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School Counselors Rubric

Example framework for School Counselors

School Counselor Rubric Enhancing Professional Practice: A Framework for Teaching by Charlotte Danielson was first published by ASCD in 1996, and quickly found wide acceptance and acclaim across the nation for its research-based definition of good teaching. As Charlotte Danielson notes, however, the Framework for Teaching (FfT) is just that, a definition of teaching that did not address the work of many specialists, including school counselors. Recognizing the need for a similar definition for such positions, Charlotte Danielson added rubrics for several specialists in the second edition of the Framework for Teaching in 2007. In those specialist rubrics, the basic architecture of the Framework for Teaching remained, with the components adjusted to ensure relevance and alignment with the work of specialist groups. The Danielson Group published the Framework for Teaching Evaluation Instrument in 2011 and a second edition in 2013. The Evaluation Instrument contained rubric language for each component at all four levels of performance, as well as critical attributes and possible examples for each of those levels of performance. Four members of the Danielson Group, each with masters’ degrees in counseling, began in 2013 to create a framework similar to the Evaluation Instrument, that would accurately and specifically reflect the work of school counselors. It is the role of school counselors, just as with other educators, to ensure student success. Counselors not only respond to the immediate needs of students but also plan for proactive services. At the elementary level, the emphasis is on helping all students acquire skills such as being able to communicate in effective ways, developing a healthy self-image, and forming appropriate relationships with their peers. Secondary school counselors continue the same skills acquisition, but also focus on post-secondary planning, and cultivating skills that will help them become college- and career-ready. School counselors carry out their work in various settings, including individual, small group, and classroom guidance. School counselors serve as a resource to individual students, teachers, parents and guardians, the school as a whole, and their communities. They counsel individual students regarding such matters as making positive choices, reducing excessive tardiness, addressing behavioral issues, and designing an appropriate academic program. They also collaborate with teachers to present curriculum-based guidance lessons or to offer advice on the development of interpersonal or study skills. School counselors regularly confer with parents about any number of issues that affect student learning, often including issues related to behavior and emotions. In addition, the counselor might work at the school level, interpreting cognitive, aptitude, and achievement tests; maintaining student records; and assisting the school principal and school psychologist in identifying and resolving student needs, issues, and problems. A seminal document that informed this process was the ASCA (American School Counselor Association) National Model. Throughout the writing process, the group also consulted practicing school counselors to ensure alignment with their practice. As noted in the ASCA National Model, “Today's school counselors are vital members of the education team. They help all students in the areas of academic achievement, personal/social development and career development, ensuring today's students become the productive, well-adjusted adults of tomorrow.” We offer this rubric example to support and enhance professional conversations in the school counseling community. Danielson Group Consultants: Darlene Axtell, MaryLou McGirr, Joanie Peterson, Karyn Wright

Copyright ©2015 The Danielson Group LLC. All rights Reserved. 1

School Counselor Rubric Domain 1 for School Counselors: Planning and Preparation

Component Level of Performance

Ineffective

Partially Effective

Effective

Highly Effective

1a: Demonstrating School Counselor School Counselor School Counselor School Counselor

Knowledge of School demonstrates little or no demonstrates limited demonstrates solid demonstrates deep and

Counseling Theory understanding of school understanding of school understanding of school thorough understanding of

programming, counseling programming, counseling programming, counseling school programming,

techniques, and theory. techniques, and theory. techniques, and theory. counseling techniques and

theory. School Counselor’s

plans and practice reflect

familiarity with a wide range

of effective counseling

approaches.

Critical Attributes School Counselor School Counselor School Counselor School Counselor

displays minimal displays rudimentary demonstrates solid demonstrates extensive

understanding and understanding and understanding and knowledge and

application of the district/ application of the application of the district/ application of the

school programming and district/school school programming and district/school

counseling techniques. programming. counseling techniques. programming and

School Counselor’s plans School Counselor’s School Counselor is able counseling techniques.

use inappropriate knowledge and use of to select and employ School Counselor actively

strategies. counseling techniques is suitable and effective investigates new

of moderate value or techniques to meet the counseling theories and

suitability in meeting the needs of most students. techniques, and skillfully

needs of some students. selects and employs

those that meet the needs

of individual students.


School Counselor Rubric

Level of Performance Component

Ineffective Partially Effective Effective Highly Effective

Possible Examples School Counselor says, “Services for our ELL students and their families should be identical to those for everyone else.” When a student indicates she has thoughts of harming herself, the School Counselor gives her a booklet on mental health issues and tells her to come back after she has read it. School counselor says, “We have our own plan. I don’t see why it has to align with the American School Counselor Association (ASCA) National Model.”

School Counselor meets with a student who is struggling with anger management issues, but does not apply research-based counseling techniques to the sessions, such as cognitive behavioral therapy. School Counselor says, “I know there are social skills programs out there for students with autism, but I just don’t know how I am going to find out about them.”

School Counselor alerts the principal to issues of students sexting on their phones and offers suggestions related to positive interventions for students. School Counselor incorporates social justice advocacy services into the counseling program based upon student demographics and needs. School Counselor downloads the ASCA “Mindsets & Behaviors for Student Success” program planning tool and works with colleagues to address gaps in the current school counseling program.

School Counselor surveys students on her roster about bullying, both personal experiences and observed occurrences. She brings in an expert to advise the department and launches an effective anti-bullying program for the district. School Counselor leads a regional training event for colleagues to raise awareness of how counseling traditions and one's own views may be based on culturally biased concepts.




Ineffective

Partially Effective

Effective

Highly Effective

1b: Demonstrating School Counselor displays School Counselor displays School Counselor In addition to the

Knowledge of little or no knowledge of limited knowledge of child demonstrates characteristics of

Students child and adolescent and adolescent understanding of the “proficient,” School

development nor of development. and some typical developmental Counselor displays

students’ skills, special knowledge of the varied characteristics of the age knowledge of the extent to

needs, interests and students’ skills, special group, as well as which individual students

cultural heritages. . needs, interests and exceptions to the general follow the general patterns

cultural heritages. patterns of development. of development.

Counselor displays School Counselor

accurate and detailed

demonstrates extensive

knowledge of students’

knowledge of students,

skills, special needs,

systematically acquiring

interests and cultural

knowledge from several

heritages.

sources about individual

students’ knowledge, skills,

special needs, interests

and cultural heritages.

Critical Attributes School Counselor does School Counselor cites School Counselor School Counselor

not understand child developmental theory, integrates knowledge of applies understanding of

development but does not seek to developmental theory developmental attributes

characteristics and has integrate theory into with knowledge of to differentiate practice

unrealistic expectations interactions with students on their and decision-making

for students. students. counseling roster to based on individual

School Counselor is School Counselor inform their practice. students’ circumstances.

unaware of the inconsistently attempts to School Counselor School Counselor

individualized needs of gain knowledge of actively seeks to gain demonstrates thorough

students and ignores individual needs of knowledge of student knowledge of student

students’ cultures, students and sometimes background and background and

language, interests, seeks to understand experiences, culture, experiences, culture,

special needs, history students’ cultures, special needs, history special needs, history




Ineffective

Partially Effective

Effective

Highly Effective

and/or circumstances. language, interests, and circumstances and and circumstances, as

School Counselor is special needs, history uses this knowledge in well as knowledge of

and/or circumstances. practice and decision- individualized techniques

unaware of medical

making. to support student.

issues and learning School Counselor is

School Counselor uses

disabilities of students. aware of medical issues School Counselor is

this knowledge to

and learning disabilities aware of medical issues

proactively communicate

with some students, but and learning disabilities

with or about the student.

does not seek to of all students on her

understand the caseload and works School Counselor

implications of those collaboratively with researches medical and

issues and conditions. colleagues to understand learning issues of

the implications of those students on her

issues and conditions. caseload, and works with

those students to ensure

their own understanding

and ability to advocate

on their own behalf.

Possible Examples School Counselor uses School Counselor School Counselor uses After reviewing

materials and resources provides for the kosher conversational turn-taking anonymous school

for a kindergarten student dietary restrictions of in a class designed for surveys related to

that have been designed Jewish students for an students with Asperger smoking, the School

for third grade students. evening event, but does syndrome to support the Counselor works with the

School Counselor does not make acquisition of social skills. school assistance team

accommodations for and student

not know how to address School Counselor

vegetarians or those with representatives to

the behavioral responses ascertains each student’s

gluten sensitivities. develop a smoking

of a student with sensory background knowledge

cessation program.

issues. She issues a School Counselor uses a about the college

detention to the student check in and check out application process The School Counselor

for covering his ears in strategy with a student, before providing holds a meeting with a

the cafeteria and shouting but does not share the guidance. student and his mother to

that everyone should progress of the student discuss the recent




Ineffective

Partially Effective

Effective

Highly Effective

“Shut up.” with teacher and parent. incarceration of a sibling.

Together they design a

plan to inform the

student’s teachers and to

design strategies that will

support the student.




Ineffective

Partially Effective

Effective

Highly Effective

1c: Establishing School Counselor has no School Counselor’s goals School Counselor’s goals School Counselor’s goals

Counseling clear goals for the for the counseling program for the counseling program for the counseling program

Outcomes counseling program, or are rudimentary and are are clear and appropriate are highly appropriate to

goals are inappropriate to partially suitable to the to the situation in the the situation in the school

either the situation or the situation and the age of the school and to the age of and the age of the

age of the students. students. Counseling the students. Counseling students, and have been

Counseling outcomes outcomes represent outcomes represent developed in consultation

represent low expectations moderate expectations and rigorous and important with students, parents, and

for students. rigor. expectations for student colleagues. Counseling

learning and achievement. outcomes represent high-

level learning and

achievement. Outcomes

are differentiated and

reflect multiple career and

college ready paths based

on student aspirations and

input.

Critical Attributes School Counselor cannot Goals represent low Goals represent high Goals represent high

identify goals for students. expectations for expectations and rigor for expectations and rigor

Goals do not represent students. students. and are differentiated to

encourage individual

the needs of the student Goals reflect minimal Goals reflect consistent

students to take

population. consideration of student consideration of student

educational risks.

population needs. population needs.

Goals are carefully

tailored and differentiated

to meet the needs of the

entire student population.




Ineffective

Partially Effective

Effective

Highly Effective

Possible Examples School Counselor states The School Counselor School Counselor works School Counselor

college and career creates outcomes for with students to establish revises the counseling

readiness outcomes in Social Skills learning that learning outcomes for program outcomes to

terms of student do not address counseling sessions. include data from student

awareness of information generalization of skills to School Counselor self-assessments.

rather than achievement novel environments.

successfully establishes School Counselor works

goals.

School Counselor begins an advisory council that collaboratively with

School Counselor says to research evidence- includes all stakeholders administration,

that reducing the over- based programs to reflective of the colleagues, and student

representation of minority reduce out-of-school- collaborative leaders to set goals for

students in out -of-school suspensions, but sets components of the ASCA reducing out-of-school

suspensions is not a goal modest goals for National Model. suspensions. The goals

that is related to her job improving outcomes. are research-based and

as a School Counselor. aligned to the district and

school program goals. A

key feature is student

self-monitoring and

assessment of

outcomes.




Ineffective

Partially Effective

Effective

Highly Effective

1d: Demonstrating School Counselor School Counselor displays School Counselor displays School Counselor displays

Knowledge of demonstrates little or no some awareness of knowledge of resources extensive knowledge of

Resources knowledge of resources resources available to available to students resources for students.

available to students students through the through the school or These include school,

through the school, district school, district, or district, as well as those in district, community, and

or community, nor is the community and for the community, on the external resources. School

counselor aware of extending one’s internet, and other sources Counselor makes extensive

resources for expanding professional skills but does external to the school. use of resources provided

one’s own professional not seek to expand their School Counselor seeks by professional

skills. knowledge. resources to extend their organizations, universities

own professional skills and and on the internet.

knowledge.

Critical Attributes School Counselor does School Counselor School Counselor knows School Counselor

not seek resources sometimes seeks how to gain access to proactively and routinely

outside the district to resources outside the resources outside the seeks resources outside

expand his/her district to expand his/her district and effectively the district and makes

knowledge. knowledge. shares them with extensive effort to share

School Counselor is School Counselor has students and parents. with students, colleagues,

parents and all

unable to suggest or limited suggestions for The School Counselor

community stakeholders.

identify resources that resources to meet the makes detailed

meet the needs of needs of students. suggestions for The School Counselor

students. evidence-based works collaboratively with

resources to meet the colleagues, parents and

needs of a diverse students to create a list of

student population. evidence-based

resources that will support

the needs of a diverse

student population.




Ineffective

Partially Effective

Effective

Highly Effective

Possible Examples School Counselor gives School Counselor hands School Counselor gives School Counselor creates

the same college a list of local mental a student several an online “clearinghouse”

resource information to health care providers to a resource options when of resources that is used

all students, regardless student without trying to asked about local by all counseling staff in

of their career plans. determine the most businesses that offer job the district for local and

School Counselor is not appropriate provider for apprenticeships in the regional resources to

the individual student’s hospitality industry. meet the developmental

able to recommend local

issue. needs of all students.

mental health care School Counselor tells

providers or community School Counselor knows her supervisor about an School Counselor spends

resources to the family she needs to learn more online course in social the summer meeting with

of a severely depressed about working with justice programs she the Commerce

student. secondary students with would like to take in Commission and Better

autism, but doesn’t order to expand her Business Bureau to

contact autism knowledge in the area. develop a resource library

specialists to support with a broad array of

professional learning. student internship

opportunities.




Ineffective

Partially Effective

Effective

Highly Effective

1e: Designing a School Counselor plan School Counselor plan has School Counselor plan School Counselor plan is

Coherent consists of a random a guiding principle and includes important aspects of highly coherent and serves

Counseling collection of unrelated includes a number of counseling in the school to support not only the

Program activities, lacking coherence activities, some of which setting and includes school students individually and in

or an overall structure, and do not fit with the broader goals. Counseling programs groups, but also the broader

is poorly aligned to goals. There is little follow an organized educational program. The

counseling outcomes. differentiation for students. progression with plan provides opportunity

School Counselor plan is School Counselor seeks differentiation for different for student choice. Input

developed without input minimal input from groups of students. School from stakeholders is

from stakeholders or stakeholders. Counselor routinely seeks incorporated throughout the

inclusion of individual, input from stakeholders. plan.

school, and district needs.

Critical Attributes School Counselor plan School Counselor plan School Counselor plan is School Counselor plan is

lacks structure and is not may be unrealistic about well structured and holistic, systemic,

aligned to social decision- expectations for social reasonable about balanced, proactive,

making, behavioral, decision-making, expectations for social integrated into the

mental health, and behavioral, mental decision making, academic agenda, and

academic goals. health, and academic behavioral, mental health, reflective in addressing

There is no effort to goals. and academic goals. individual student’s social

decision making,

connect counseling Counseling activities are Counseling activities match

behavioral, mental health,

activities to counseling loosely connected to counseling outcomes.

and academic goals.

outcomes. counseling outcomes. School Counselor plan

Counseling activities are

School Counselor plan School Counselor plan includes an appropriate

aligned with counseling

lacks a mission statement includes an incomplete mission statement

outcomes and ensure

describing the school mission statement describing the school

student choice.

counseling program goals describing the school counseling program goals

and vision of how counseling program and clear vision of how the School Counselor plan

students will benefit from goals and partial vision of students will benefit from includes a mission

the program. how the students will the program. statement and a

School Counselor designs benefit from the program. School Counselor comprehensive vision of




Ineffective

Partially Effective

Effective

Highly Effective

the plan without School Counselor consistently engages in how students’

collaboration with collaborative planning with individualized needs will

designs the plan with

stakeholders. all in-district stakeholders. be met though

minimal collaboration

differentiated program

with stakeholders.

goals.

School Counselor actively

seeks input from multiple

stakeholders within and

beyond the district to

maximize collaborative

planning process.

Possible Examples School Counselor says, School Counselor says, School Counselor designs a School Counselor

“The program does not “I know that we need to meet-and-greet evening implements a program

need to address academic involve community where students can learn where students can self-

goals; that is the job of leaders in order to how adults with disabilities assess their own learning

their teachers.” develop student navigated both school and styles and suggest

School Counselor does internships. I just don’t workplace challenges. individualized

know how I am going to accommodations and

not design programs to School Counselor

structure that.” modifications that would

support the post- participates in a community

successfully support their

secondary plans of School Counselor reads forum to seek input from

learning goals.

students who do not want information about local mental healthcare

to attend a four-year cyberbullying, but offers providers on improving School Counselor holds a

college. only general statements mutual collaboration. series of feedback

School Counselor states about its impact, and School Counselor works sessions after the first

does not explore year of implementing a

that he does not have with her department chair

preventative strategies. new counseling plan, to

time to learn more about on a presentation to her

identify both highly

the core curriculum. colleagues and school

successful components of

administration that

the plan as well as gaps in

recommends an evidence-

the program that need to

based program for reducing

be addressed.

out-of-school suspensions.




Ineffective

Partially Effective

Effective

Highly Effective

1f: Designing Program School Counselor has no School Counselor has a School Counselor’s School Counselor’s

Assessment plan to assess services or rudimentary plan to plan to assess services assessment plan is highly

resists suggestions that assess services. is organized around sophisticated, with a

such an evaluation is Assessment criteria and clear goals, criteria, and variety of evidence

important. standards have been standards related to the sources and clear criteria

developed, but they are collection of evidence. for assessing outcomes.

not clear. School School Counselor has a The plan includes student

Counselor’s approach to well-developed strategy contributions to its

using formative for using formative development. Assessment

assessment is partially assessment data. plan includes multiple

developed and includes methodologies to ensure

only some of the program accurate assessment of

outcomes. program effectiveness for

diverse student groups.

Critical Attributes There is no program The program The program The program

assessment plan to gather assessment plan assessment plan is assessment plan

feedback from contains minimal updated based upon includes cycles for

stakeholders and evaluate provision for feedback feedback from reviewing progress of the

services. from stakeholders. stakeholders. counseling program, so

The program assessment The program The program that formative

adjustments can be

plan has no provision for assessment plan has assessment plan

made as needed.

data collection. limited provision for data provides for collection

School Counselor does collection. Only some of of relevant data and is The program

the counseling consistent with assessment plan uses a

not use data/assessments

outcomes are addressed program goals. variety of methods to

to plan future program

in the planned collect data in order to

priorities. School Counselor

assessments. assess program goals

synthesizes data to

and services, including

School Counselor plan effective future

soliciting student input.

minimally uses program priorities.

assessment data to plan School Counselor

future program priorities continually synthesizes




Ineffective

Partially Effective

Effective

Highly Effective

data to plan for effective

program priorities,

monitors progress, and

makes adjustments as

needed.

Possible Examples School Counselor states School Counselor School Counselor School Counselor

that he is too busy attempts to aggregate explains to the initiates a committee to

providing services to student data to assess principal how she has develop an efficient

figure out how to assess program effectiveness. used students’ system for managing the

program effectiveness. but states that he is academic and large amounts of data

When asked about data to often very behind in behavioral progress collected on each

maintaining the data. data to assess student. The counselor

support continuation of a

program states, “We are collecting

program, School School counselor states

effectiveness. but not effectively using

Counselor states that that he has data for

data to inform our

quantitative data would some of the counseling As part of the design

decisions about

not be helpful. programs, but has not of a new program to

programs and students.”

had time to analyze it. reduce out-of-school

School Counselor tells suspensions, the School Counselor

School Counselor mentors a student

student internship

participates as a team committee that analyzes

supervisors that the

member in developing the data related to the

school is very interested

measurable program school code of conduct

in their feedback, but

outcomes. and the effectiveness of

does not provide a

current school

document or method for School Counselor

procedures.

them to provide reports the results of

feedback. quantitative and

qualitative data about

the school counselor

program at quarterly

department meetings.


School Counselor Rubric Domain 2 for School Counselors: The Environment


Ineffective

Partially Effective

Effective

Highly Effective

2a: Creating an School Counselor’s School Counselor’s School Counselor’s School Counselor’s

Environment of interactions with students interactions with students interactions with interactions with students,

Respect and Rapport are mostly negative, are generally appropriate, students, parents and parents and staff are highly

inappropriate, or insensitive but may reflect occasional staff are respectful and positive, respectful, and

to students’ ages, cultural inconsistencies and appropriate to the ages, appropriate to the ages,

backgrounds, and insensitivity. The counselor cultures, and cultures and

developmental levels. The makes occasional attempts developmental levels of developmental levels of

counselor does not promote to promote positive the students. The the students, reflecting

positive interactions among interactions among students, counselor actively genuine warmth, caring

students, parents, or staff. parents, or staff. The promotes positive and sensitivity. The

The Counselor does not counselor attempts to interactions. The counselor has successfully

deal with disrespectful respond to disrespectful counseling environment involved students in

behavior. The counseling behavior with uneven is one in which promoting positive student-

environment is not a place results. Students, teachers participants feel safe to-student interactions.

where students, teachers, and/or parents feel and respected.

and/or parents feel safe and somewhat safe and

respected. respected in the counseling

environment.

Critical Attributes School Counselor is School Counselor makes School Counselor is School Counselor is

insensitive to students’ inconsistent effort to be sensitive to all highly sensitive to all

cultural backgrounds and sensitive to students’ students’ cultural students’ cultural

developmental levels. cultural backgrounds and backgrounds and backgrounds and

School Counselor developmental levels. developmental levels developmental levels and

and fosters this supports student

displays no familiarity with School Counselor

sensitivity with initiation of events

or caring about students. demonstrates familiarity

students and staff. recognizing and including

School Counselor speaks with the unique

diverse populations.

circumstances of some of School Counselor

disrespectfully to

the students on her roster. demonstrates detailed School Counselor

students, parents, staff, or

knowledge of each of consistently

colleagues. Quality of interactions

the students on her demonstrates knowledge




Ineffective

Partially Effective

Effective

Highly Effective

School Counselor between School Counselor roster. of, compassion for, and

and students, parents, and

Interactions between responsiveness to all

displays a lack of

staff is uneven, with students.

responsiveness to School Counselor and

occasional disrespect or

students, parents, staff students, parents, and School Counselor

insensitivity.

and colleagues. staff are consistently models exemplary

School Counselor fails to School Counselor is respectful. respect for students,

responsive to a small

School Counselor is parents, staff, and

convey an atmosphere of

number of students, community stakeholders,

respect and responsive to parents,

parents, staff and treating them with dignity

encouragement. staff, colleagues, and

colleagues. in all situations.

all students on his/her

School Counselor attempts caseload. School Counselor is

to create an atmosphere of School Counselor responsive to all school,

respect with uneven consistently creates district, and community

results. Students may stakeholders.

an atmosphere of

hesitate to participate.

support and rapport. School Counselor

facilitates an atmosphere

of genuine caring and

respect for all. Students

participate without fear of

put-downs or ridicule

from either the School

Counselor or other

students.

Possible Examples During a school meeting, School Counselor School Counselor School Counselor

School Counselor openly responds to disparaging advocates for students challenges a student who

makes disparaging remarks between students whose developmental makes disparaging

remarks about groups of in an inconsistent manner. and social needs are remarks about others’

students and their cultural School Counselor calls typically underserved cultural background and

background. by forming a unified provides education about

some students by name.

School Counselor does

soccer team. diversity and tolerance.

School Counselor agrees

not call students by name. School Counselor School Counselor works

to be the faculty sponsor




Ineffective

Partially Effective

Effective

Highly Effective

School Counselor refuses for a Model United Nations reaches out to the with students in the

group, but does not attend family of a student Drama Club, running

to work with a Future

their meetings. with special needs to lines and helping build

Farmers student group,

School Counselor listens better understand how sets. Students express

stating, “The students

to support the student. respect for the counselor.

should aim higher than attentively to a student, but

that.” does not reflect back or School Counselor School Counselor

School Counselor ask questions to clarify. works with the teaches active listening

Academic Quiz Bowl skills to students.

consistently interrupts and

group, attending School Counselor works

talks over students in a

practice sessions and

group session in order to with a student after

meets.

get her point across. school because the

School Counselor student has limited

models a variety of access to the counselor

active listening skills during the school day.

with students and Students, staff and

builds positive

parents report that the

relationships with

School Counselor is

them as a result.

accessible to them and

School Counselor acts keeps appointments

as a mentor to a unless there is a crisis.

student. School Counselor

The School Counselor attends the play of a

and students use student on his caseload

social courtesies such when he learns the

as, “Please, may I family is uninvolved.

offer an opinion?” During a group session,

students clap for one

another

Student says, “I feel safe

here sharing ideas I

thought were different.”




Ineffective

Partially Effective

Effective

Highly Effective

2b: Establishing a The counseling program The counseling program and The counseling program and The counseling program and

Culture for and environment are environment are environment is characterized environment are

Learning characterized by little to no characterized by a by a consistent commitment characterized by a high

commitment of effort by the inconsistent commitment of of effort and investment of commitment of effort and

School Counselor or effort or investment of energy by the School investment of energy by the

students. Students show no energy by the School Counselor and students. School Counselor and

regard for the importance of Counselor or students. Students show positive students. Students take an

the counseling work. Students show little regard regard for the importance of active role in upholding the

School Counselor makes no for the importance of the the counseling work. importance of the counseling

counseling work. work.

attempt to encourage School Counselor interacts

students to work hard and The School Counselor with all students to School Counselor’s

achieve at their highest encourages some students encourage hard work and interactions with students,

level. School Counselor to achieve at a higher level. support learning. School staff, and families support

does not offer students School Counselor offers Counselor seeks to ensure attainment of success for all

support for college and some students support for that all students are college students and involves these

career readiness. college and career and career ready. stakeholders in ensuring all

readiness. students are college and

career ready.

Critical Attributes School Counselor School Counselor conveys School Counselor School Counselor

conveys to some students a neutral position to communicates to students communicates a passion for

that counseling work is students regarding their the importance of counseling work to

too challenging for them. ability to meet the counseling work, and the students, staff, and families

School Counselor sets no demands of counseling conviction that with hard and a conviction that

work. work they will succeed. students can acquire the

expectations for

skills necessary to be

engagement and School Counselor sets School Counselor expects

successful.

participation. limited expectations for all students to engage with

Students are not engagement and and participate in the The School Counselor sets

participation. counseling program. high expectations for

encouraged to work hard.

Some students receive All students receive engagement in the

counseling program and

encouragement to work encouragement to work

communicates this




Ineffective

Partially Effective

Effective

Highly Effective

hard from the counselor. hard in order to achieve. importance to all students,

staff, and families.

The School Counselor

supports students’ initiative

in improving the quality of

their work.

Possible School Counselor is School Counselor is aware School Counselor holds a School Counselor gathers

Examples surprised when a student that a student is struggling study skills session every support teams for individual

comes with news at the academically, but is not Wednesday so that students that includes

end of the semester that sure in what areas, or what students can develop teachers, specialists, family

he is failing a course, and the best intervention strategies and techniques members, and the student

responds by saying, “Well, strategies would be. to support their work. themselves, to proactively

you should have worked School Counselor explains School Counselor creates monitor the student’s

harder at the beginning of progress and determine

to a student who does not classroom activities, group

the semester.” strategies for increased

participate in classes, “If counseling, and individual

success.

School Counselor only you just raise your hand sessions focused on

meets for academic more, your teachers won’t rigorous academic School Counselor asks

advising with twenty be so hard on you.” programs and recruits students to contribute to a

percent of the students in School Counselor students from underserved top ten list of effective

her caseload. socio-economic strategies for meeting the

suggests that someone

backgrounds to participate. demands of long-term

School Counselor says, form a peer mentoring

projects.

“This advocacy program group for students in need School Counselor

for the homeless takes of additional academic frequently participates in School Counselor fosters a

valuable time away from support, but does not meetings and study college and career ready

my day.” follow up on that sessions held by the culture by helping students

School Counselor says, suggestion. homelessness advocacy form a number of different

group. career-interest clubs,

“Why don’t you pursue an School Counselor says

insuring that they assess

easier career?” that the homelessness School Counselor meets

and address the needs of

advocacy program is with the special education

the diverse members they

important, but only attends staff in order to make




Ineffective

Partially Effective

Effective

Highly Effective

meetings by the group adjustments to a student’s attract.

when told to do so. schedule. School Counselor mentors

School Counselor makes School Counselor holds a homelessness advocacy

some minor adjustments in regular departmental student group that

the student’s schedule meetings to advocate for researches and applies for

because the special student success by grant funding to support the

education teacher reviewing individual work of a local community

requested it. student concerns and shelter.

brainstorming possible School Counselor involves

solutions.

a special education student

and his family in proactively

rearranging the student’s

schedule to better meet his

learning needs.

School Counselor

discusses and defines

beliefs about the ability of

all students to achieve at a

district in-service

presentation.




Ineffective

Partially Effective

Effective

Highly Effective

2c: Managing School Counselor’s routines School Counselor’s routines School Counselor’s School Counselor’s

Routines for the counseling center or for the counseling center or routines and procedures routines for the counseling

and Procedures classroom work are classroom work are partially for the counseling center center or classroom are

nonexistent or disorderly. successful. Procedures for or classroom work are seamless, and students

There are no procedures scheduling time with the effective. Procedures for assist in maintaining them.

established for scheduling counselor are established, scheduling time with the Procedures for scheduling

time with the counselor. No but have been counselor are established, time with the counselor are

schedule or use-of-time data communicated to only some communicated to established with input from

is available. There is little students. Schedule and/or students, and followed. students and well

evidence that students know use-of-time data exist, but Schedule and use-of-time communicated to all

or follow established routines. are not used or maintained. data are available, used, stakeholders. Schedule

Students are aware of some and fully maintained. and use-of-time data are

routines and procedures, Students know and follow detailed and used in a

but they are only partially established routines with highly effective manner.

effective or are minimal guidance and Routines and procedures

inconsistently followed. prompting. are well understood and

may be initiated or

improved by students.




Ineffective

Partially Effective

Effective

Highly Effective

Critical Attributes School Counselor has not School Counselor has School Counselor has School Counselor has

established procedures or inconsistently established established consistent seamlessly established

routines. procedures and routines. routines and routines and procedures.

School Counselor is unable School Counselor is procedures. Students take initiative in

the development and

to prioritize time-sensitive inconsistent in prioritizing School Counselor

maintenance of

tasks. tasks. consistently prioritizes

counseling session

Lack of procedures or Counseling office has tasks.

routines and procedures.

routines during classroom some procedures and Counseling office has School Counselor seeks

work or a counseling routines related to clear and consistent

feedback from students

session result in student counseling activities and procedures and routines

and faculty regarding

time off task. access to materials and that are organized to

task prioritization.

resources. facilitate various

counseling sessions and Counseling routines and

access to materials and procedures maximize

resources. student engagement,

opportunities, and time

on task.

Possible Examples School Counselor fails to School Counselor In small-group work, School Counselor

develop and/ or circulate circulates operational students have communicates

clear operational schedules. schedules only during the established roles; they operational schedules to

Students ask why they have first half of the school listen to one another, stakeholders through

year. summarizing different daily, weekly, monthly,

been called to the

views, etc. and annual schedules

counseling office and School Counselor

and calendars shared

express concern that they organizes some School Counselor

through a variety of

are missing an important classroom guidance maintains a calendar so

media.

test. sessions, but changes the students miss little class

schedule or sometimes time. The schedule is A student reminds a

fails to show up. flexible enough to allow classmate that it is his

Students ask what they for crisis counseling. turn to research then

present information about

are to do when materials School Counselor




Ineffective

Partially Effective

Effective

Highly Effective

are being distributed or organizes and one of the local

collected. communicates the community college’s

schedule for classroom programs.

guidance to students as Students independently

well as teachers.

check themselves into

the counseling center.




Ineffective

Partially Effective

Effective

Highly Effective

2d: Managing School Counselor has School Counselor’s School Counselor has School Counselor has established

Student Behavior established no efforts to establish established clear standards clear standards of conduct for

standards of conduct for standards of conduct for of conduct for counseling counseling and classroom

students during counseling sessions or sessions or classroom. sessions and students contribute

counseling or classroom classroom are partially Student behavior in to maintaining them. Students

sessions. No assistance effective. School counseling sessions is take an active role in monitoring

with student behavior is Counselor inconsistently generally appropriate. their own behavior and/or that of

offered to staff or attempts to monitor School Counselor makes other students against standards

families. student behavior and significant effort to offer of conduct. School Counselor

sometimes offers assistance to staff or takes a leadership role in

behavioral assistance to families with student providing assistance with student

staff or families. behavior. behavior and shares ideas with

staff and/or families.

Critical Attributes Counseling sessions Standards have been Standards of conduct School Counselor’s monitoring

are chaotic, with no established but are not have been established of student behavior is subtle and

standards of conduct consistently applied or and are monitored by the preventative. Students actively

evident. monitored by the School Counselor. monitor their own behavior.

School Counselor School Counselor. School Counselor Students are involved in the

disregards students' School Counselor maintains order with development of appropriate

violation of rules. maintains order with overall success. behavioral guidelines for

Some students disrupt uneven success. School counselor counseling sessions and actively

contribute to maintaining order

the counseling Response to student consistently and

by addressing peer behavior

session, without misbehavior is appropriately responds to

based upon established

apparent School inconsistent during the student misbehavior

behavioral guidelines.

Counselor awareness counseling and/or during the counseling and

or with an ineffective classroom guidance classroom guidance School Counselor models and

response. sessions. sessions. promotes student ownership of

behavior.




Ineffective

Partially Effective

Effective

Highly Effective

Possible Examples Students are talking The School Counselor Students respond to The School Counselor

among themselves, addresses the School Counselor request effectively uses nonverbal

rather than attending misbehavior in a group for participation during communication to quiet a

to the counseling of girls, but ignores classroom presentations. classroom during a presentation.

agenda; the School similar behavior in a School Counselor School Counselor effectively de-

Counselor does not group of boys.

recommends use of escalates the behavior of a

attempt to redirect

Neither the School positive behavior support student who is acting out

them.

Counselor nor students strategies with a student physically by using calming

Students are running refer to posted who exhibits behavioral words and an even tone of

around the room, classroom rules when difficulties, and the School voice.

resulting in a chaotic they are violated. Counselor monitors the School Counselor works with a

environment. student’s response.

student to practice self-

Students use their monitoring strategies.

phones during a Student points out a rule about

meeting and the

active listening to a distracted

School Counselor

student.

ignores them.




Ineffective

Partially Effective

Effective

Highly Effective

2e: Organizing School Counselor’s physical School Counselor’s attempts The School Counseling The School Counseling center

Physical Space environment is in disarray, to create an inviting and center or classroom and classroom arrangements

unsafe, or is inappropriate well-organized physical arrangements are are flexibly arranged to

for the planned activities. environment are partially inviting and conducive support a range of individual

Physical barriers make the successful. Accommodations to the planned activities. and group counseling

counseling area are made for some students’ All areas of the activities. Students have

inaccessible to students special needs. counseling center are contributed ideas to the

with special needs. accessible to students organization of physical space.

with special needs. Arrangements provide

individualized

accommodations for students

with special needs.

Critical Attributes School Counselor does School Counselor makes School Counselor School Counselor enlists the

not consider or is unaware some attempt to arrange makes a concerted input of students on how to

of the need to arrange the the environment and make effort to make the make the counseling

counseling space. There the counseling office counseling environment inviting and

are physical hazards in inviting. environment inviting welcoming.

the counseling center. School Counselor makes and accessible for School Counselor solicits

students.

There is no attempt to some attempt at arranging and implements innovative

arrange the counseling the counseling center to School Counselor ideas from students, parents,

center to meet the needs accommodate students successfully arranges and experts on

of students with physical with physical disabilities. the counseling center environmental

or sensory disabilities. School Counselor helps to accommodate accommodations to make

groups with special the counseling center safe,

School Counselor does teachers design ways to

needs. comfortable, and inviting for

not help teachers design enhance their environment

students with special needs.

ways to enhance their for student safety and School Counselor

environment for student learning only when asked. volunteers to help Students take the initiative to

safety and learning even teachers design ways adjust the environment

when asked. to enhance their based on planned activities.




Ineffective

Partially Effective

Effective

Highly Effective

environment for School Counselor serves as

student safety and

a district-wide resource for

learning.

space arrangement and

accommodation issues.

Possible Examples Students say they do not School Counselor offers a School Counselor has School Counselor has

want to share concerns in suggestion to a classroom posted guidelines for meetings with students

the center because. “It is teacher regarding physical how students can representing various

a fishbowl and everyone space, but the ideas are access the computer demographics to solicit ideas

can hear what you are neither evidence-based nor station in the on how to make the

saying and see you when effective. counseling center. counseling environment

you are upset.” Books and other resources Comfortable chairs inviting and welcoming.

Books and resources are are neatly shelved, but are arranged in a Students take initiative and

piled in disarray around some are placed too high semicircle to support arrange chairs side by side

the counseling center. for students to reach. the social skills group. for a peer mediation session.

School Counselor can The School Counselor School Counselor School Counselor provides a

offer no suggestions to a places sound machines in suggests to classroom district-wide in-service

classroom teacher who the waiting area outside of teachers that they presentation on how to

inquires about reducing the office, but often forgets place seating mats organize physical space to

environmental distractions to turn them on. facing away from a enhance the learning

for a student who is often hallway door in order environment and promote

off task. to reducing student safety and a sense

environmental of belonging.

distractions.


School Counselor Rubric Domain 3 for School Counselors: Delivery of Services


Ineffective

Partially Effective

Effective

Highly Effective

3a: Communicating School Counselor rarely School Counselor School Counselor regularly School Counselor’s oral

with Students communicates with attempts to communicate communicates with students. and written communications

students. Communications with students. Spoken School Counselor’s oral and with students are ongoing,

contains major errors and written written communications are clear, precise, and

and/or are unclear. The communications contain clear and accurate. School expressive. Misconceptions

Counselor’s vocabulary is some errors or are Counselor’s use of academic are anticipated by the

inappropriate, vague, or partially clear, requiring and counseling vocabulary is School Counselor and

used incorrectly, leaving clarification. School precise and serves to extend prevented through use of

students confused. Counselor’s spoken understanding. School well-honed communication

Communication is strictly communication may be Counselor makes regular skills. School Counselor

one-way from School correct, but vocabulary is efforts at two-way takes the opportunity to

Counselor to students. not fully appropriate for communication with students. extend students’ knowledge

students. School of concepts and

Counselor does not take vocabulary. Students use

opportunities to explain correct vocabulary. School

academic or counseling Counselor frequently uses

vocabulary. School multiple means of soliciting

Counselor makes minimal input from, and

efforts at two-way communicating with,

communication with students.

students.

Critical Attributes School Counselor does School Counselor School Counselor School Counselor has

not share information, or shares limited consistently shares consistent and accurate

makes serious errors that information or provides accurate information with collaborative

will affect student only partially accurate students. communication with

understanding. information to students. School Counselor clearly students.

Students indicate, through School Counselor states the purpose of the Students contribute to




Ineffective

Partially Effective

Effective

Highly Effective

body language or provides little session, as well as session defining the purpose of

questions, that they do explanation about the goals. the session; if asked,

not understand the purpose of the session. School Counselor regularly students are able to

purpose or content of the explain the purpose of the

School Counselor seeks seeks input from students,

session provided by the session.

input from students, but and effectively acts on such

School Counselor

is inconsistent or input. School Counselor’s

School Counselor does sporadic in gathering or extensive gathering of

not seek input from acting on such input. input from students is

students. skillfully applied to make

program improvements.

Possible Examples

The student says, “My

The student says, “My

Before engaging in a

School Counselor sets up

counselor has not gotten counselor did not keep guided group discussion on a meeting with a student

back to me about the two appointments with human sexuality, the with special needs saying,

college application me, and didn’t let me School Counselor “Let’s talk about your

process.” know ahead of time.” describes what topics will upcoming IEP meeting

The student says that the School Counselor says, be covered. and see if we can look at

your progress and set

School Counselor gave “I offered to help a School Counselor

some new goals.”

him the wrong date for the student with smoking discusses with a student

SAT test. cessation, but they were the conditions under which School Counselor asks

uncooperative.” sensitive information would students, “List the top two

need to be shared with things you would like to

crisis intervention services. learn from our

intergenerational service

project.”




Ineffective

Partially Effective

Effective

Highly Effective

3b: Using School Counselor has few School Counselor displays School Counselor uses a School Counselor uses an

Appropriate counseling techniques to a narrow range of range of counseling extensive range of

Counseling help students acquire skills counseling techniques to techniques to help counseling techniques to help

Techniques in decision-making and help students acquire skills students acquire skills in students acquire skills in

problem solving for both in decision-making and decision-making and decision-making and problem

interactions with other problem solving for both problem solving for both solving for both interactions

students and for future interactions with other interactions with other with other students and for

planning. students and for future students and for future future planning.

planning. planning.

Critical Attributes School Counselor does School Counselor School Counselor School Counselor mentors

not attempt to assist attempts to assist assists students in students as they use

students in decision- students in decision- decision-making, goal available data to make

making, goal setting, or making, goal setting, or setting, or problem decisions, set goals, or

problem solving. problem solving. solving. solve problems.

School Counselor makes School Counselor’s use Questioning and Questioning and discussion

poor use of questioning of questioning and discussion techniques techniques provide

techniques, using low discussion techniques is are employed effectively, opportunities for students to

level or inappropriate adequate. encouraging students to use higher order thinking

questions. School Counselor’s comfortably disclose skills.

information after having

School Counselor’s questions invite students School Counselor builds on

established

questions do not invite to respond, but most do and uses student

confidentiality guidelines

student response. not. responses to deepen

for discussions.

student understanding and

School Counselor uses skill building. Students

open-ended questions, initiate, maintain, and

inviting students to think extend discussions during

and/or offer multiple the session.




Ineffective

Partially Effective

Effective

Highly Effective

possible answers.

Possible Examples

Student says, “I don’t

School Counselor

School Counselor has

School Counselor holds an

want to talk to the School conducts group sessions students work in pairs to individual goal setting

Counselor. She never on coping with stress generate strategies that session with a student, as a

helps me.” and anger, but only people their age use for precursor to the student’s

School Counselor mainly invites students with dealing with anger, then participation in her own

significant behavioral debrief with the group IEP.

asks yes-no questions of

issues to the group, about which strategies

students. A student independently

limiting the possibility for are healthy/helpful vs.

School Counselor decides to keep an “anger

models of appropriate unhealthy/harmful.

journal” to track triggers,

generally spends five behavior and problem

School Counselor holds levels, and responses after

hours of his day working solving.

small group and attending a seminar with

on paperwork in an office.

School Counselor allows individual sessions to the School Counselor.

discussions about topics assist students with

unrelated to those personal goal setting.

previously identified to

dominate their small

group time together.




Ineffective

Partially Effective

Effective

Highly Effective

3c: Engaging

School Counselor does not School Counselor attempts School Counselor assists School Counselor supports

Students in the assist students in to assist some students in the students in formulating students as they formulate

Formulation of formulating personalized formulating personalized clear, purposeful, and personal academic, social/

Current and plans. plans, but efforts are personalized plans. emotional, and career

Future Plans inconsistent. plans. The process has a

clearly defined structure

and provides students with

the time needed to engage

with and reflect on their

planning.

Critical Attributes

School Counselor does School Counselor School Counselor School Counselor

not assist students in attempts to help students provides clear strategies enables student

developing appropriate develop the skills needed that assist students in exploration of multiple

skills needed for for formulating developing successful strategies that will assist

formulating personalized personalized plans. skills for formulating them in developing solid,

plans. personalized plans, goal lifetime skills for

setting, and decision formulating personalized

making. plans.

Possible Examples

The student says, “I really The student says, “My The student says, “Since I The student says, “My

have no idea what my counselor just gives me a want to be a sign counselor showed me

course of study is list of courses to sign up language interpreter, my how I can use the new

supposed to be next year. for. We don’t discuss any counselor is helping me computer system to

My counselor can’t find of it.” explore whether a sign search for colleges in this

time to meet with me.” School Counselor meets language class at the state that offer pre med

community college might programs.”

Students do not have with a few students to

be available to me next

individual plans that help them create The student says, “I went




Ineffective

Partially Effective

Effective

Highly Effective

address their future

individual plans that

fall.”

to the school’s website

interests. address their future School Counselor holds a and found which courses

interests. are required for

series of small group

graduation.”

seminars to help students

create individual plans School Counselor meets

that address their future with individual students

interests. and coaches them in

strategies for designing

individual plans that best

address their future

interests.




Ineffective

Partially Effective

Effective

Highly Effective

3d: Assessing

School Counselor neither School Counselor School Counselor School Counselor

Student Needs assesses the progress inconsistently assesses consistently assesses the consistently assesses

students are making in progress students are progress students are students’ progress in

programs nor consults with making in programs or making in programs and programs, using multiple

team members to address limits consultation with consults with team measures and regularly

students’ needs. Feedback team members to address members to discuss consults with students,

is absent or of poor quality. students’ needs. Feedback students’ needs. Feedback parents, and team

Students do not engage in to students is general, and to students is accurate and members to discuss

self-assessment. few students assess their specific; students frequently students’ needs. A variety

School Counselor does not own work. School engage in self-assessment. of forms and methods are

Counselor sometimes uses School Counselor uses used to provide accurate

use assessment to

assessments to determine assessment to determine and specific feedback.

determine services that will

services that will address appropriate school-wide Students self-assess and

address students’ needs

students’ needs. services to address the monitor their progress, and

needs of the student use the data to identify

population. appropriate improvement

strategies. School

Counselor successfully

assesses individual

students’ needs and

differentiates services to

address them.

Critical Attributes

School Counselor makes School Counselor School Counselor elicits Students demonstrate a

no effort to determine attempts to determine clear evidence of student solid understanding of

students’ understanding student understanding of understanding of assessment results and

of assessment results. assessment results. assessment results. the ability to identify their

School Counselor has no School Counselor makes School Counselor own needs based on the

data.




Ineffective

Partially Effective

Effective

Highly Effective

plan to engage students

only minimal attempts to

frequently invites students

Students assess their

in self-assessment. engage students in self- to engage in self-

own needs/progress

assessment. assessment, and provides

School Counselor uses using assessment criteria

appropriate strategies for

inappropriate assessment School Counselor they have helped

doing so.

techniques for the student attempts to use establish.

or setting. appropriate assessment School Counselor uses School Counselor skillfully

techniques for the general assessment techniques

School Counselor determines and uses

student population. that are differentiated for

provides feedback that is assessment techniques

specific student

inaccurate, non-specific School Counselor that are differentiated for

population groups.

and/or lacks timeliness. provides feedback that is individual students.

School Counselor ignores timely, but is not specific School Counselor School Counselor and

or consistent. provides feedback that is

or does not know how to students discuss high

specific, timely, and

interpret student School Counselor quality feedback that is

consistent.

assessment data. displays limited ability to proactive, pertinent and

interpret student School Counselor focused on improvement.

assessment data. accurately interprets School Counselor

student assessment data

partners with individual

and makes program

students to interpret

decisions or recommends

assessment data, and

courses of action based

discusses program

on the data.

direction and individual

action plans with them

based on the data.

Possible Examples

School Counselor takes School Counselor gives School Counselor meets School Counselor assists

assessment results and the student the raw score with a group of students students in establishing a

files them without of a workplace readiness who are struggling with homework self-study

reviewing them or sharing assessment, but does not English II and analyzes group that meets weekly

them with students. interpret results or make test errors with them. in the conference room.




Ineffective

Partially Effective

Effective

Highly Effective

A student says, “How do I

plans for improvement

School Counselor shows

School Counselor

with the student.

know if I am doing well?” benchmarking data to a analyzes available course

School Counselor tells a student with special of study data compared to

student that she should needs. Based on the college admissions rates

try harder, but does not data, the counselor sets to recommend successful

analyze areas in need of up after-school assistance strategies to students who

additional support and in the target subject. want to enter pre-med

study. programs.

Students access their

own progress reports,

then sign up for online

help with their teachers.




Ineffective

Partially Effective

Effective

Highly Effective

3e: Implementing

School Counselor does not School Counselor makes School Counselor holds School Counselor holds

Responsive provide counseling an attempt to meet with individual and/or small individual and/or small

Services sessions for individual some individual students group counseling sessions group counseling sessions,

students and/or small and/or small groups in to assist students with that help students identify

groups to help them response to emergent academic, career, and problems, causes,

overcome issues that arise. student needs and personal/social issues in alternatives, and possible

concerns. Sessions are not response to emergent consequences. Students

goal-focused and offer only student needs and make thoughtful decisions

moderate assistance. concerns. and take appropriate

actions in response to

emergent needs and

concerns.

Critical Attributes

School Counselor does School Counselor School Counselor School Counselor’s

not provide responsive inconsistently provides recognizes change in anticipates adjustments to

services to address responsive services to students’ needs and services based on deep

students’ needs. address students’ needs. provides responsive knowledge of students

School Counselor does School Counselor services to meet the and current social and

current, identified needs. environmental events and

not adjust priority of tasks attempts to adjust

conditions.

with student or school priorities to address School Counselor

goals in mind. student needs. routinely adjusts priorities School Counselor uses

School Counselor is School Counselor is to meet the needs of various data sources and

students. input from stakeholders to

unable adjust a session partially successful in

anticipate the needs of

when students are adjusting a session when School Counselor

students, and adjusts

confused or students are confused or routinely makes

priorities accordingly.

unresponsive. unresponsive. adjustments to a session

as needed. School Counselor seizes

a teachable moment to

enhance a session.




Ineffective

Partially Effective

Effective

Highly Effective

Possible Examples

School Counselor tells a

School Counselor tells a

School Counselor asks a

School Counselor meets

student, “I know you are student whom she knows colleague to cover her with a student with a

upset, but I don’t have is upset, “I don’t have an office for an hour so that physical disability and

time in my schedule to opening in my schedule she can accompany a shares a variety of

see you today.” until tomorrow afternoon. student to the crisis community resources

School Counselor tells a Please come back and center. related to driver’s ed

see me then and we will training with modified

student that he can’t School Counselor reviews

problem-solve the issue.” vehicles.

come running to the possible strategies to deal

counseling office for every with a student pregnancy School Counselor helps a

little thing and to sort and decides to cancel a student to complete a

issues out himself. scheduled peer mediation shared assessment of risk

session in favor of a one- when the student

on-one session with the discloses thoughts of

student. harming herself. School

Counselor brings in

parents and sets up an

immediate appointment

with the crisis center of

the local hospital.


School Counselor Rubric Domain 4 for School Counselors: Professional Responsibilities


Ineffective

Partially Effective

Effective

Highly Effective

4a: Reflecting on School Counselor’s School Counselor’s reflection School Counselor’s School Counselor’s

Practice reflection on practice is on practice is sometimes reflection on practice is reflection on practice is

inaccurate and not based accurate and objective, but accurate and objective, thoughtful and accurate,

on evidence-based not based on evidence-based based on evidence-based citing specific examples of

standards. School standards. Reflection includes standards, and cites both practices and the reasons for

Counselor has no some general suggestions for positive and negative their degree of success.

suggestions for how how counseling services characteristics. School School Counselor draws on

counseling services could might be improved. Counselor makes specific an extensive body of

be improved. suggestions for improving evidence-based practices to

practice based on the ASCA suggest alternative practice

Model. strategies according to the

ASCA Model.

Critical Attributes School Counselor does School Counselor uses School Counselor uses School Counselor uses

not use ASCA Model of ASCA Model of the ASCA Model of program assessment data;

Competencies or data to Competencies but does not Competencies and data to input from school officials,

reflect on counseling gather data to reflect on guide decision-making Advisory Council, and

practices. counseling practices. and to standardize and students; and the ASCA

School Counselor School Counselor suggests reflect on counseling Model of Competencies to

practice. guide decision-making and

makes no suggestions general modifications for

reflect on counseling

for professional professional improvement. School Counselor draws

practice.

improvement. School Counselor is aware upon appropriate

resources to suggest School Counselor uses

School Counselor is not of the ASCA School

alternative strategies to extensive resources to

aware of the ASCA Counseling Program

refine professional identify areas for

School Counseling Assessment but does not

performance. improvement and

Program Assessment use it as a guide to create

professional growth

and does not create the the ASCA School Counselor School Counselor uses

opportunities.

ASCA School Counselor Annual Agreement. the ASCA School

Annual Agreement. Counseling Program School Counselor uses

Assessment as a guide to deep and nuanced




Ineffective

Partially Effective

Effective

Highly Effective

create and revise the understanding of the ASCA

ASCA School Counselor Model of Competencies

Annual Agreement. and the School Counseling

Program Assessment to

make a subtle but

impactful supplement to

the ASCA School

Counselor Annual

Agreement.

Possible Examples The counselor says, “I Without evidence, the School Counselor says, “I School Counselor says,

have identified students’ School Counselor says, “I use the ASCA Model of “Evidence tells me these

needs and helped hope I am meeting the Competencies and the strategies are working with

many,” but is unable to needs of most students.” School Counseling the majority of the students

provide data to support School Counselor says, “I Program Assessment most of the time. I am

the statement. when determining if the exploring additional

suppose I could ask a

needs of students are resources to address the

School Counselor says, colleague about some

being met.” needs of student outliers.”

“Few students come to strategies to use.”

seek me out, and when School Counselor says, “Are The School Counselor School Counselor shows

they do, I am not sure there professional practice uses the ASCA Model to data collected from all

what they want.” study School Counselor students and stakeholders;

and ethical standards

competencies and he works with stakeholders

School Counselor says, available?”

determine areas for to interpret the data and

“I don’t need standards; I

improvement. make improvements in the

know what ethical

ASCA School Counselor

means.” The School Counselor

Annual Agreement and

decides on a course of

Action Plan.

action based on the ASCA

Ethical Standards for

School Counselors.




Ineffective

Partially Effective

Effective

Highly Effective

4b: Maintaining School Counselor’s reports, School Counselor’s reports, School Counselor’s reports, School Counselor’s practices

Accurate records, and documentation records, and documentation records, and documentation related to record keeping are

Records and are missing, late, or are uneven and occasionally are accurate and are highly systematic and

Using inaccurate, resulting in late. School Counselor has a submitted in a timely efficient. Maintenance and

Appropriate confusion. School rudimentary understanding of manner. School Counselor’s safekeeping practices serve

Data to Guide Counselor does not the safekeeping and practices related to as a model for colleagues in

Practice understand the importance maintenance of student safekeeping and other schools. School

of safekeeping and information. School maintenance of student Counselor engages parents

maintenance of student Counselor makes scant use records are consistent with and students in using student

records. School Counselor of student data to guide district and national data to guide decision-

does not use student data decision-making. standards. School making. Students contribute

to guide decision-making. Counselor uses student information to their portfolios.

data to guide decision-

making.

Critical Attributes School Counselor has no School Counselor has a School Counselor’s School Counselor

system for record process for recording process for record keeping collaborates with

keeping. Records are in information; however it is is efficient and effective. colleagues regarding best

disarray and provide out of date, incomplete, or School Counselor practice for record-keeping

incorrect or confusing inaccurate. and shares systems and

consistently maintains and

information. processes.

School Counselor submits records/reports in

School Counselor does inconsistently maintains a timely manner. School Counselor

not maintain and submit and submits School Counselor has a consistently makes

records/reports in a timely records/reports. records/reports available to

clear understanding of

manner when requested. stakeholders to support

School Counselor has how to use data to guide

self-advocacy and future

School Counselor does limited knowledge of how to students.

planning.

not know how to use data use data to guide students.

to guide students. School Counselor engages

and educates appropriate

stakeholders on how to

best use data to guide

students.




Ineffective

Partially Effective

Effective

Highly Effective

Possible School Counselor does School Counselor says, “I School Counselor keeps a School Counselor consults

Examples not keep a daily journal. have met with several confidential daily journal her confidential daily

School Counselor says, “I students, but was able to that contains a record of journal to aid in making

take notes on only half of meetings. decisions with students.

did not keep a record of

the meetings.”

the students’ classes, but The student says, “I used When a student is asked

I can remember.” The student says, “I don’t the guidelines that you about how she will register

School Counselor says, know what classes to gave me, logged on to the for courses, she quickly

register for because the website, and found which demonstrates and explains

“Several students were

requirements are not in my courses are required.” the updated website for her

scheduled to stop by, but

e-file.” parents.

I didn’t write down the School Counselor reviews

times or what they School Counselor data with a student prior to School Counselor analyzes

needed.” inconsistently reviews guiding the student in data from a confidential

School Counselor says, “I student data prior to setting goals. student survey about

counseling sessions. bullying to support the

don’t have time to look at

proposal for a new program

student data and don’t

addressing the issue.

know why I should; I’m a

counselor!” School Counselor refers to

testing, conduct, and report

card data on each of her

students when designing

intervention strategies.




Ineffective

Partially Effective

Effective

Highly Effective

4c: Communicating School Counselor provides School Counselor School Counselor provides School Counselor is

with Families, little, if any, information to provides limited though thorough and accurate proactive in providing

Staff, and families, staff or community accurate information to information to families, staff information to families about

Community about the counseling families, staff or or the community about the the counseling program and

program as a whole or about community about the counseling program as a about individual students

individual students. School counseling program as a whole and about individual through a variety of means.

Counselor does not publicize whole and about individual students. School Counselor School Counselor makes

vision and mission statement students. School successfully communicates certain that community, staff,

of the program. School Counselor shares vision the vision and mission parents, and students are

Counselor does not attempt and mission statement of statement of the program. aware of and contribute to

to engage families in the the program if asked. School Counselor frequently the vision and missions

programs offered by the School Counselor engages families in the statement of the program.

counseling department. attempts to engage programs offered by the School Counselor engages

Communications with staff families in the programs counseling department. families in using and

offered by the counseling contributing to the resources

and families violate School Counselor

department. of the counseling

confidentiality guidelines. consistently follows

department.

Some communications School Counselor is confidentiality guidelines.

contain socially or culturally somewhat familiar with Communications are School Counselor

inappropriate or offensive confidentiality guidelines. conveyed in a culturally consistently maintains and

references. Communication may not sensitive manner. models confidentiality for all

be socially or culturally while appropriately

sensitive. communicating student

needs with family, staff and

community. School

Counselor responds to

concerns with social and

cultural sensitivity.

Critical Attributes School Counselor provides School Counselor School Counselor regularly School Counselor is

limited or inaccurate infrequently provides makes information about innovative in finding




Ineffective

Partially Effective

Effective

Highly Effective

information regarding the information about the the program available and multiple means to provide

counseling program to counseling program to uses more than one means information to

stakeholders. stakeholders; parents to disseminate information. stakeholders.

School Counselor does not are randomly informed. School Counselor seeks School Counselor is a

seek input from School Counselor seeks input from all stakeholders, leader in facilitating a

stakeholders regarding the input only from district including community communication network of

most effective means of stakeholders regarding organizations, regarding district and diverse

communicating. the most effective means the most effective means community organizations

School Counselor does not of communicating. of communication. and seeks input from

stakeholders regarding the

comply with school/district School Counselor School Counselor complies

most effective means of

procedures for complies with with all school/district

communicating.

communicating with school/district procedures for

families. procedures for communicating with School Counselor complies

School Counselor doesn’t communicating with families and successfully with all school/district

families but efforts are engages them at the procedures and initiates

know who should have

inconsistent. appropriate times. additional interactions,

access to information or

encouraging collaboration

what can be disseminated. School Counselor has School Counselor is aware

with all stakeholders.

School Counselor does not limited knowledge of of what information is

School Counselor provides

who should have access confidential; timing,

know about the ASCA appropriate information at

to information, or does content, and audience for

National Model, that appropriate times.

not communicate helpful sharing information is

includes the program’s

confidential information always appropriate. School Counselor serves

mission and vision.

to those with whom it School Counselor directs as the district consultant for

would be appropriate. the appropriate

stakeholders to the ASCA

dissemination of records

School Counselor knows National Model and

and educates all

how to access the ASCA communicates its mission

stakeholders about

Model website, but does and vision.

confidentiality policies.

not communicate the

program’s mission and School Counselor engages

vision with stakeholders. stakeholders, particularly

the Advisory Council, in

Copyright © 2015 The Danielson Group LLC. All rights Reserved. 44



Ineffective

Partially Effective

Effective

Highly Effective

conversations about the

mission and vision of the

ASCA National Model,

focusing on plans for the

future of the program.

Possible Examples School Counselor does not School Counselor School Counselor regularly School Counselor works

respond to requests to periodically shares a submits articles to the with the district to survey

provide information to the schedule of office hours school/district website and parents and students to

school/district newsletters. in a newsletter. Changes community newspapers determine their available

Registration booklets are to hours or procedures about the local counseling and preferred modes of

are not updated. program. communication and

not up to date for parents

provides communication

and the School Counselor Parent says, “I wish I Student says, “I was

formats based on the

refuses to post information could find out more struggling with some

survey data.

online. about the counseling friends and found

The School Counselor program and registration information about how to Parent says, “I do not have

online, but there is little contact our school access to the internet, but

does not know that

information posted.” counselor on the district my child brings home hard

financial information is

website.” copies of newsletters so I

confidential and posts a list School Counselor says,

know what is going on with

of student financial “I am not always sure School Counselor says,

the counseling services at

waivers. what information can be “This information is

her school.”

The School Counselor shared and don’t have confidential and only

time to research it.” available to the custodial School Counselor meets

says, “Why would the

parents.” with translators to inform

counseling program need School Counselor says,

them of confidentiality

a vision and mission “I am not aware of a School Counselor

guidelines.

statement?” National Model; we have coordinates with

School Counselor says local vision and mission colleagues to communicate School Counselor

statements.” to stakeholders the schedules a time at the

she only sends information

changes to the counseling staff meeting and provides

to parents via email and if

program’s mission and detailed information about

families don’t have email at

vision statements after the rules of confidentiality.

home they can go to the




Ineffective

Partially Effective

Effective

Highly Effective

library. aligning them with ASCA School Counselor assists

A parent says, “I had no National Model.

other schools/districts to

idea students were doing School Counselor ensures understand the local and

course selection this that a sign language ASCA mission and vision

week.” interpreter is present at statements and how to

meetings with parents who communicate their

are deaf or hard of hearing. meaning to stakeholders.


Ineffective

Partially Effective

Effective

Highly Effective

4d: Participating School Counselor’s School Counselor interacts School Counselor’s School Counselor interactions

in the interactions with other with other counselors and/or interactions with other are characterized by mutual

Professional counselors and/or other colleagues to fulfill required counselors and colleagues support and collaboration, with

Community colleagues in the duties. The School are characterized by mutual the School Counselor taking

school/district are negative. Counselor participates in support and collaboration. initiative in assuming

The counselor avoids school events, district The counselor volunteers to leadership among other

becoming involved in projects, and professional participate in school events counselors and colleagues.

school or district events or learning communities when and school/district projects, The School Counselor

projects. School Counselor specifically asked or invited. making a substantial volunteers to participate in

does not participate in a contribution. The School school/district events and

professional learning Counselor actively projects, making a substantial

community. participates in a professional contribution and assuming a

learning community. leadership role in at least one

aspect of school/district life.

The School Counselor takes a

leadership role in promoting a

professional learning

community.




Ineffective

Partially Effective

Effective

Highly Effective

Critical Attributes School Counselor’s School Counselor engages School Counselor has School Counselor initiates

interactions with other in interactions with supportive, collaborative and models collaborative

counselors and colleagues to fulfill and professional interactions with other

colleagues are department mandates, but interactions with other counselors, colleagues and

characterized by does not initiate counselors and organizations.

negativity or collaborative, professional colleagues. School Counselor

combativeness. conversations.

School Counselor contributes to and leads

School Counselor When asked, the School frequently volunteers to significant school/district and

purposefully avoids Counselor participates in participate in school events community projects.

involvement in school events and and projects. School Counselor takes a

school/district events and projects.

School Counselor regularly leadership role in promoting

projects.

When invited, the School participates in activities activities related to

School Counselor avoids Counselor participates in related to professional professional learning

contributing to activities activities related to learning communities. communities.

promoting professional professional learning

learning communities. communities.

Possible School Counselor School Counselor School Counselor School Counselor mentors

Examples doesn’t share positive reluctantly shares frequently volunteers to other counselors and

behavioral intervention strategies with other share strategies with other colleagues as they work with

strategies with other counselors and counselors and students to implement new

school counselors and colleagues. colleagues. strategies. Mentees highly

colleagues. School Counselor attends School Counselor value the School

Counselor’s guidance.

School Counselor does school/district meetings volunteers to share

not attend school/district when reminded by program information at a School Counselor creates a

meetings. supervisor. school meeting. webinar to share program

School Counselor does The principal says, “I wish I School Counselor information with parents who

could not attend a meeting.

not serve on any didn’t have to ask the volunteers to chaperone

committees because he counselor to ‘volunteer’ the middle school School Counselor

says his workday is from every time we need Valentine’s Day dance. coordinates the Awards Day

8:30 to 3:30. someone to chaperone a at the high school, working




Ineffective

Partially Effective

Effective

Highly Effective

School Counselor is on dance.” School Counselor with the community to

School Counselor attends secure scholarships.

the professional learning volunteers to have the

committee agenda to the one professional professional learning School Counselor

present program learning committee committee meetings in the collaborates with colleagues

information and does not meeting in which s/he counselor’s office at a time to create meaningful,

attend the meeting. presents program when there are no student student-focused agendas for

information. drop-ins. the professional learning

community.

School Counselor leads the

group of veteran mentor

counselors that is devoted to

supporting peers during their

first years of school

counseling.

School Counselor asks a

teacher who is having

difficulty with group

dynamics in the classroom,

“Would you like me to come

in and hold a classroom

meeting so you can observe

some group management

techniques?”




Ineffective

Partially Effective

Effective

Highly Effective

4e: Growing and School Counselor does not School Counselor School Counselor seeks out School Counselor actively

Developing participate in individual participates in limited opportunities for individual pursues individual and/or

Professionally and/or collaborative individual and/or and/or collaborative collaborative professional

professional development collaborative professional professional development development opportunities

activities even when such development activities. based on an individual based on individual or

activities are clearly needed School Counselor engages in assessment of need. School departmental assessment of

for the development of limited professional Counselor actively engages need, and makes a

counseling skills. School conversations with with colleagues and substantial contribution to the

Counselor actively avoids colleagues and supervisors. supervisors in professional profession. School Counselor

professional conversations School Counselor rarely conversations about takes a leadership role in

with colleagues and assists other counselors or practice, including feedback organizing opportunities for

supervisors. School contributes to the profession. about practice. School professional conversation,

Counselor does not Counselor frequently including feedback about

contribute to the collective contributes to the collective practice. School Counselor

knowledge of colleagues or knowledge of colleagues. initiates important research or

the profession. activities that contribute to the

profession.

Critical Attributes School Counselor is not School Counselor School Counselor School Counselor provides

involved in any activity participates in professional participates in individual professional development

that might enhance development activities professional development activities in the district to

his/her knowledge or when required by district or to enhance knowledge create opportunities for

skills. for recertification. and skills beyond district counselors and/or

School Counselor School Counselor and recertification colleagues to collaboratively

requirements. enhance knowledge and

purposefully resists reluctantly accepts

skills.

discussing performance feedback from supervisors School Counselor

with supervisors or and colleagues. welcomes colleague and School Counselor actively

colleagues. School Counselor supervisor input in order seeks feedback from

to gain insight into supervisors and colleagues

School Counselor does participates in

improving practice. on a regular basis.

not participate in school/district professional

school/district development activities School Counselor School Counselor works

professional development when specifically assigned, participates actively in a with school/district




Ineffective

Partially Effective

Effective

Highly Effective

activities and makes no providing limited variety of required and professional development

effort to share knowledge. opportunities for sharing optional school/district leaders to assess

School Counselor does knowledge. professional development professional development

activities and shares needs, and finds or creates

not know the ASCA School Counselor is aware

knowledge with activities that promote

Competencies. of the ASCA Competencies

colleagues. knowledge sharing that will

but does not make the

have a positive impact on

connection to professional School Counselor uses

students.

growth. the ASCA Competencies

to guide professional School Counselor works

growth. with other School

Counselors to create

understanding of the ASCA

Competencies and uses the

competencies to guide

professional growth.

Possible School Counselor says, “I School Counselor attends School Counselor says, “I School Counselor seeks out

Examples don’t need to attend any only the required would benefit from more and attends professional

professional professional development professional development development specific to

development; I earned my for all counselors in the offered about the cultural individual students’ needs.

degree.” district and doesn’t make diversity of students. School Counselor sends a

much use of the materials

School Counselor refuses School Counselor thanks survey to parents, students,

received.

to attend the post- a colleague for feedback and staff to gather feedback

observation conference School Counselor attends given after a classroom for individual professional

and receive feedback. the post-observation counseling session. development.

School Counselor says, conference but has few School Counselor serves School Counselor takes a

comments or does limited

“Local professional on the school/district leadership role in planning,

follow-up on feedback.

development does not professional development scheduling, advertising, and

apply to me,” and does School Counselor says, “I committee. leading a district-wide

not attend. know there are published School Counselor “Toolkit for Writing IEPs”

competencies, but I am so training event.

School Counselor says, “I identifies an area for




Ineffective

Partially Effective

Effective

Highly Effective

don’t know about busy it is hard for me to find growth after an ASCA School Counselor

competencies; I am on time to become more Competencies-based

establishes an ASCA

my own.” familiar with them.” assessment, and creates

Competencies study group

School Counselor says, “I

School Counselor says, “I an action plan to address

for counselors to explore

the growth goal.

am too busy to talk with have office hours and will how to implement them with

colleagues because I am confer with colleagues School Counselor says, “I fidelity.

responsible for all (too then.” know you need additional

many) students.” support. I can be there.”




Ineffective

Partially Effective

Effective

Highly Effective

4f: Showing School Counselor displays School Counselor is honest School Counselor displays School Counselor models the

Professionalism dishonesty or in interactions and high standards of honesty, highest standards of honesty,

unprofessional behavior in appropriate in professional integrity, and professional integrity, and professional

interactions with actions with colleagues, behaviors in interactions behavior in interactions with

colleagues, students, students, families and the with colleagues, students, other colleagues, students,

families and the community. School families and the community. families and community

community. School Counselor inconsistently School Counselor members. School Counselor

Counselor does not advocates for families’ or consistently advocates for provides leadership to

advocate for families or for students’ social, behavioral families’ or students’ social, colleagues in advocating for

the students’ social, or academic needs. School behavioral or academic families’ or students’ social,

behavioral or academic Counselor requires needs. School Counselor behavioral or academic

needs. School Counselor prompting to comply with fully complies with school, needs. School Counselor

does not comply with school, district, and district, and professional takes on a leadership role

school, district, and professional regulations. regulations. regarding implementation of

professional regulations school, district, and

even when directed. professional regulations.

Critical Attributes School Counselor School Counselor School Counselor is School Counselor provides

demonstrates lack of demonstrates honesty honest and is known for opportunities for other

honesty and integrity and general compliance having high standards of counselors and staff to

according to the ASCA with the ASCA Ethical integrity according to the engage in professional

Ethical Standards. Standards. ASCA Ethical Standards. conversations to ensure

School Counselor does School Counselor is School Counselor seeks shared understanding of

honesty and integrity

not exhibit willingness or willing to collaborate opportunities to participate

according to the ASCA

ability to work occasionally with other in ongoing collaboration

Ethical Standards.

collaboratively with other professionals. with other professionals.

professionals. School Counselor notices School Counselor actively School Counselor exhibits

skill and leadership in

School Counselor does needs of students and and consistently

professional collaboration.

not notice or advocate families but is advocates for student and

for the needs of students inconsistent in advocating family needs. School Counselor takes a

and families. for their needs. leadership role in the




Ineffective

Partially Effective

Effective

Highly Effective

School Counselor does School Counselor is School Counselor school, district and

community, proactively

not provide opportunities inconsistent in providing consistently provides

advocating for the needs of

for student success as opportunities for student opportunities for student

students and families.

described in the Annual success as described in success as described in

School Counselor makes

Agreement. the Annual Agreement. the Annual Agreement.

School Counselor School Counselor School Counselor differentiated efforts to

ensure opportunities are

willfully rejects district complies with district continually assesses

available for individual

regulations. regulations only when planned actions to insure

students to be successful

prompted. compliance with district

as described in the Annual

regulations.

Agreement.

School Counselor takes a

leadership role in complying

with and training colleagues

on district regulations.

Possible Examples School Counselor School Counselor was The principal states, “The Parents, staff and students

manipulated a student asked by a student to School Counselor is a seek out School Counselor

transcript to show an check her transcript for trusted individual. She because s/he is known to

inflated grade. errors, but the School always does what she be trustworthy.

School Counselor Counselor only makes says she is going to do.” School Counselor explains

the check after two

knowingly shares School Counselor says, to staff, students and

reminders from the

confidential information. “That information is parents what information is

student.

School Counselor says, confidential and I am not confidential and what types

School Counselor says, “I able to share it.” of information has to be

“I only do group

only have time to work shared with authorities.

counseling because School Counselor knows

with groups this week;

that’s all I have time for. the students’ individual School Counselor brings

next week I’ll try to work

Individual students and needs and works stakeholders together to

with some individuals and

families’ needs have to collaboratively with address students’ needs.

their families.”

wait.” administration and staff to School Counselor guides

School Counselor sends find time to work with

School Counselor does the classroom teacher,




Ineffective

Partially Effective

Effective

Highly Effective

not respond to the a pamphlet to a more individuals and their student, and parents

classroom teacher who classroom teacher families. through the necessary

wants help advocating outlining the steps to use School Counselor initiates process to determine if a

for a student who needs to advocate for her student needs special

a conversation with the

special assistance. student. assistance.

classroom teacher and

School Counselor says, School Counselor offers help in advocating

“I am too busy to attend attended two out of for a student with special

case conferences. These eleven required meetings. needs.

regulations weren’t School Counselor attends

meant for me.”

all meetings that involve

students in need unless

crisis counseling takes

precedence.


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