis for West Virginia higher education school counselor preparation programs A foundation for a school counselor evaluation systemGuide for professional development

  • Pedigree of West Virginia Professional Counselor StandardsDeveloped byWest Virginia school counselorsKey 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 withIndividuals from the Office of Professional Preparation

  • A Picture of the WV Professional School Counselor StandardsStandard 1: Program Planning, Design and ManagementStandard 2: Program DeliveryStandard 3: Data Driven Accountability and Program EvaluationStandard 4: Leadership and AdvocacyStandard 5: Professional Growth and Responsibilities

  • Architecture of West Virginia Professional Counselor StandardsStandard Broad statements/constructsFunction Describes the important functional or procedural parts of the standardIndicator Further delineate the functions into observable measures

  • http://wvde.state.wv.us/counselors/WVSchoolCounselorPerformanceStandards.html

  • Architecture of West Virginia Professional Counselor StandardsIndicator Rubrics Performance descriptions of the indicator statementLevels of PerformanceDistinguishedAccomplishedEmergingUnsatisfactory

  • Sample Rubric

  • Key FactsA set of well defined rubrics guide counselors to align practicesThe evaluation system is a growth modelThe counselor takes the lead role in assessing his/her practices and establishing growth goalsAll educators are evaluated annuallySelf assessment is evidenced based

  • Scavenger Hunt

  • Rubrics ReviewChecking for UnderstandingWhat 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-curric