1 New Jersey School Counselor Association Evaluation Model The Road to Highly Effective School Counselors
2 Purpose The purpose of the New Jersey School Counselor Association Evaluation Model (NJSCEM) is to assess the school counselor s performance using national and state best practices. This model was developed for use by school counselors and the directors, supervisors, assistant principals, principals and superintendents who supervise school counselors and are responsible for their performance appraisals.
3 Purpose The evaluator will lead the evaluation process in which the school counselor actively participates through his/her observations, self-assessment, reflection, counseling supervision, presentation of artifacts, individual and group counseling, consultation, and optional student growth objectives (SGO s).
4 Purpose This evaluation model is intended to support self-reflection and professional growth that will lead to the implementation of a highly effective school counseling program by school counselors.
5 Purpose The purpose is also to provide an evaluation model for school counselor in New Jersey that is consistent across the state and to promote the professionalization of school counseling.
6 Purpose The rubric used for evaluating school counselors is based on best practices in the profession including The ASCA National Model, the NJ Frameworks, and various evaluation models in such states as West Virginia, North Carolina and Rhode Island.
7 Purpose This evaluation instrument and its accompanying processes and materials are designed to: Provide a comprehensive set of standards and expectations for school counselors Use a common language across all districts that is fair and equitable Enhance professional development and practice: and Implement a flexible and fair system for school counselors being evaluated
9 Standards The performance standards highlight the major roles and functions performed by the school counselor. Standards may vary in individual schools and districts in order to meet the needs of the students.
10 NJSCA Model Standards Standard 1: Program Planning, Implementation, and Evaluation The school counselor collaboratively plans, implements, and evaluates a comprehensive and developmentally appropriate school counseling programs Standard 2: Program Delivery The school counselor uses the majority of time to provide direct services that promote optimal student development. Standard 3: Leadership and Advocacy The school counselor advocates for a safe, supportive, and inclusive school where all students can learn. Standard 4: Professionalism and Growth The school counselor improves his/her knowledge, skills, and practices and advances the school counseling profession.
11 Indicators The indicators provide examples of specific observable behaviors and practices demonstrating how the school counselor performs the roles and functions of the standard. Indicators are not limited to these examples.
12 Indicators for Standard 1 Indicators: Collaborates to facilitate a comprehensive and developmentally appropriate school counseling program that meets the needs of all students. Reviews the school counseling program and goals with the school administrator and stakeholders. Shares the school counseling program calendar with students, parents/guardians, administrators, and other stakeholders. Uses a variety of data to develop and evaluate activities, lessons, and action plans based on student needs. Conducts an annual assessment to determine program implementation and effectiveness and to modify services as needed. Monitors and assesses student academic progress, attendance, behavior, development, and safety to inform and improve the school counseling program.
13 Indicators for Standard 2 Indicators Develops trusting, caring relationships with students that promote their personal/social, career, and academic development. Provides individual counseling, group counseling, and crisis intervention using evidencebased practices. Conducts activities that assist students in developing educational goals and career plans. Delivers the counseling curriculum through structured activities and lessons to provide all students with the knowledge, attitudes, and skills appropriate for their developmental level. Communicates and consults with parents/guardians, teachers, counselors, administrators, and community organizations to identify resources and make referrals.
14 Indicators for Standard 3 Indicators Collaborates with stakeholders to foster a positive school climate that respects and values the diversity of all members of the school community. Provides culturally responsive school counseling activities that promote student learning and achievement. Advocates for policies and programs that promote equity, access, and inclusion for all students regardless of race, religion, sexual orientation, country of origin, ethnicity, language, ability, or socioeconomic status. Promotes prevention and intervention programs and activities that address student needs.
15 Indicators for Standard 4 Indicators Acts ethically and professionally with all students and stakeholders. Seeks ongoing relevant professional development. Actively reflects on professional practice and supervision feedback. Identifies and applies new ideas that improve the school and enhance the academic, career, and personal/social development of all students. Promotes the professionalism of school counselors. Communicates and collaborates with all stakeholders.
16 Artifacts The artifacts are some examples of practices and results the school counselor might include as evidence of meeting a standard. The school counselor will select artifacts relevant to his or her performance and artifacts are not limited to these examples.
17 The School Counselor will select artifacts that provide evidence for his or her performance. Suggested examples of artifacts are listed below. Artifacts reflect the varied needs and practices of schools, and additional relevant evidence may be added. Awards and recognition Best practices Calendars: daily, weekly, monthly, and annual Committee meeting minutes and reports (e.g., Advisory Council, counseling department, Intervention and Referral Services, administrator/principal meeting, Small Learning Community, Student Assistance Programs) Comprehensive School Counseling Plan Counseling Curriculum Data and survey results and analysis: needs assessments, pre-and post-test, program audit, evaluation report, graduation report, postsecondary report Diversity and cultural programs and activities Ethical and legal standards/regulations (e.g., ASCA Ethical Standards for School Counselors, ACA Code of Ethics, Americans With Disabilities Act (ADA), Family Education Rights and Privacy Act (FERPA), Individuals With Disabilities Education Act (IDEA), New Jersey Anti Bullying Bill of Rights Act) Handbooks/school forms (e.g. student handbook, parent handbook, course selection booklet, graduation program, school profile) Lesson plans aligned with ASCA Standards, NJ Frameworks, NJCC, CCSS, and 21 st Century CTE Standards Logs Membership and involvement in professional organizations Mentoring
18 Performance Score This score is calculated by multiplying the level of performance (e.g. rubric) by the weight of the standard.
19 Performance Rubric The rubric is a qualitative summary of practices and competencies that determine the degree to which the school counselor has met the standard.
20 Highly Effective Effective Partially Effective Ineffective Leads efforts to consis- tently facilitate, plan, monitor, evaluate, and modify components, activities, and services of the comprehensive school counseling program. Consistently facilitates the planning, monitoring, and evaluating-on an annual basis-- and modifying components, activities, and services of the comprehensive school counseling program. Inconsistently facilitates, plans, evaluates, and modifies components, activities, and services of the comprehensive school counseling program. Does not facilitate, plan, evaluate, and modify com- ponents, activities, and services of the compre- hensive school counseling program. Regularly analyzes a variety of data to assess student needs and evalu- ates outcomes. Analyzes a variety of data to assess student needs and evaluates outcomes. Sometimes analyzes a variety of data to assess student needs and evalu- ates outcomes. Does not analyze data to asses student needs and evaluates outcomes. Leads the counseling department and collaborates consistently with the supervisor and stakehold- ers in the development and evaluation of program goals and action plans. Collaborates with the counseling department and supervisor and stake- holders in the develop- ment and evaluation of program goals and action plans. Inconsistently collabo- rates with the counseling department and supervi- sor in the development and evaluation of program goals and action plans. Does not collaborate with the counseling depart- ment and supervisor in the development and eval- uation of program goals and action plans.
21 Performance Level New Jersey school counselor performance will be rated on the four performance levels described in the rubric and defined by the NJDOE: Highly Effective Effective Partially Effective Ineffective
22 Weights of Evaluation Standards The recommended New Jersey school counselor performance evaluation weight for each standard is: Program Planning, Implementation and Evaluation 7.5% Program Delivery (Direct & Indirect Services) 80% Leadership and advocacy 7.5% Professionalism and Growth 5.0%
24 Student Growth Objective A Student Growth Objective (SGO) is a goal informed by data that contributes to student learning and development set by a school counselor for a specific group or subgroup of students.
25 S- Specific M- Measurable A- Attainable R- Results-oriented or Relevant T- Time bound
26 Sample Elementary School SGOs Third grade students in the counselor's assigned caseload with less than 75% attendance in the semester will increase attendance by 10% at the end of the following semester. Strategies Individual student conference Telephone consultation with parent/guardian Request for assistance from I&RS Small group counseling sessions with students having attendance issue Weekly attendance log signed by parent/guardian and returned Teachers' reward system to reinforce student attendance Measures Weekly attendance reports Semester summary attendance reports Teachers' summary on reward system impact on attendance
27 Forty percent of the second-grade students in the counselor's assigned caseload will receive a commendation certificate for respectful classroom behavior. Strategies Individual student conference Classroom guidance lesson on respect with student demonstration of target behavior Small group psychoeducational sessions for students not demonstrating respectful behavior Teachers' weekly acknowledgment of respectful behavior Measures Number of students receiving commendation certificates Baseline chart for incidents of respectful behavior Interim chart for incidents of respectful behavior Summary chart for incidents of respectful behavior
28 Sample Middle School SGOs The number of sixth-grade students in the counselor's assigned caseload reported for incidents of bullying in the semester will be reduced by 15% in the following semester. Strategies Class assembly to increase students' awareness of behavioral expectations and bullying Small group psychoeducational sessions with identified students to address life skills and social/ emotional skills Individual counseling sessions Parent/guardian conference Parent/guardian materials for review with the student Measures Counselor generated pre-survey in which students identify their attitudes related to bullying Counselor generated post-survey in which students identify their attitudes related to bullying Baseline report showing students reported for incidents of bullying Final report showing students reported for incidents of bullying Comparison chart showing students Baseline and Final data
29 Eighty percent of eighth-grade advisees in the counselor's assigned caseload will submit a completed student career plan. Strategies Grade level assembly on career planning o Small group career advisement sessions o Individual career advisement sessions Students complete a formal interest inventory (e.g., Self-Directed Search, True Colors) Parent/guardian materials sent home to be reviewed with the student Measures Final report showing the percentage of students submitting a completed career plan Comparison chart showing the percentage of students completing a career plan in the year and the percentage of students completing a career plan the following year
30 Sample High School SGO s The number of 10th-grade students in the counselor's assigned caseload having more than one in- school suspension in the semester will decrease by 50% in the following semester. Strategies Small group psychoeducational sessions with identified students Individual counseling sessions Parent/guardian conference Parent/guardian materials to be reviewed with the student Teacher biweekly progress report Measures Pre-survey identifying school rules and consequences Post-survey identifying school rules and consequences Baseline report showing the number of students assigned in-school suspension Final report showing the number of students assigned in-school suspension Comparison chart showing individual students' fall and spring in-school suspension data
31 Ninety percent of 11th-grade students in the counselor's assigned caseload will complete their 12th-grade schedule plans. Strategies Grade-wide assembly Small group advisement sessions Individual advisement sessions Student and counselor review their career and academic testing results Parent/guardian materials sent home to be reviewed with the student Measures Final report showing the percentage of students having completed their 12th-grade schedule plans Comparison report of the previous and current years showing the percentage of students having completed their 12th-grade schedule plans Comparison report of the percentage of students having completed their 11th-grade and 12thschedule plans Template for correctly completed schedule plan
32 Top Ten Steps to Begin (not in order of flow or importance): 1. Review the forms from the NJSCA model 2. Get district participation and agreement to use the NJSCA model 3. Complete the self assessment 4. Discuss with your supervisor expectations for the year (e.g. school goals, counseling department goals) 5. Discuss how new evaluation model does not rate school counselors after each evaluation. Just observable evidence form what the evaluator saw (no room for subjectivity). 6. Develop mock SGO s 7. Mid-year evaluation is different from other models as it does give you a mid-year checkpoint on strengths / weaknesses. What has been observed and a rating to date (so no surprises at the end). 8. Final evaluation is a culmination of all the observable evidence in each category through the year (announced/unannounced observations) which lead to a rating based on rubric. 9. Indicators are examples and not meant to be all inclusive as there is a degree of variation from district to district 10. Some standards in observations may state not observed as the evaluator is only putting in information based on what he/she observed during the timeframe of the observation
051 School Counselor Effective after October 1, 2013 MI-SG-FLD051-01 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact
Montana School Counseling Program Montana School Counselor Association 2004 www.mtschoolcounselor.org Foreword In June 2001, The Montana Board of Public Education published a revision of the Accreditation
Leader Keys Effectiveness System Implementation Handbook Office of School Improvement Teacher and Leader Keys Effectiveness Division Acknowledgments The s (GaDOE) (LKES) Handbook was developed with the
The Arizona Model: A Framework for School Counseling Programs Handbook State of Arizona Department of Education Office of John Huppenthal Superintendent of Public Instruction Kay Schreiber, State School
The Framework for Elementary and Secondary School Counselor Preparation Program Guidelines March 2014 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us
SYLLABUS COUN 558 Internship in School Counseling Spring 2015 Dr. Marianne Woodside 447 Claxton Cell: 414-0376 firstname.lastname@example.org Support Staff, Joy DuVoisin 974-8864 email@example.com Fax: 974-0135 Section: 001
School Psychology Graduate Program Handbook Revised 09/2013 1 School Psychology Program Student Handbook Table of Contents Section I About the Program School Psychology Program Description Definition of
North Carolina School Psychologist Evaluation Process Users Guide September2013 STATE BOARD OF EDUCATION The guiding mission of the North Carolina State Board of Education is that every public school student
School Counselor Field Experience Practicum Manual Field Experience for the School Counseling Practicum (CNDV 5390) Spring and Fall 2015 *The Field Experience and Practicum Manual are subject to revisions.
Marquette University Learning Assessment Plan Counseling and Educational Psychology Program: Clinical Mental Health Counseling Degree: M.A. Date Submitted: May 2013 Program Learning Outcomes Students will
North Carolina TEACHER EVALUATION PROCESS 2009 McREL Developed in collaboration with the NC State Board of Education Revised September 2012 1 STATE BOARD OF EDUCATION The guiding mission of the North Carolina
Best Practices for School Counseling in Connecticut Counselor Competencies Model Job Description and Evaluation Guidelines Developed by the Connecticut School Counselor Association (CSCA) and the Connecticut
Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR
Practicum/Internship Forms and Report Formats Counseling & Development Program Graduate Studies in Education Table of Contents Field Experience Forms Clinical Mental Health and School Counseling... 4 Ethics
COUNSELOR Coun EDUCATION PROGRAMS: CMH & CPS CED Master s Degree Handbook Department of Special Education, Rehabilitation and Counseling 2084 H ALEY C ENTER TABLE OF CONTENTS DEPARTMENTAL OVERVIEW... 1
Master of Arts in Education Administration and Supervision South Florida Student Handbook August, 2006 TABLE OF CONTENTS TABLE OF CONTENTS... 2 OVERVIEW... 3 College of Education Mission and Purpose...3
Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 039 School Counselor This test is now delivered as a computer-based test. See www.ceoe.nesinc.com for current program
Masters Program in School Counseling Handbook Department of Counseling, Higher Education, and Special Education University of Maryland at College Park Revised 09/15/2013 School Counseling Program Handbook
1 Ed.S. PROGRAM IN SCHOOL PSYCHOLOGY Manual of Policies and Procedures College of Education Department of Education and Human Services Lehigh University http://www.lehigh.edu/education/sp/eds_sp.html Approved:
School Psychology Program Graduate Program Assessment Annual Report 2012 Submitted by: Sandra S. Stroebel, Ph.D. Program Director Associate Professor of School Psychology Graduate School of Education &
Rider University School Psychology Program Handbook Class of 2015 Rev. 1-17-13 1 Table of Contents Page Numbers School of Education Conceptual Framework 3-4 School Psychology Program Philosophy & Goals
PRACTICUM/INTERNSHIP SITE SUPERVISOR MANUAL Counseling & Development Graduate Studies in Education 1 Dear Prospective Supervisor: Thank you for considering one of our counselors-in-training for a practicum/internship
Updated 4/1/14 at 4:30 pm School Psychology Masters Program Prioritization Report Graduate Program Prioritization Criteria and Questions/Elements 1. History, Development and Expectations of the Program
School Psychology Student Handbook School Psychology Program R.I.T. 2013-2014 Revised 8/13 1 TABLE OF CONTENTS I. Program Overview a. Mission Statement b. Philosophy and Training Model c. Program Goals
` University of Wisconsin-Stout Master of Science In Clinical Mental Health Counseling Student Handbook 1 INTRODUCTION This handbook is designed to provide students in the UW-Stout M.S. Clinical Mental
School Psychology Program Program Handbook This handbook provides information about the Specialist program in School Psychology at the University of Houston-Clear Lake. It is intended for use by potential